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504 Service Agreement Plan

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504 Service Agreement Plan

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A 504-service agreement is a plan for how a child will have access to learning at school. A 504 plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.

504 Eligibility:

The student must have a physical or mental impairment that substantially limits one or more of the student's life activities

The student must have a record of such impairment or is regarded as having such impairment

504 vs. IEP:

Under the 504 plan, parents can't ask for an independent educational evaluation unlike an IEP where parents can ask the district to pay for the outside evaluation. The IEP team have strict legal requirement about who participates and the 504 plan has less specific rules. The 504 plan may consist of the parents, general education teacher, and principle. There isn't a standard 504 plan and it doesn't have to be a written document like the IEP does. The 504 is not as specific as the IEP and includes specific accommodations for the child, the names of the people who will provide those supports, and the name of the person responsible for ensuring the plan is implemented.  The 504 plan does not require a written notice to the parents if there is a significant change in the student's plan. Unlike IEP, the state does not receive extra funding for eligible students. IDEA funds can't be used to serve students with 504 plans.

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Intellectual Characteristics:

A high IQ

Advanced logical thinking

Questioning ability and problem solving behavior

Superior comprehension skills

Academic Characteristics:

Academic superiority

Demonstrates superior study skills

Applying content in a creative way

Creative Characteristics:

Highly creative

Using diverse descriptors

Good sense of humor

Being sensitive

Frequent daydreaming

Social and Emotional Characteristics:

High motivation and task persistence

High levels of sensitivity

Self-awareness, idealism, and perfectionism

Instructional Strategies:

It appears that Juanita becomes bored when completing assigned math tasks, as her peers function at a different level and slower pace.  I would be beneficial to modify the curriculum by creating additional tasks or elongating the assignment. I would challenge Juanita by having her do research projects on the math topics we are discussing. Juanita has also indicated she enjoys Science.  It would be beneficial to incorporate Science into her assigned Math lessons to make the subject more interesting for her.

In order to further develop Juanita’s interest in lessons, it would be beneficial to develop different activities that go beyond the regular curriculum. This strategy could provide further motivation as it out of the norm or non-routine. Developing lesson that encourage social skills and learning to accept and interact with  other students would be valuable as well. The students could be asked to find things they have in common. This will help Juanita with improving her social skill, as well as encourage her peers to be more accepting.

Setting a timer would be a good strategy for Juanita, as she tends to rush when completing assignments.  This would encourage her to finish the work in its entirety, but also to the best of her ability.  The timer could be set on her desk so that it does not affect her peers.

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The characteristics of students with communication disorders involve the student having language that is considerably different than others that are similar in age, sex, and geographic areas, social and cultural backgrounds. They have impaired speech, which keeps them from having effective and appropriate communication with others.

Instructional Environment

It is important that the instructional environment encourage communication.   Tables in the classroom could be arranged in such a way that they accommodate groups.  This allows for the incorporation of learning centers, group work, discussion, and interactive communication.

Instructional Delivery and Content

Because Kathleen struggles with reading comprehension, it is important that classroom instruction be directed toward this content. Literacy should also remain a priority as reading comprehension is dependent upon literacy. It would be beneficial for Kathleen to remain in the general education classroom so that she still is included in all other instructional topics.

Instructional Assessment

It is essential that assessment be provided periodically. Detailed records should note Kathleen’s daily performance.  Her teacher should also be collaborating with Kathleen's speech language pathologist. An IEP should be created, addressing specific goals and how they will be measured.

Support Strategies

1. Making Connections

Assisting Kathleen with reading books that provide information on the different meanings for words would be helpful with helping her to learn how to connect words and ways to use them.

2. Modeling

Kathleen’s teacher should encourage, The Collaborative Consultation Model, which will allow Kathleen’s speech language pathologist to work with her in the classroom, eliminating the need for absence during certain lessons and Kathleen’s feelings of being “different.” Modeling words and giving visual cues during learning activities can promote improvement with Kathleen’s vocabulary and provide her with a clearer understanding of what various words mean. This will allow Kathleen more opportunity to read both silently and aloud. She will benefit from being around her peers, as they act as models for pragmatic skills, among other areas of language.

3. Games & Technology

Another strategy would be to develop fun learning games involve phonological shill building. Implementing this strategy provides opportunities for Kathleen to improve her language skills.  Kathleen's teacher could allow her to utilize the computer to work on  fun academic software. There are many different types of software that would benefit Kathleen and enhance her reading comprehension. The use of games and computer activities will help Kathleen to get excited about reading comprehension and also help her teacher because she can do this on her own.

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Intellectual Characteristics

It is somewhat challenging to assess the intellectual level of hearing  impaired students

Students with hearing loss or deafness show no significant differences in  memory, learning or perception in comparison to non-hearing impaired peers

Academic Characteristics

Students with hearing losses score lower on standardized tests than those  without hearing loss

Low reading comprehension can be an issue for students with hearing loss or deafness.

Students with hearing loss or deafness may also struggle with mathematic  skills

Early intervention is important for reading, writing, and language  skills

Studies have shown that there are no significant differences in memory,  learning or perception between those with hearing loss and those without.

Speech/Language  Characteristics

Speech is delayed in comparison to those without hearing loss, but may be  due to delays in receiving hearing aids or cochlear implants.

Language development affects literacy development, which in turn affects  reading comprehension and math comprehension.

Language delays may occur for those who are not exposed to an accessible  language during critical development periods early in life. For example, a deaf student born into a non-signing family may struggle to learn the  English language if it is only presented verbally, since it is not able to be perceived.

Social  and Emotional Characteristics

Individuals with hearing loss can be socially and emotionally healthy if  given the chance to develop self-awareness and problem-solving  skills.

Children with hearing loss may exhibit impulsivity and deficits in  social-emotional skills, largely due to the lack of language skills needed to negotiate social situations.

It is important that teachers understand cultural differences, characteristics, and problems that may exist.

Allison’s hearing loss is considered mild to moderate because she is still able to hear with her hearing aids and she can hear once sounds reach to 40-decibel level.

Instructional content

Allison would benefit from a peer buddy.  This would allow her to check in with her buddy, to verify information.  Allison’s peer buddy could also assist her when needed, and relay assignments, as she acquires many absent days due to illness.

Extra time could also be provided to Allison, in order to ensure her work is being complete. Because it takes her extra time to process information, she may need additional time to complete the assigned expectations.

Instructional procedures

All procedures should be clear for Allison to understand and process. Allison should be able to see the resource teacher whenever she feels she does not understand the materials.

Verbal dictation should be attached to all presentations.  Allison should also be given visuals that display what was addressed, which will allow her to work at her own pace, and refer back to what was discussed.

Instructional environment

It is important that the teacher eliminate any additional distractions in the classroom that could interfere with Allison’s ability to hear.  For example, the teacher should ensure that she does not sit near the open door where hallway traffic could be distracting, or the noisy air vent. Student discussion should also be kept at a minimum when a lesson is being presented to the class. The classroom noise level will be kept at quiet voices talking while the teacher is talking and during any projects.

Allison should be placed in the front of the room for all academic lectures and visual presentations. This will allow Allison to better hear and see the teacher, allowing her to read lips.

Instructional technology

Allison will use a computer or tablet to follow the information that the teacher is visually or verbally presenting.  This will allow her to learn and work at her own pace, while staying on track with her peers.

Allison will also use the computer or tablet during literacy to make up any previously taught literacy skills. This will allow Allison individual instructional time, overseen by her classroom teacher. Literacy apps could also be downloaded that provided Allison additional practice.

Additional Strategies

Literacy and language should be a main focus for Allison’s educational development.  While Allison learns new vocabulary, it would be essential that she utilize words she is encountering in daily conversation, to better understand their meaning.  Utilizing a strategy, such as word of the day, would encourage all students to try and use the word of the day.  An incentive or point system could be tied to encourage students to stay motivated.

Because Allison’s language skills are delayed, she would benefit from “oralism”.  This method can be used for students who are able to hear, to a certain extent.  This strategy would help students like Allison learning to lip read, establish new vocabulary words, as well as understand word definitions and contexts.

Collaboration

Allison's regular classroom teacher and the speech and language pathologist should be on constant contact with one another regarding Allison's communication skills. Making sure that the two teachers try new things to increase her involvement in class is crucial to her growth.  The regular education teacher and the special education teacher should also be collaborating, to ensure they are cross-referencing Allison’s needs in both classroom settings. For example, if Allison's special education teacher is using pretend play to demonstrate social interactions, her classroom teacher could incorporate what she practices into classroom lessons.

The special education teacher and the classroom teacher should work together when developing a plan for Allison's family. It is not only important that there is consistency among classrooms, but that they understand the parents expectations, and that strategies being used at school are being utilized at home.  For example, if her teachers are increasing her vocabulary by using a word of the day, the teachers could send a word of the day list home, and her family could encourage her to use the words as well.

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Environment
Darin’s visual impairment causes him to have a need for objects to be in close range.  In order to accommodate Darin’s needs; it would be beneficial to seat him closer to the front of the room, where the board is more easily viewed.

Technology
Technology could be used to increase Darin’s ability to view the different materials during class. A tablet could be utilized for all of Darin's classes. This would allow him additional options of viewing, such as zoom. This type of technology would allow for Darin to work at the same pace as his peers

Content
All curriculum content should stay the same for Darin, a she is on the same intellectual level as his peers. He should have printed material altered for times that he cannot use the technology in the classroom.
Darin should also have some familiarity with issues that the visually impaired may encounter in the work place, as well as learning life skills he can perform on his own. This will help him be prepared for his future after high school.

Procedures
Darin would benefit from clear and concise directions.  It would be helpful to create a direction system that allows Darin to refer back to what is being asked of him.  Directions could also be chunked to they are more easily remembered.

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The affect vision loss has on both intellectual development and social skills development could vary depending on whether the child had congenital blindness, which is blindness from birth or is adventitiously blind, which is blindness that occurred after birth. In Robert’s case, it was identified from an early age, and expected from birth.  Robert did not respond to faces, but would acknowledge voices.  He was not interested in objects that were placed in front of him. At the proper age, he was placed in an early intervention program. With the proper supports and modifications, children, like Robert, who are blind or visually impaired, are equally as likely to succeed as their sighted peers.

Intellectually: To date, there is no proof to validate that vision affects intelligence.  An individual’s ability or lack of ability to see is not an indicator of low IQ.   Because the IQ testing strategy is not effective for individuals with visual impairments or blindness, it is difficult to determine their official levels of intelligence.  Students with low vision or blindness are just as capable and should be held to the same expectation level as their sighted peers.

Socially: Students who experience low vision or blindness may be developmentally delayed in the areas of social and play.  As children play, they use methods of exploratory-sensorimotor and symbolic play, thus aiding in social development. Students who have visual impairments lack the ability or encouragement to partake in these various activities. Vision provides incentive for movement, space, coordination stimulation, control, exploration, and reason for communication and cognitive development.  For individuals with visual impairments, it is challenging to explore all of these areas, thus resulting in hindered development.

Language: As language development relies heavily on the ability to hear and speak, individuals with visual impairments are generally not affected.  While students may not find it challenging to speak, write or
interpret their spoke language, they may struggle with pragmatics of language and nonverbal communication. There are many non-verbal signals visually impaired individuals would not learn effectively due to the inability to read text and view/learn/interpret body language as it is presented to them. Also, students with visual impairments or blindness will tend to not use physical or
facial gestures.

Academic: When comparing how academics are affected by low vision or blindness, it is important to consider how the student is being evaluated.  Again, the affect a visual impairment has on academics may also relate to the age in which the impairment was
onset.  However, with the proper supplies, materials, and support, visual impairments would not have a negative effect on an individual’s academic success.

Perceptu al: Visual perception is what gives meaning to what we see with our eyes, and how we develop memory. This includes identifying people, objects, pictures, letters, numbers and the environment around us. Our perceptual development also includes what we can touch and hear.  Individuals with visual impairments tend to rely on touch as their primary mode of perception. Because visually impaired individuals are unable to perceive their surrounding or area of space, their spatial perspective is affected.

Social & Integration Strategies:

A strategy that would help Robert’s socialization would be social skills training. Robert has a good relationship with the peers he encounters on a daily basis, and would benefit from additional opportunities to practice social situations.  It is important that Robert’s teacher also educate his peers about Robert’s condition.  It is essential they understand that he is not much different from them. This will eliminate any cause for exclusion.  Utilizing a peer buddy could help Robert to navigate different social environments. This would allow him to participate in different types of conversations in safe environments. The teacher can also implement more group work for the students, where the students have to find a common interest and build a project off that interest. This would allow Robert and his peers to find common ground to grow a friendship. It will be important for Robert’s peers to realize that he can participate in the same activities he might just need assistance.

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Children with autism may present a variety of mild to severe characteristics.

Social Interaction Impairments:

Have difficulty making eye contact with others

Show little body language or facial expressions when interacting

Have difficulty developing relationships with peers

Seem uninterested in sharing experiences

Engage less in give-and-take social interaction with caregivers, siblings and other close relations

Speech, Language, and Communication Impairments:

Have difficulty communicating with speech or with gestures

Have difficulty understanding what others are saying to him

Have difficulty using the language he has to interact with others

Have difficulty starting or continuing a conversation

Have difficulty using his own sentences, and instead, may repeat what others say (referred to as echolalia)

Lack make-believe or pretend-play skills

Stereotyped or Repetitive Behavior:

Show interest in very few objects or activities and play with them in repetitive ways

Perform repetitive routines and have difficulty with changes in these routines

Spend time in repetitive movements (such as waving a hand in front of his face)

It is important for Ms.Dunn and Mr. Runyon to collaborate for various reasons.  Alex spends most of his day with Mr. Runyon.  As his primary educator, Mr. Runyon can clearly identify the areas where Alex excels and where he may need further assistance.  Since Ms. Dunn only works with Alex one hour a day, it is important she have a clear understanding of what needs Alex has.  By staying in communication with one another, Ms. Dunn is able to focus on Alex’s most immediate needs addressed by Mr. Runyon. Ms. Dunn can then inform Mr. Runyon as to how to incorporate her strategies into the primary classroom in order to reinforce what she is teaching Alex.

Instructional Strategies

Instructional Content:

The curriculum in both of Alex’s classes should be adapted to his individual needs.  The curriculum should incorporate the needs addressed in his IEP and focus on helping him improve his social skills.

The instructional content should also focus on improving Alex’s communication abilities.  Because Alex is still young, it is important to work on improving his skills as soon as possible.  Techniques such as social stories could be used to help him better understand various social situations

Instructional Procedures

For s student like Alex, clear directions and setting objectives is important.  When instruction is broken down into small steps, it is easier for Alex to better understand what is expected of him.  It is also beneficial to have Alex repeat or recite a set of directions to ensure he fully understands.

Using referral lists may be helpful for Alex as well.  In addition to setting clear directions verbally, they should be provided visually so that Alex is able to refer back to what he is being asked to do.

Instructional Environment

An alternative communication machine can be used to help Alex express certain things, but should have limited use. This is something that Alex can use regularly but be slowly weaned away.

Alex's environment should involve a lot of group discussion based lessons. Being in an environment where students and teachers are discussing and thinking out loud about things will prompt Alex to become involved.

Instructional Technology

Using a recording note system (like Dragon) may be a good tool for a student like Alex.  Since he struggles with communication, it may be beneficial for him to have the documented verbiage to reference.

Using a tablet may be beneficial for Alex.  There are multiple learning programs that incorporate all different areas of learning.  This would also allow him to work at his own pace. If he finds using the tablet enjoyable, it could also be used as an incentive to make him work harder on other classroom activities.

Socialization

Alex’s teachers should be creating lessons that encourage him to work with other students in the classroom whether it is in a group setting or with a single partner. By “forcing” opportunities for interaction, Alex will be able to practice interaction and begin to understand how to socialize in non-school settings as well.

It would also be beneficial for Alex to have a school buddy.  A student in the class that is able to work with him on assignments, help him in the lunch room, and overall make him accountable to someone other than himself.

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Academic:

What are the goals that are addressed within his IEP, along with information dictating what strategies have been used in the past?

What strategies work well with David, and which learning strategies should be avoided?

What are his interests?

Where does he excel or his strengths?

Where does he struggle, or weaknesses?

What reading/math/writing level is David currently at?

What type of learner is David (visual, kinesthetic, etc.)?

If David is to be pulled from class, where, when and how long will he be in therapy?

Is a paraprofessional or aide present with him in the general education setting?

Social & Emotional:

Does David work better in group or individual settings?

What activities does David enjoy participating in with peers?

David’s social comfort levels

Communication:

Does David have access to an alternative/augmentative communication system all of the time?

Since David enjoys using a computer, but struggles to use a calculator, is he able to type?

On what level are his communication skills?

What are his current and future communication goals/expectations?

How well does he process verbal information?

What additional alternatives to verbal communication is David capable of?

Medical:

What are David’s physical and medical needs?

What is David’s medical action plan?

Will training be provided in order to handle medical emergencies?

What are the signs of a medical emergency?

When, where and who will administer required medication?

Post-secondary Transition Plan:

What are his post-secondary goals?

What are his interests?

What are David’s parents aspirations for post-secondary?

How likely is it that David will be able to be completely independent?

What transition services are available?

Teaching Strategies for David:

Partial Participation

I feel that David would benefit from partial participation for multiple reasons.  David enjoys the general education setting and working with his peers.  Partial participation allows him to participate in activities and lessons, without the negative effects of not being present. It is important to establish David’s comfort levels.  The education provided to him to allow him to feel confident in his abilities, but should also target his interests.  I think for ANY student, life skills are essential, and that includes social interaction.  David would still be provided the social interaction with partial participation, while learning the life skills at a level and pace that is suitable for him.

Embedded Instruction

David would benefit from embedded skill instruction, because this strategy allows him to continue to participate in the general education setting.  Embedded instruction encourages the use of one curriculum with adaptations and modifications.  Although peers in the class may be learning on a more advanced level, the topics addressed can be made relevant for David as well.

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Charcteristics of Severe & Multiple Disabilities

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Charcteristics of Severe & Multiple Disabilities

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Individuals with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities and the person's age. While the characteristics vary case by case, some traits are more commonly shared.

Restricted movement

Skeletal deformities

Sensory Disorders

Seizure Disorders

Lung & Breathing Control

Medical concerns

Delayed motor development

Limited speech or communication

Difficulty in basic physical mobility

Memory and attention challenges

Trouble generalizing skills from one situation
to another

A need for support in major life activities

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Following Directions Strategy #1: For a student like Janetta, she appears to struggle to comprehend directions given to her.  Many
times students with intellectual disabilities will struggle with attention and memory.  If this is the case with Janetta, it would be valuable to use short and simple sentences to ensure understanding. Since she may struggle with memory, her teacher should also try repeating instructions or directions frequently, to reinforce expectations. If her teacher notices that she is still uncompliant, it would be beneficial for Janetta, both present and future, to begin taking some responsibility over how she learns.  The teacher can include her into this process by asking her if she still needs further clarification.  For a student who finds retaining information challenging, her teacher could also use chunking.  By breaking the information into smaller segments, she may be able to retain the instruction and follow through with step by step tasks. Because Janetta may have difficulty processing information, she may benefit from specific and immediate corrective feedback.

Following Directions Strategy #2: For a student like Janetta, it is important for educators to be careful not to overwhelm a student with multiple or complex instructions. The teacher should be sure to be explicit about what it is you want the student to do.  Because students with intellectual disabilities may also struggle to generalize information, teachers should not assume that the student will perform the same way day to day. It is also important to remember that students with intellectual disabilities learn better when incorporated into an activity, rather than being
given verbal information.  For this reason, it may be beneficial to demonstrate the steps in a task, and have
student perform the steps, one at a time. Janetta may also benefit from the use of visual supports when relating
new information verbally.  Overall it is important that her teachers continue to maintain high, yet realistic
expectations.

Making Choices Strategy #1: In the case study, Janetta struggle to make every day choices, such as what to
order for lunch.  Janetta would benefit from being taught decision-making rules for discriminating important from
unimportant details.  Overall, it is important that Janetta not only be able to make choices, but understand the
difference between an important decision and an unimportant decision.  For a student like Janetta, it may be
difficult to general the difference between the two types of choices, and when thinking about her future, it is essential she learn how to process the choices differently now.

Making Choices Strategy #2: In addition to working on important vs. unimportant decisions, Janetta would benefit from opportunities to practice skills in role-playing situations.  Janetta’s teacher could develop practice situations where Janetta has to decide between two food orders.  This could occur within the cafeteria, however, it is important that she be able to start connect the dots in various environments, and would benefit from opportunities to practice skills in many different environments.

Foster Independence Strategy #1:  This is somewhat repetitive from the previous strategies, however, again Janetta would benefit from role play opportunities.  Not only should she be learning to make choices, but she should be given opportunities to learn everyday life skills.  These tasks could be as simple as making a phone call or locking a door.

Foster Independence Strategy #2: An important element to being independent is socialization.  It doesn’t appear that
Janetta severely struggles socially, however it is essential that certain concepts be reinforced.  Her teacher
should continue to teach her the basics of communication such as active listening, asking someone to clarify what they said if it was misunderstood, and using clear and proper speech.  These strategies could be incorporated into a variety of lessons throughout a typical day.  The teacher should also be allowing for peer interaction, as student with intellectual disabilities benefit and learn well from peer observation and interaction.

Writing & Reading Strategy #1: The most important learning task that needs to be established with Janetta is
her alphabet.  Use mnemonics, such as words, sentences, pictures, devices, or techniques will help with improving or
strengthening her memory.  While this strategy may be simple, I think it is important that she learn the alphabet
song, but also visually see and physical write the letters that correspond to what she is verbalizing.

Writing & Reading Strategy #2:  Once Janetta is able to learn the alphabet, she needs to not only learn to form words, but relate written and visual words to their meanings.  Since individuals with intellectual disabilities struggle to generalize information, Janetta may benefit from visual supports when new information is being presented.  Janetta appears to be doing well with fine motor skills such as writing words.  The next step includes not only learning to read, write and spell the word dog, but relate it to the concept of an actual dog. This is where imagery may prove beneficial.

Math Strategy #1: Again, with math, using mnemonics, such as words, sentences, pictures, devices, or techniques will help improve or strengthen her memory.  Janetta understand the concept of numbers but clearly struggles to generalize the information, as seen in her inability to tell time.  It is important that her teacher use concrete items to help explain new concepts.  Janetta needs to be able to not only identify numbers, but utilize them in new situations. Physical and interactive lessons may engage her and help place more permanence on the concept of counting.

Math Strategy #2: Again, having the opportunity to use a real life situation may help Janetta learn her math skills.  Since she is still unable to tell time, it may help to utilize her classroom routine to engage her.  Using chunking and consistency may help, but also have her visually and verbally first identify the number on the clock and gradually make the activity more challenging as she begins to grasp the concept that the number relates to time in the day.

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Charcteristics of Individuals with Intellectual Disabilities

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Charcteristics of Individuals with Intellectual Disabilities

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There are a variety of characteristics that directly relate to students with
intellectual disabilities.  Some specifics may include physical development, cognitive development and academic performance, and social and emotional development.

Individuals with intellectual disabilities may display physical characteristics. For some of these individuals, they may be underdeveloped in growth, or differ in height and weight of peers at the same age. Individuals with intellectual disabilities may also have physical deformations and have slower movement and balance abilities.  A physical characteristic may be evident through the student’s gross and fine motor abilities.

In addition to physical development, individuals with intellectual disabilities
may display differences in their cognitive and academic performance.

Students with mild intellectual disabilities are characterized by general delays in cognitive development that affects their language and academic skills. While these students are able to learn within the general education setting, they will generally learn at a slower pace than their peers. Students with intellectual disabilities may test at a less than average IQ level, be underdeveloped in speech and language abilities, as well
as have difficulty with memory, attention, perception, imagination, thinking, computing and concentration.  Student may struggle to pay attention or hold focus if they are not directed to an activity, or physical taking on the task. These students find transitional activities challenging.  Students will intellectual disabilities may
also find it difficult to remember information. This directly correlates to attention issues, but is also derived from the inability to generate and use the strategies learned to even form short-term memory.  Lastly, students with intellectual disabilities may have difficulty generalizing information to other material or settings.  For example, an
individual may understand the concepts of addition and subtraction but may then have difficulty generalizing this information to a division problem.

Many times, the physical and cognitive characteristics of students with intellectual disabilities may contribute to the challenges of social interaction. For example, a low level of cognitive development and delayed language development may cause a student to struggle understanding the content of a conversation.  This student may find they are unable to understand verbal expectations. Similarly, difficulty with attention and memory hinders social interactions, as students with intellectual disabilities may have difficulty attending to important aspects of social interactions, maintaining attention over time, and holding important aspects of what they observe in short-term memory.  In addition to social challenges that result from general cognitive deficits, students with mild intellectual disabilities share many of the same social difficulties of students with learning disabilities, including the inability to read social cues and interact successfully in conversations, and lack of interest and participation in school activities.

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Andy would benefit from vocational training while in school. He should continue with the school support system but also begin to prepare himself for college and/or career options. Goals should also be set for Andy, such as becoming independent. Andy would also benefit from wrap around services.  Andy should also be coached in how to connect with the medical support system to ensure the proper maintenance of his ADHD. Additional service should also be explored to allow him to seek counseling and mentoring for adults with ADHD.

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Instructional Strategy for reading and math #1: Inclusive learning support:  Andy would benefit from learning support provided within the inclusive classroom setting, as it will allow for the special education teacher to work alongside him. By allowing both the general education teacher and the special education teacher to work with Andy in the same learning environment, not only will he receive the additional support he requires, but also consistency will be kept throughout his learning.

Instructional Strategy for reading and math #2: Direct Instruction: This is a specific method in presenting instructions, rules, direction or guidance.  I feel Andy would benefit from direct
instruction as his teacher would be able to use this method to ensure Andy hears, retains and understand the specific instructions given. The teacher should also be clearly presenting expectations prior to starting the lesson.  This guided practice would allow
Andy’s teacher to observe his work through activity, but also allow for
self-guidance.

Homework Strategy #1: Tutoring: Andy will benefit from continuing to utilize the support of a home tutor.  Again, additional support will only increase his abilities, but will also keep consistent with what he is learning in school.  Andy also appears to struggle at
keeping himself organized, and I feel that by focusing on the same tasks will allow for him to better retain and compartmentalize the learned information.

Homework Strategy #2: Incentive plan:  Andy needs reinforcement in order to keep him motivated. I feel that creating a plan at home and at school will encourage him to complete his assignments.  He could be reinforced at home by allowing him to participate in an activity that he enjoys, and at school he could work on a point system that allows him to pick from a prize box.  If his parents and teachers work together to focus on his positive behaviors he will learn from the positive reinforcement and the actions will eventually become habit.

Behavioral Strategy #1: Cognitive behavior modification: Andy struggles to pay attention, and CBM is a strategy that could potentially help Andy adopt efficient learning strategies.  This would be accomplished by actively involving him in the learning process using verbalization, modeled strategies, and a planned, reflective goal statement. CBM is an effective strategy for Andy, as it will improve his ability to pay attention and focus on tasks, both at home and at school.

Behavioral Strategy #2: Written and Verbal Direction: The case study indicates that Andy struggles to follow directions.  Andy’s teacher should try to incorporate routine into lessons so that Andy can anticipate what he is supposed to do each day.  His teacher
should also be sure to clearly address expectations both written and verbal. The written version could be provided in the form of a list.  This will allow Andy to refer back throughout the lesson.

Instructional Environment & Organizational Strategy #1: Checklists:  Again, Andy struggles to follow directions and keep himself organized.  Providing Andy with a visual working checklist will assist him in his self-organization process.  Checklists can be used for a variety of reasons within the classroom from lesson expectations to homework assignments.  This will serve as a reminder for him to refer back to.

Instructional Environment & Organizational Strategy #2: Kinesthetic Learning:  The case study indicates that it is challenging for Andy to focus and remain still for long periods of time.  It is important for his teacher to incorporate movement activities into daily lessons.  Kinesthetic learning can be intermingled into a variety of lessons, and will not only keep Andy engaged, but will draw less attention to the fact that Andy has the need to move.

Written assignments & Testing Strategy #1: Chunking:  Chunking
is not only important for students like Andy when teaching a lesson, but also when giving an assignment or test.  If information is broken up into small sections, the student will better be able to focus on the task at hand.  The teacher should also work with Andy on testing strategies, such as being sure to read directions carefully, and answering in the proper format.  When creating a test for a student like Andy, the teacher should be consistent in presenting directions and expectations.  Andy would also benefit from a study guide.  Providing clear direction as to what is important to know prior to a test will allow him to focus on what needs to be studied.

Written assignments & Testing Strategy #2: Avoid Distractions:  For a student like Andy, not only is the test taking process stressful in itself, but it is near impossible if he is faced with the struggle of blocking out distractions.  Andy would benefit from taking a test in a separate location that includes less students and classroom activity.  If Andy’s teacher finds he is still struggling to complete the tasks within the allotted time frame, they should consider reviewing Andy’s IEP to incorporate additional time for test taking.

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Bobby’s school needs to be involved in support strategy listed.  The school should be providing Bobby’s with emotional support and a behavioral plan. The school should also be working with his general education teachers and his parents to develop consistency both at home and at school.  Bobby’s parents should focus on having him evaluated for health concerns, and should continue to encourage that he attends school.  Bobby’s teachers need to focus on his interest and individual needs to keep him engaged, and should be supportive of his additional emotional needs. The school should be helping Bobby learn how to implement his own calm plan, so that once he graduates, the skills will already be in place.

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Behavior Strategy #1:  Preview rules/behavioral expectations: Some students misbehave because they are impulsive and do not always think through the consequences of their misbehavior before they act. Students, like Bobby, can benefit from having the teacher
briefly review rules and/or behavioral expectations just before the students go into a potentially challenging situation or setting (e.g., passing through the halls; going to an assembly). If the instructor has a classroom reward system in place, he or she can strengthen the rules preview by reminding students that the class can win points for good behavior. Based on the behavior displayed by Bobby, I it appears that he could benefit from clear and consistent direction. He may need a daily reminder and incentives to provide encouragement or motivation.

Behavior Strategy #2: Teach student to take 'calm-down' break: Students who frequently become angry at peers or who may be set off by the excitement of large groups may be taught to either identify when they are getting too tense, excited, or angry, and/or take
a short break away from the setting or situation until they have calmed down sufficiently.  For a student like Bobby, it would be beneficial to develop a calm plan or a behavioral intervention
plan.  Since Bobby appears to have what is described as “explosive behavior”, it would be good to first start working with him to address his reasons for anger or frustration.  Bobby would then benefit from having a plan in place that allows him to cool down when he feels himself getting angry or frustrated.  This skill will help him later in life when he is either in college or working.

Instructional Strategy #1:  Positive praise/ clear and consistent direction: Bobby appears
to need additional assistance in the classroom, as he is behind academically, and appear to become easily frustrated and lack motivation.  Instructionally, Bobby needs clear and consistent
instruction, as well as positive praise. He also would benefit from active engagement.  Actively engaging Bobby, as well as teaching topics that are aligned with his interests  and college
and career skills, will not only keep him motivated, but will also teach him information and skills he will need to be successful with his post-secondary development.

Instructional Strategy #2: Provide skills instruction & Develop a transition plan: Bobby’s teacher should determine if he engages in inappropriate behaviors because he lacks alternative, 'replacement' skills.  If this is the case, his teacher should set up a plan to provide him with the necessary skills that will help him excel both academically and socially. Any skills instruction should include plenty of examples to illustrate the skill-set being taught, such as demonstration (e.g., modeling, role-play) and a 'checkup' (e.g., student demonstration and verbal 'walk-through' of steps to skill).  Based on Bobby’s behavior, he could work on developing soft-skills, such as working as part of a team.  His teacher should continue to monitor his behavior and progress.

Instructional Environment Strategy #1: Increase 'reinforcement' quality of classroom: If a student, like Bobby, is acting out to be ejected from a classroom, it may be that he does not find the classroom setting and/or routine to be very rewarding. His teacher should focus on making
the classroom environment more attractive in a number of ways, including by posting interesting instructional materials (e.g., bulletin board displays), boosting the pace of (and degree of student interaction in) class lecture or discussion, and including additional instructional activities of high interest to students.

Instructional Environment Strategy #2:  Emotional support class home base: Bobby’s case study indicates that his teachers and counselor believe that Bobby could potentially do well in a
separate classroom, where the teacher is able to provide him more one-on-one
assistance.  However, Bobby also struggles socially, and taking him away from a general education setting may only increase his lack of social interaction. I think Bobby would do well with the help of an emotional support teacher, and an emotional support classroom home base.  Bobby’s school could allow him to utilize the classroom and teachers support as needed. This would serve as a relief location that could tie into his “calm plan”.

Attendance Strategy #1: Offer choice/make him accountable: When students are offered opportunities to make simple but meaningful choices in their classroom routine, their behaviors can improve.  The case study indicates that Bobby has poor grades, poor attendance, is functioning on a lower academic level than his peers, and complains of illness when in class.  While Bobby’s health should be taken seriously, it is also important to consider other reasons for Bobby’s lack of attendance. For students like Bobby, it is important to continue to work
individually with the student and communicate what types of needs they feel they have.  His teacher could provide examples of choice include permitting him to select who he works with on a project, negotiate when an assignment will be due, and choose what book to read for an
assignment. Bobby should begin to be held accountable for his own education.  Between incorporating his interests, working one-on-one with his needs, providing incentives, and offering choices, Bobby should begin to feel more motivation to succeed.  Bobby needs to learn how to self-motivate and see the benefits of a situation.  This will only help him later in life when he is in college or a career.

Attendance Strategy #2: Medical Meeting/Plan:  Many times symptoms addressed by student like Bobby are dismissed as excuses to avoid class.  However, Bobby’s health should be taken seriously unless proven otherwise.  A meeting should be set up with Bobby’s teacher, counselor, parents, and school nurse.  Once a verdict is reached one way or another, a plan should be put in place as to how to handle Bobby’s complaints.  If the symptoms are legitimate,
the school nurse, parents and teachers should establish what needs to take place.  If this is an excuse to remove himself from class, the teacher and parents should begin working with Bobby to establish why he is looking to leave.  Is he bored? Is he struggling?

Social Strategy #1: Set up goals that are aimed at social interaction: Knowing that a student like Bobby struggles to interact socially, the teacher should take advantage of learning situations that allow Bobby to interact with his peers.  These activities may also engage Bobby, and encourage him to participate more in school.

Social Strategy #2: Provide seating that allows for both inclusion and seclusion:  When creating a seating chart, the teacher should consider all of Bobby’s needs.  Bobby may benefit from sitting at a table setting that forces him to interact with his peers.  He may also begin to learn from working with those who are at a more advanced academic level, as many times peers are willing to help one another.  I also feel it is important for Bobby to have a separate spot in the classroom that is previously designated between him and his teacher. This spot will serve as part of Bobby’s “calm plan”, and will allow him to remove himself if he is feeling upset or overwhelmed.

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ADHD is a condition of the brain that affects a person's ability to pay attention. Individuals with ADHD act without thinking, are hyperactive, and have trouble focusing. The difference between an individual with ADHD and typical excited behavior is that symptoms are present over a longer period of time and happen in different settings. They can hurt a student’s ability to function socially and academically.

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Inattention

- Has difficulty concentrating

- Has unrelated thoughts

- Has problems focusing and sustaining attention

- Appears to not be listening

- May have better attention to enjoyed activities

- Has difficulty planning, organizing, and completing tasks on time

- Has problems learning new things

- Demonstrates poor self-regulation of behavior, that is, he or she has difficulty monitoring
and modifying behavior to fit different situations and settings

Hyperactivity

- Seems unable to sit still and appears restless and fidgety

- May bounce from one activity to the next and often tries to do more than one thing at once

Impulsivity

- Difficulty thinking before acting

- Problems waiting his/her turn

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Characteristics of Emotional and Behavioral Disabilities

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Characteristics of Emotional and Behavioral Disabilities

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Most students with emotional and behavioral disorders
perform one or more years below grade level academically.  The most common behavior pattern of
children with emotional and behavioral disorders consists of antisocial or internalizing/externalizing
behaviors.  For example:

- Inability to follow directions
- Using inappropriate language

- Disturbing peers

- Fighting or inappropriate physical behavior

- Ignoring the teacher

- Complaining

- Excessive arguing

- Illegal activity

- Temper tantrums

- Do not complete assignments

- Anti-social behaviors

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Children with emotional or behavioral disorders are characterized primarily by behavior that falls significantly beyond the norms of their cultural and age group.  These patterns of abnormal behavior have adverse effects on children’s academic achievement and social relationships.

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Ricky: Teaching Strategies & Effectiveness

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Ricky: Teaching Strategies & Effectiveness

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- Effective use of daily schedule using images or real objects for young children

- May benefit from a visual schedule and understanding and embedding choices.

- These strategies are effective in that they help children feel more secure and comfortable, by providing a positive support system.

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Ricky: Specific Instructional Environment Needs

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Ricky: Specific Instructional Environment Needs

# data[].attributes.body
- Classroom setting that embraces UDL

- Low teacher to child ratio

- Provided instruction for both parent and child

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- Loving family

- Structure and routine care

- Supportive pre-school program

- Family income to support basic needs

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- Mother's age/teen pregnancy

- Mothers lack of education

- Lack of prenatal care

- Low economic status:

Food

Housing

Medical

Child care

Education

- Inconsistent father and family instability

- Ricky is left home alone from a very early age: Child neglect

- Mom posses potential signs of substance use-unidentified

Lack of:

Nutrition

Supervision

Nurturing

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Margaret: Teaching Strategies & Effectiveness

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Margaret: Teaching Strategies & Effectiveness

# data[].attributes.body
- Early intervention

- Continuation or implementation of physical therapy into daily activities

- Large and fine motor skills developmental activities

- The lack of early prevention and intervention diminishes the effectiveness of later services

- Effect because children without interventions may develop well established behavior patterns, if not identified

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- In home services; due to young age

- Supportive pre-school program

- Classroom setting that embraces UDL

- Classroom setting that implements areas of physical therapy, in order to better develop large and fine motor skills

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- Physical therapy (continue as needed)

- Physical activity that incorporates physical therapy into daily activities

- Continuous medical monitoring

- Monitor/testing for physical, communication, cognitive, social, and adaptive areas

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- Biologically and medically, Margaret was born at a low birth weight.

- She was smaller with fetal distress

- Problems with ventricle development

- Margaret is developmentally delayed

- Margaret attends therapy for her physical needs

- Margaret was born a twin

- Initially she was developing slower than her twin, but is catching up

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Cody: Teaching Strategies & Effectiveness

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Cody: Teaching Strategies & Effectiveness

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- Effective Reading instruction including phonics, fluency, vocabulary and text comprehension.

- This program is effective if started early, students are more likely to overcome reading difficulties.

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Cody: Specific Instructional Environment Needs

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Cody: Specific Instructional Environment Needs

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- Exposure to numbers, the alphabet, his phone number and address.

- Proper use of technology at home and at school.

- Supportive in-school Reading effectiveness program and mathematical skills.

- Repeat Kindergarten; as recommended.

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- Intervention services at school for basic readiness skills

- Consistent structure, rules and routine

- Family harmony

- Educational support at home

- Classroom environment that embraces UDL

- Continued exposure to varying in the field learning oppurtunities

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- Cody is developmentally on target

- Cody lacks basic readiness skills

- Cody's mother is resistant to developing needed skills or testing.

- Conditions of established risk are unknown due to adoption.

- Biological and medical risk factors are unknown due to adoption.

- Environmental risk factors include:

Adoption

Family Instability due to divorce

Mother's negative attitude towards schooling

Apparent developmental delay