Kathy Is A Year Old High School Student

In this particular assignment, I worked with a 20 year old female name Sabrina. While completing this assignment, I used Sabrina’s descriptive evaluations of her educational progress including; data summaries for IEP goals and objectives and an ecological inventory in the form of a parent interview was used to identify sills for assessment. On August 26, 2016, the parent interview sheet went home to her parents. The interview sheet included five questions on things that are important to Sabrina including her current skills, skills used or needed within her home environment, and what is important to her parents for her future. The parents’ preferences for Sabrina’s skills development were taken into account for her current IEP goals and objections. To complete the chart, more information was needed in a few areas. These included: 1) clarification of the type of symbols and symbol format for Sabrina’s communication; 2) an assessment in Sabrina’s current skills in the area of vocational; 3) an assessment in Sabrina’s current skills in math and money skills; 4) an

Abigail was referred for a speech/language re-evaluation to determine current strengths, needs, level of functioning and special education eligibility and programming.

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

Keaunna Knox has been a Speech-Language Pathologist (SLP) since 2007, and has worked ever since 2000 with children with special needs who had speech and language disorders. She began as an “Instructional/Speech Aide” at Pasadena Unified School District working with children with moderate and severe intellectual disabilities. All the students she worked with had speech and language disorders, and, since the Districts therapy was overloaded Keaunna implemented the communication goals she wrote. Based on that experience and many others, Keaunna decided to enroll at Cal State Los Angeles to pursue her professional career in teaching. She received her Master’s in Mild-Moderate Disabilities in Special Education from Cal State Los Angeles and a second

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

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%.

Amy Johnson just started first grade. She enjoys going to school because she gets to hang out with her little friends. She loves Ms. Kim, her teacher because she is very nice and lovely. One day Ms. Kim asked the children to get into groups so that can play a spelling game. When Amy was selected to spell “happy”, she completely forgot how to spell it. She was embarrassed. Ms. Kim believed she was just shy to talk in front of her classmates. The next day, Amy was told to read a three-word sentence, but she was not able to carry it out. Amy sometimes turned in her homework incomplete or late. Ms. Kim started to become concerned about Amy because she was showing learning developmental delays. Ms. Kim decided to contact the elementary school social

Jayla is a first grade student attending Lake Forest Elementary Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class more than 79% of the time. Jayla is a caring and loving person who is concerned about her family, little brother and others. Although she is loving and caring , she continues to struggle with interacting appropriately with her peers and adults. She curses on a regular basis, hit other students, and falsely accused others talking about her. When focus, Jayla is able to read, write , spell and work well with minimal assistance.

Miranda is a 9th grade female student with a speech and comprehension disability. She lives with her two parents and has an older sister. Since the third grade Miranda has had an Individualized Education Plan (IEP) implemented in her education. Both Miranda’s parents are Mexican-American parents that are involved in their daughters school performance. Her parents are both middle class parents, that have given their daughter to follow her interest in performing art. Although, Miranda’s parents are fluent in speaking English and Spanish, Miranda’s Spanish is not as fluent and has challenges speaking Spanish. Both Miranda’s parents describe her as a hardworking student and is currently succeeding in all her classes. Miranda is currently succeeding

Currently, Keshawna is enrolled in school full-time, as a 9th grade student at East End Academy in Newport News, Virginia. She is there through the Virginia Independent Clinical Assessment Program (VICAP) process, and she is receiving day treatment services while there. In the last three months, Keshawna has some full day unexcused absences, and there has been intervention by school administration. Keshawna's performance at school is not promising; she is averaging C- or

Kathy Goebel is a 16.2 year old English speaking female, who lives with her parents and two sisters. According to Mrs. Goebel (Kathy’s mother), she had normal pregnancy and delivery with Kathy, weighing 8 pounds and 6 ounces. Mrs. Goebel claimed Kathy met all of her developmental milestones such as walking, talking, and toileting within the expected times. Mr. Goebel (Kathy’s father) and Kathy were involved in a car accident when Kathy was 8 years old. Due to the accident, Kathy fractured two ribs and sustained a closed head injury. Mr. Goebel and Mrs. Goebel both believe Kathy’s communication impairment may be due to the closed head injury from the car accident.

Anthonio is currently in the ninth grade and enrolled at Bright Futures Academy located in Riverside, CA. Anthonio is placed in a Special Education Class. Jonathan is in class with eleven students, one teacher, and two aides. Parents reports that Anthonio has received Speech Therapy and Occupational Therapy in the past. Parents also reported that Anthonio has previously received ABA services in the past. Parents report their past experiences with their

From reading Brittany’s case history, my provisional diagnosis is a language-based learning disability. Language-based learning disabilities or LLD are characterized by age inappropriate deficits in the areas of reading, spelling, and/or writing (ASHA, 1991). According to Brittany’s case history, she has great difficulties reading, spelling, and writing, causing her to fall well behind her classmates. Despite Brittany’s problem with reading, spelling, and writing, her case history reports that she is developing typically in all other areas. A combination of Brittany’s poor literacy skills and her typical development in all other areas led me to my diagnosis of a language-based learning disability.

Kari thinks that since she was not there, it is not fair that the professor put her in a group that she cannot meet with. With her missing so many classes she is losing interest and not able to do her in classwork. With Kari working 9-5 she is unable to attend her classes which she thinks she is fine missing it since she gets the notes from what she missed. All she knew she needed to get a degree to try to further her advancement in her job.

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.