Case Study: Grace What does this description of Grace’s school performance suggest to you? Grace’s school performance suggests that she is capable of learning. This is confirmed by her scores on Verbal Comprehension, Perceptual Reasoning, and Processing Speed scores from the Wechsler Intelligence Scale for Children, Fourth Edition. The Woodcock-Johnson III Test of Achievement further demonstrates these abilities with scores in the average range for Letter-Word Identification, Reading Fluency, Calculation, Writing Fluency and Writing Samples. She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading. Given the varying methods used to determine the presence of a specific learning disability, what conclusions might the team draw from the Response to Intervention description and the …show more content…
Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is
Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.
Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or
Versyrus is a repeated kindergarten student attending Lake Forest Elementary School of the Arts and Sciences. He is receiving academic direct services with accommodations in an inclusive classroom. Versyrus is a very kind and friendly person who is very sensitive to the needs of his peers. However, he is very kind and friendly, Versyrus will completely shut down when frustrated. His academic strength is reading. He has excelled to the point of being on grade level. According to her i-ready results, Versyrus Test 1 and Test 2 overall scores increased from 338 to 370. He made a 32 point gain. He is on grade level in the areas of high-frequency words, vocabulary and comprehension informational text. He is able to recognize a few level K
During Seless’s sixth grade year at Latham Christian Academy (January 2011), a multidisciplinary evaluation was conducted due to concerns regarding her developmental history and her academic success. The results of this evaluation showed that Seless’s cognitive abilities fell within the low average to average range. Her perceptual reasoning and working memory abilities were stronger than her verbal comprehension and processing speed abilities. Academically, Seless’s scores also ranged from below average to average. She demonstrated weaknesses in her listening comprehension and math problem-solving skills.
Upon arrival, Gianna was administered an early literacy assessment. Results from the assessment revealed Gianna’s Fountas/Pinnell Guided Reading Level was a ‘D, ’ in comparison to her peers reading at a level ‘J.’ In math, her teacher noticed that she showed a “good” understanding of concepts, however when she was given independent work, she had difficulty. In September 2014, Gianna’s second grade teacher requested that she receive Academic Intervention Services (AIS) in math and reading. Consequently, she received remedial reading support by the end of September. She also received remedial math support and speech and language services (K-2 Language Development Program) the beginning of
Minnie is an energetic, outgoing, caring 7-year-old who is in the 2nd grade and is struggling in her reading skills, her hyperactivity, inattention, and irritability. Minnie appears to have general ability cognitive skills at a level appropriate for her age. She demonstrated significant variability across cognitive areas, with her ability to use reasoning to identify and apply rules identified as a personal strength. Minnie was found to have difficulty with working memory. A skill which is very important to reading and is consistent with identification as a student with a learning disability in the area of reading. Minnie’s level of academic achievement in reading is lower than might be expected given her cognitive abilities. Minnie displayed inaccurate word reading. She also had difficulty understanding the meaning of what was read. In an interview with Minnie’s parents, they reported she has experienced difficulty with reading since kindergarten. Given her history of academic struggle with the foundational skills of reading, her lack of response to tutoring, and her reading achievement that is significantly lower than expected, Minnie appears to meet the criteria for a Specific Learning Disorder in the areas of reading accuracy and fluency. Given the severity of the deficit and that Minnie has demonstrated success with comprehension when text is presented orally, Minnie’s success in math, and the history of the problem, it is not likely that her difficulties with attention
To protect that student’s identity, this student will be referred to as Montrel. Montrel is a 13 year-old 7th grade student that has been diagnosed with ADD/ADHD. Montrel’s disability was confirmed based off of the BASC (Behavior Assessment System for Children) being completed on him by his general education teachers and his parents. Additionally, Montrel’s was given an IQ test to measure his academic abilities as well. He showed some discrepancies in both math and english that could have classified him as having a specific learning disability in those academic areas;However, his ADD/ADHD ruling trumps these classifications and show to be the major cause of his discrepancies in the areas of math and english. Assessment team reports were additionally completed to assist in finding Montrel’s weaknesses and strengths academically. The following data sources were additionally used to determine Montrel’s current level of performance: career clusters inventory, observations, and classroom teacher reports.
The results from the QRI and Gates MacGinitie test show that this student suffers from issues related to decoding, vocabulary and reading comprehension. Developing intervention plans that are focusing at addressing these weaknesses should significantly help this student.
Sixth grader, Adam Gallery, is of average intelligence with severe discrepancies between his intellectual ability and academic abilities (265). It has been clearly defined he has learning difficulties in the specific areas: reading comprehension, written expression, math calculation and math reasoning. Based on his assessment results in Woodcock-Johnson III Tests of Achievement, WJ III Tests of Cognitive Abilities, and Universal Nonverbal Intelligence Test he is aligned with the definition of Specific Learning Disability; under the criteria of the Individual Disabilities Education Act (IDEA). Adam has not met state-required standards and falls in the low to very low range of the aforementioned areas of achievements. Compared to other boys his
There are pros and cons to the sequence of events in Alison’s life. Was it a good thing that she was not diagnosed as a young child? If Alison was diagnosed with dyslexia when initially tested, to what extent would her education have been different? Research has shown that teachers may hold lower expectations for students diagnosed as having dyslexia than for students without any learning disabilities, and these expectations may, in turn, impact student achievement (Hornstra, Denessen, Bakker, Bergh & Voeten, 2010). When a child is labeled with a learning disability a teacher will often treat them differently. In addition, the child may lose the motivation to excel, especially if they are separated from their peers. Even though a dyslexic child can receive appropriate accommodations and support, such a label may also place
Based on the review of records, behavioral observations, parent and teacher interviews, and standardized test results, Alina’s cognitive abilities ranged from the average to the very high range.
Angela’s overall underlying ability falls in the below average range. Her reading and spelling skills are below average
She has poor spelling and writing skills. She has trouble in taking notes and copying. Her handwriting is hard to read. It is challenging for her to complete normal class tasks on time, because she reads and writes more slowly than other students (homeofbob.com, 2016).
From a young age, Stacey was diagnosed as having a delay in her milestones and attended a school for children and young people who have disabilities. Delay in milestones can be caused by a variety of issues such as Downs Syndrome or Fragile X Syndrome. With Stacey, it has been environmental factors such as poverty, lack of stimulation and lack of care that have contributed to the delay in milestones. It is also worth noting at this point that Stacey has been diagnosed as having mild learning disability with an I.Q score of 64. The I.Q score has been assessed on Stacey’s cognitive and functioning ability.
She was able to answer when asked and to describe a ball as rounded and the family picture frame as big and “that’s mom and dad”. She is able to say a few words with different endings proven by saying “I went to a farm last week” and “I ate egg”. While she can follow some directions, such as to sit and clap hands, she did not react when asked to close the door. For her gross motor skills, she also scored above the cutoff. She is an active child and enjoys playing with her parents and other girls. Although she is able to stand, walk, and run properly, her ability to hop up and down and to jump was not fully met. This might be related to her enjoying indoor plays, and she can be advised to develop lower extremity strength by playing more outdoor activities. For her fine motor skills, her ability to use scissors, to put puzzles, to draw shapes, and to get dressed are observed. Despite she needed some assist during the performance, she scored way over above the average of same aged children. Most time of observation was put in problem-solving section. Although her development appears to be on schedule, she needed more time process the directions and the questions given by words. In the personal-social section she also was in above the cutoff. It was least scored section for her ASQ, but she did well performing hand washing, dressing up, and brushing teeth with some