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Student name and age:

Rose Manning, age 5, grade level- kindergarten

Needs:

Communication disorder: sometimes non-verbal due to stress, overstimulation(Loud Noises), or negative emotions. More verbal with trusted adults and when content

Suspected slight ASD: sometimes has trouble talking/interacting with peers or Adults

Academic Background: Delayed Speech in Early Childhood. Learning letters and pronouncing words has brought difficulties with speech as well. Rose has had some trouble interacting with peers/other children her age.

Personality and learning preferences:

Rose learns best visually and hands-on.

Enjoys games, puzzles, reading, crafts and art, music, and loves nature/the outdoors, animals,

takes swim lessons, her favorite animal is a turtle, and her favorite colors are pink and green

Says she might want to be a zookeeper, vet, or artist as a future career

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1. Increase range of vocabulary and usage (Longterm)

2. Encouraging frequent speech and participation in activities (short)

3. Increasing a desire for student and teacher interactions/connection (Longterm)

4. Learning ways to communicate emotions before they escalate or cause her to go non-verbal (short)

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1. Encourage reading aloud and repeating new words for proper pronunciation. (Read a new book, maybe ones about animals, and once able to recite vocabulary words correctly, offer a sticker or small prize)

2. Offer visuals and objects, and repeat expectations for better understanding. Give positive reinforcement and praise for using words rather than gestures/expressions

3. Student to student- Incorporate games and crafts such as drawing and painting for class activities to increase connections

This one goes for goals 2-4

if Rose shows good choices towards classmates, uses speech rather than expressions, or does a good job staying active during class activities/lesson- drawing time when work is completed, listening to a song, prizes

Supply a communication board for less verbal times and feelings activities to help her understand how she is feeling and have her be able to communicate them to an adult/peers (Hopefully verbally). Offer a quiet space to calm down and sensory/fidget toys to aid overstimulation

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Connections:

Student-Student:

Incorporating games and partner work during activities to allow for student interactions

have a peer buddy system for help with challenging assignments

"Brain Breaks" to encourage continuing participation

Complete a short lesson on "Our class is a family" to help students realize they can rely on each other

Teacher-Teacher:

Incorporate personal hobbies/interests into activities (for example, a lesson could be over animals. Future careers,) (an all about me assignment or student of the week to establish inclusion and belonging)

Spend one-on-one time with Rose if an assignment is especially challenging or involves speaking in front of the class

Create calming exercises, breathing techniques, or a feelings ticket to make the student feel safe and know that someone cares

Have a reward or point system for good behavior, meeting speech or vocabulary goals, and participation. (Let Rose pick a prize geared toward her interest in animals, swimming, nature, favorite colors, snacks, candy, etc)

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Math: Peer help, partner work, group activites for practicing and repetition

Language Arts: Journals and graphic organizers for writing, Reading with headphones and verbally (peer + teacher help), Guided notes

Social Studies: Reading with headphones and verbally, visual timelines of facts (peer + teacher help), guided notes

Science: hands-on projects (One about animals?) and materials, visual charts to aid instructions (peer + teacher help)

Specials: Quiet area for overstimulation, specialized communication board for different teachers/subjects

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Math: Teacher to read aloud/guide for tests, check-ins or practice test over the topic and equations before big assessment

Language Arts: Teacher to read aloud/guide for tests, extended time, take home practice tests, audio screening for passages or reading

Social Studies: Teacher to read aloud/guide for tests, timeline for dates and people,

Science: Projects or visual experiments for formative assessment, Peer buddy

Specials: physical guided instruction, projects, choice of assesment