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John’s advanced problem solving skills and strategies, vocabulary, ability to effectively articulate concepts and ideas exceeds that of her peers during classroom discussions and group participation.  This negatively impacts his ability to sustain motivation and work cooperatively in a group in the general education setting. He needs the opportunity to work with his intellectual peers while participating in a challenging curriculum offered through gifted education.

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Carter exhibits deficits in social emotional skills and non-verbal communication. He screams and throws himself to the ground when he cannot get his way and often hit peers during pretend play. He is unable to communicate his wants and needs effectively due to his nonverbal skills. These difficulties will impact his educational performance due to his inability to fully engage in small and large group instruction within the school setting. 

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Carter exhibits deficits in social emotional skills and non-verbal communication. He screams and throws himself to the ground when he cannot get his way and often hit peers during pretend play. He is unable to communicate his wants and needs effectively due to his nonverbal skills. These difficulties will impact his educational performance due to his inability to fully engage in small and large group instruction within the school setting. 

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Andrew’s spoken language is inhibited by stutters and hesitations. Andrew’s language has an adverse impact on his access to and participation in general education curriculum and with his peers. This affects Andrew’s ability to work in small groups in the classroom and to participate in class discussions that demonstrate learning and understanding for all topics. Due to Andrew’s language deficit he has difficulty expressing his wants and needs with others. This also affects his social interactions.

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Robin’s specific learning disability in basic reading skills will limit her ability to meet grade level benchmarks and master grade level curriculum. Her deficits in decoding limits her ability to read and comprehend grade level reading passages  and she is embarrassed.

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Robin’s specific learning disability in basic reading skills will limit her ability to meet grade level benchmarks and master grade level curriculum. Her deficits in decoding limits her ability to read and comprehend grade level reading passages  and she is embarrassed.

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Andrew’s disfluencies such as blinking his eyes, facial grimaces, stuttering, (affect multi-syllabic words), tone and pitch of his voice, will impact his communication and hinder his ability to easily and effectively communicate with those around him and will adversely impact his participation in academic and social activities.

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Jim’s learning disabilities in basic reading and reading comprehension impact his ability to access all general education curriculum.  His deficits in decoding impact his ability to independently read and write and his comprehension deficits impact his ability to understand concepts presented orally or in text  including basic questions.  His deficits with oral communication impact social interaction.

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Rob's social emotional disability affects his ability to focus and maintain attention to his work. His ability to develop and maintain peer and adult relationships is severely impacted He has delusional thoughts, voices and occasional visual hallucinations that impact his social and emotional progress to access and participate in the general education curriculum.

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Jenn has great difficulty with remaining focused and engaged in classroom lessons and activities. She is frequently off task and requires constant redirection to a given task.  Classroom tests and assignments can be difficult for her to complete within an allotted time. All of this has a negative impact on her participation and mastery towards grade level standards.

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Andrew’s Speech deficits hinder his ability to communicate effectively. This adversely impacts his ability to articulate mastery of grade level curriculum.

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Andrew’s Speech deficits hinder his ability to communicate effectively. This adversely impacts his ability to articulate mastery of grade level curriculum.

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Rob's disability of emotional disturbance affects his ability to focus in math and reading class for long periods of time which impacts his comprehension and his ability to maintain attention to his work. He is distracted by auditory and visual hallucinations and cannot perform required academic work when the hallucinations and voices occur. When he hears the voices, he will talk to the voices and at times become violent by throwing objects which will adversely impact his access to and participation in the general education curriculum.

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Due to Ashley's needing multiple prompts, repetitions, and her deficits in pre-requisite skills Ashley's learning may be impacted in the general education classroom.

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Andrew’s stuttering hinders his ability to communicate with his peers and teachers effectively. This adversely impacts his fluency and ability to participate in the general education academic setting.