Communicating Needs with Families
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Grand Canyon University *
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506
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Nursing
Date
May 24, 2024
Type
Pages
7
Uploaded by AdmiralSeaLion1207
Communicating Needs with Families
Heather Hendricks
College of Education, Grand Canyon University
Survey of Moderate to Severe Special Education: SPD-506
Melanie Bloom
May 13, 2024
May 12, 2024
H. Hendricks, Instructional Strategist II: Intellectual Disabilities
Davenport Community School District
(Parent Name)
(Address)
Dear parent,
Hello, my name is Heather Hendricks. I will be Sally’s special education teacher for this
academic school year. I earned my bachelor’s degree through Grand Canyon University and am
currently pursuing my master’s degree in special education - moderate to severe disabilities.
Constantly working to further education in the field is essential to ensuring my ability to provide
the best instructional strategies and environments for my students. As a parent of a child with
disabilities, I understand the importance of working with my students’ families to help children
learn and grow to the best of their ability.
This letter will discuss the instructional strategies used in the classroom to support Sally’s
unique needs and help her to achieve her goals. According to Sally’s current IEP, there will be
the following areas of focus: communication, behavior modification, daily living skills, motor,
cognitive, and health.
●
Communication: Due to Sally’s visual and hearing impairments, staff will use the
Blind-Deaf Manual Alphabet for communication instruction. This will provide Sally with
touch sensory input, spelling/signing words into Sally’s hand. Hand under hand guidance
will be provided for Sally to practice this skill to help support her goal to increase
communication. Staff will also provide opportunities for writing activities using
depressed letter writing boards to help guide Sally’s ability to form written words as an
added method of communication. Staff will respond immediately to Sally’s methods of
communication and provide the corresponding fingerspelling into her hand or hand under
hand guidance of writing to encourage understanding of meaningful communication. In
collaboration with speech language personnel, staff will assist Sally in using eye-gaze
assistive technology with an AAC device for communication purposes. Sally’s device
will be equipped with an eye-gaze controlled mouse to aid in using her device for ease of
communication. In this way, staff will provide multiple communication strategies, and
learn and encourage Sally’s preferred strategies to further improve communication
outcomes.
●
Behavior modification: Due to the unknown cause or function of Sally’s behavior (poking
her finger into her right eye), Sally will be provided other sensory objects (for example:
pop-it toys, push button fidgets, silly putty, playdough, slime, kinetic sand) to encourage
replacement behavior and decrease the frequency of her poking her eye. Classroom staff
will provide verbal and/or physical praise when Sally demonstrates the replacement
behavior.
●
Daily living skills: Sally will be provided repetitive instruction and multiple opportunities
to practice daily living skills. Hand under hand assistance will be provided by room staff
to model and guide learning of these skills. Sally’s daily living tasks will be broken down
into smaller, more manageable steps to improve learning opportunities and help her build
and grow from mastered skills. As Sally demonstrates an ability to complete skills with
assistance, assistance will be tapered off and a light system will be used to indicate step
completion in order to help foster independence in mastering skills.
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