IEP Analysis Part II: Grace by https://padlet.com/jmc08736/ieppartII Jillian Carley en-us 2018-11-11 16:50:46 UTC 2018-11-28 16:52:56 UTC hello@padlet.com 1) Integrated Movement jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303023994 2018-11-11 18:40:32 UTC https://padlet.com/jmc08736/ieppartII/wish/303023994 1) Grace struggles with balance, standing unassisted, and other motor skills. Doing integrated movement with slight modifications allows for Grace to work on her disability while being involved. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303028925 2018-11-11 19:13:10 UTC https://padlet.com/jmc08736/ieppartII/wish/303028925 1) Inclusion is incorporated in this activity by allowing the entire class to participate in the movements. Grace's movement will be less physically demanding than the other students, however, if the movement activity is something like yoga or dancing there is space for differentiation in completing the activity based on ability. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303029247 2018-11-11 19:15:13 UTC https://padlet.com/jmc08736/ieppartII/wish/303029247 1) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 123) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303030132 2018-11-11 19:20:57 UTC https://padlet.com/jmc08736/ieppartII/wish/303030132 1) In doing this task, Grace is improving her motor skills while also gaining slightly more independence in being able to stand and balance with little to no assistance. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303030788 2018-11-11 19:25:39 UTC https://padlet.com/jmc08736/ieppartII/wish/303030788 1) In doing integrated movements, Grace is meeting the 10th goal in her IEP in the Motor Skills section. Grace will be able to stand and balance for 3+ minutes with little assistance while participating in a class activity 75% of the time. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303031162 2018-11-11 19:27:55 UTC https://padlet.com/jmc08736/ieppartII/wish/303031162 2) Puzzles jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303032551 2018-11-11 19:36:27 UTC https://padlet.com/jmc08736/ieppartII/wish/303032551 2) Completing puzzles allows Grace to work on her physical and motor skills while being in a social environment with other classmates. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303032652 2018-11-11 19:37:12 UTC https://padlet.com/jmc08736/ieppartII/wish/303032652 2) These puzzles will be differentiated through the student being able to choose their difficulty level due to a variety of puzzles. This will also be an inclusive experience by allowing others to work with Grace. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303033006 2018-11-11 19:39:39 UTC https://padlet.com/jmc08736/ieppartII/wish/303033006 2) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 47) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303033210 2018-11-11 19:40:56 UTC https://padlet.com/jmc08736/ieppartII/wish/303033210 2) Puzzles work on Grace's IEP goal 6 under Motor Skills prompting her to pick up objects with her thumb and index finger with minimal assistance 3/5's of the time. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303033745 2018-11-11 19:44:15 UTC https://padlet.com/jmc08736/ieppartII/wish/303033745 2) Grace is developing a very helpful everyday life skill when working on her pincer grasp. This will allow her to succeed in future tasks more independently if improvements continue. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303034319 2018-11-11 19:48:04 UTC https://padlet.com/jmc08736/ieppartII/wish/303034319 3) Planting jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303035514 2018-11-11 19:55:45 UTC https://padlet.com/jmc08736/ieppartII/wish/303035514 3) Planting a garden will allow incorporation of one of Grace's favorite sensory play resources-water. This activity will spark Grace's interest and hopefully allow for positive results. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303035559 2018-11-11 19:56:10 UTC https://padlet.com/jmc08736/ieppartII/wish/303035559 3) The entire classroom can be equally included in this activity through all steps of the planting process. Putting the seeds in the ground, covering the seeds with dirt, and consistently watering the plants will be educational and fully inclusive. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303035838 2018-11-11 19:57:58 UTC https://padlet.com/jmc08736/ieppartII/wish/303035838 3) List of Sensory Play Activities. (2016, January 18). Retrieved November 11, 2018, from https://www.learning4kids.net/list-of-sensory-play-ideas/. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303036369 2018-11-11 20:00:43 UTC https://padlet.com/jmc08736/ieppartII/wish/303036369 3) Grace's 4th IEP goal under the Motor Skills section is met by allowing her to participate in a tactile activity while learning to not retract her hands and arms 4/5 times. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303036431 2018-11-11 20:01:07 UTC https://padlet.com/jmc08736/ieppartII/wish/303036431 3) This task will allow Grace to be further included and accepted into mainstream education through increasing her ability to partake in hands-on participation. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303036606 2018-11-11 20:02:14 UTC https://padlet.com/jmc08736/ieppartII/wish/303036606 5) Obstacle Course- PE Class jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303038252 2018-11-11 20:13:22 UTC https://padlet.com/jmc08736/ieppartII/wish/303038252 5) In improving functional balance through obstacle courses, Grace will be working on improving her physical disabilities. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303038547 2018-11-11 20:15:06 UTC https://padlet.com/jmc08736/ieppartII/wish/303038547 5) Incorporating fun activities in the general PE Class will allow Grace to work on her motor development while participating with her classmates. This allows for inclusive practices in gym class. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303038740 2018-11-11 20:16:22 UTC https://padlet.com/jmc08736/ieppartII/wish/303038740 5) Balance & Coordination. (n.d.). Retrieved November 11, 2018, from https://childdevelopment.com.au/areas-of-concern/gross-motor-skills/balance-coordination/. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303039157 2018-11-11 20:19:10 UTC https://padlet.com/jmc08736/ieppartII/wish/303039157 5) Incorporating obstacle courses in PE Class allows for Grace to work on goal 11 under Motor Skills. This activity will allow her to demonstrate increased functional balance on different terrains, ramps, obstacles, etc. 75% successfully. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303039441 2018-11-11 20:20:52 UTC https://padlet.com/jmc08736/ieppartII/wish/303039441 5) Grace will further develop the ability to walk independently or with little assistance, an important life skill jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303039857 2018-11-11 20:23:32 UTC https://padlet.com/jmc08736/ieppartII/wish/303039857 6) Class Meetings jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303043854 2018-11-11 20:50:28 UTC https://padlet.com/jmc08736/ieppartII/wish/303043854 6) Class meetings will allow Grace to work on her social interaction skills while also being included in general classroom greeting or closing activities. This activity will also help her identify verbal cues. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303043931 2018-11-11 20:51:01 UTC https://padlet.com/jmc08736/ieppartII/wish/303043931 6) This activity would be fully inclusive in it being a class meeting. The entire class would be involved in either an activity or social sharing to get to know classmates better. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303044214 2018-11-11 20:52:50 UTC https://padlet.com/jmc08736/ieppartII/wish/303044214 6) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 31) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303045360 2018-11-11 21:00:29 UTC https://padlet.com/jmc08736/ieppartII/wish/303045360 6) The IEP goal that is met with class meetings is goal 13 under Daily Living Skills. This goal states that Grace needs to be able to turn and use eye-contact in response to her name. This is easily incorporated in a class meeting by students calling on each other or the teacher calling on students. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303047928 2018-11-11 21:16:50 UTC https://padlet.com/jmc08736/ieppartII/wish/303047928 6) Grace will be able to further self manage and be more independent when in social situations. Recognizing and responding to her name is essential to her daily living. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303048694 2018-11-11 21:22:45 UTC https://padlet.com/jmc08736/ieppartII/wish/303048694 7) Blowing Exercises jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303049894 2018-11-11 21:30:21 UTC https://padlet.com/jmc08736/ieppartII/wish/303049894 7) This activity of blowing exercises is both working with Grace's disabilities and incorporating her interest in water if blowing bubbles or blowing an instrument due to her interest in music. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303050150 2018-11-11 21:32:09 UTC https://padlet.com/jmc08736/ieppartII/wish/303050150 7) Blowing exercises, whether it be bubbles, whistles, or anything else, can all be done in a classroom setting without excluding members. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303050265 2018-11-11 21:33:02 UTC https://padlet.com/jmc08736/ieppartII/wish/303050265 7)Fun Oral Motor Exercises for Kids. (n.d.). Retrieved November 11, 2018, from https://www.arktherapeutic.com/blog/fun-edible-oral-motor-exercises-for-kids/. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303050714 2018-11-11 21:36:41 UTC https://padlet.com/jmc08736/ieppartII/wish/303050714 7) In doing this activity Grace is working towards achieving accurate oral-motor movements. This meets Grace's IEP goal 2 under the Speech and Language section. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303050742 2018-11-11 21:36:59 UTC https://padlet.com/jmc08736/ieppartII/wish/303050742 7) In performing these tasks Grace is improving her physical disabilities that hinder her verbal skills. In completing these activities successfully she will become more independent in being able to communicate. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303050930 2018-11-11 21:38:44 UTC https://padlet.com/jmc08736/ieppartII/wish/303050930 4) Tactile Activities jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303051656 2018-11-11 21:43:56 UTC https://padlet.com/jmc08736/ieppartII/wish/303051656 4) Grace's interest and disability are kept in mind when completing Tactile Activities in the classroom through the ability to play with resources such as water or rice, while also learning to allow for hands-on learning. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303051708 2018-11-11 21:44:20 UTC https://padlet.com/jmc08736/ieppartII/wish/303051708 4) This activity is fully inclusive due to the resources being adaptable. A teacher can choose to teach any lesson using these sensory play objects, allowing for differentiation based on ability. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303052000 2018-11-11 21:46:18 UTC https://padlet.com/jmc08736/ieppartII/wish/303052000 4) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 42) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303052292 2018-11-11 21:47:57 UTC https://padlet.com/jmc08736/ieppartII/wish/303052292 4) Grace's 4th IEP goal under the Motor Skills section is met by allowing her to participate in a tactile activity while learning to not retract her hands and arms 4/5 times. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303052414 2018-11-11 21:49:06 UTC https://padlet.com/jmc08736/ieppartII/wish/303052414 4) This task will allow Grace to be further included and accepted into mainstream education through increasing her ability to partake in hands-on participation while incorporating developmental level appropriate lesson plans. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303052504 2018-11-11 21:49:43 UTC https://padlet.com/jmc08736/ieppartII/wish/303052504 8) Eye Gaze Systems jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303053307 2018-11-11 21:56:18 UTC https://padlet.com/jmc08736/ieppartII/wish/303053307 8) A high-tech communication support allow Grace to work on her nonverbal communication skills while incorporating technology which Grace loves. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303053440 2018-11-11 21:57:33 UTC https://padlet.com/jmc08736/ieppartII/wish/303053440 8) This activity allows Grace to stay in her classroom while completing a differentiated version of lesson instruction. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303054532 2018-11-11 22:06:54 UTC https://padlet.com/jmc08736/ieppartII/wish/303054532 8) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 130) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303054607 2018-11-11 22:07:39 UTC https://padlet.com/jmc08736/ieppartII/wish/303054607 8) IEP goal 3 under the Speech and Language category are met through the use of non-verbal methods of communication. This strategy allows for Grace to communicate by choosing answers or objects based on eye gaze at a computer. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303054685 2018-11-11 22:08:07 UTC https://padlet.com/jmc08736/ieppartII/wish/303054685 8) This strategy allows for Grace to communicate non-verbally which allows her to be more independent. Her lack of verbal communication is made up for with this tool which is extremely beneficial for Grace's condition. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303054876 2018-11-11 22:10:06 UTC https://padlet.com/jmc08736/ieppartII/wish/303054876 10) Nooks jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303062144 2018-11-11 23:14:25 UTC https://padlet.com/jmc08736/ieppartII/wish/303062144 10) Nooks allow for Grace to work on her developmental positions while still completing the tasks her teacher has assigned her. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303062290 2018-11-11 23:14:56 UTC https://padlet.com/jmc08736/ieppartII/wish/303062290 10) Nooks are inclusive by allowing the student to remain in the classroom when needing an alternative seating adjustment. Nooks will provide Grace with different locations and dynamics to allow her to sit, stand, kneel, and lay. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303062390 2018-11-11 23:15:46 UTC https://padlet.com/jmc08736/ieppartII/wish/303062390 10) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 68) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303062553 2018-11-11 23:17:11 UTC https://padlet.com/jmc08736/ieppartII/wish/303062553 10) IEP goal 9 under Motor Skills is met through Nooks. This goal is met by allowing Grace to have an academic area she can learn in that incorporates maintaining different developmental positions to allow for smoother transitions, mobility, and participation. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303062796 2018-11-11 23:19:32 UTC https://padlet.com/jmc08736/ieppartII/wish/303062796 10) Being able to achieve this IEP goal through the assistance of the Nook strategy will allow Grace to be further included in the classroom and become more independent due to greater mobility. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303063022 2018-11-11 23:21:20 UTC https://padlet.com/jmc08736/ieppartII/wish/303063022 11) Computer Software Programs jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303064328 2018-11-11 23:32:12 UTC https://padlet.com/jmc08736/ieppartII/wish/303064328 11) Grace enjoys using different methods of technology. Using Computer Software Programs or online games will help Grace to learn focusing skills visually as well as enjoy what she is doing in the classroom. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303064359 2018-11-11 23:32:28 UTC https://padlet.com/jmc08736/ieppartII/wish/303064359 11) This can be implemented in academic classrooms due to many schools having laptops and chrome books, as well as at home because the programs and games are online. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303064508 2018-11-11 23:33:57 UTC https://padlet.com/jmc08736/ieppartII/wish/303064508 11) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 46) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303064616 2018-11-11 23:34:58 UTC https://padlet.com/jmc08736/ieppartII/wish/303064616 11) The IEP Goal that works with Computer games and programs is goal 16 under the Vision category. This goal expects Grace to learn how to fixate on and track an object for 3-4 minutes. This can be done through computer software because she is interested in technology, it is very interactive, and can also be incorporated through a fun game. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303064675 2018-11-11 23:35:28 UTC https://padlet.com/jmc08736/ieppartII/wish/303064675 11) Being able to track objects and focus is something that will allow Grace to further achieve in the classroom setting as well as in everyday life. This allows for greater independence and self reliance because she is bettering her visual skills. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303064939 2018-11-11 23:37:57 UTC https://padlet.com/jmc08736/ieppartII/wish/303064939 12) Interactive Whiteboards jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303065941 2018-11-11 23:43:43 UTC https://padlet.com/jmc08736/ieppartII/wish/303065941 12) Incorporating technology into the classroom while working on academic development is what will help Grace succeed the most because of interest. Using interactive whiteboards to allow Grace to identify colors and touch the color on the board to select it incorporates learning and technology. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303065972 2018-11-11 23:44:09 UTC https://padlet.com/jmc08736/ieppartII/wish/303065972 12) A Whiteboard is inclusive to all students in the classroom because of the ability to present any lesson possible on the interactive board. This whiteboard lesson also allows Grace to stay in the general education classroom. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303066208 2018-11-11 23:46:21 UTC https://padlet.com/jmc08736/ieppartII/wish/303066208 12) Rapp, W. H. (2014). Universal design for learning in action: 100 ways to teach all learners. Baltimore (Maryland): Brookes Publishing.(page 37) jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303066307 2018-11-11 23:47:14 UTC https://padlet.com/jmc08736/ieppartII/wish/303066307 12) The IEP Goal that is met is goal 15 under the Vision section. This goal is met through having a recognition of a certain color out of 3 and selecting it on the whiteboard by pointing. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303066382 2018-11-11 23:47:54 UTC https://padlet.com/jmc08736/ieppartII/wish/303066382 12) Identifying colors as well as using up-to-date technology allows for Grace to be further educated and independent. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303066533 2018-11-11 23:49:16 UTC https://padlet.com/jmc08736/ieppartII/wish/303066533 PHYSICAL 1-5 jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303067507 2018-11-11 23:58:49 UTC https://padlet.com/jmc08736/ieppartII/wish/303067507 SOCIAL 6-9 jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303067523 2018-11-11 23:58:57 UTC https://padlet.com/jmc08736/ieppartII/wish/303067523 ACADEMIC 10-13 jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303067537 2018-11-11 23:59:07 UTC https://padlet.com/jmc08736/ieppartII/wish/303067537 9) Simon Says jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303070503 2018-11-12 00:26:44 UTC https://padlet.com/jmc08736/ieppartII/wish/303070503 9) Playing Simon Says in gym class allows Grace to socially interact with peers and the teacher while working on her motor skill development. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303071965 2018-11-12 00:35:47 UTC https://padlet.com/jmc08736/ieppartII/wish/303071965 9) Simon Says is fully inclusive due to the entire class participating in this P.E. activity. This fun game can also be implemented into other activities or in the general education classroom. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303073826 2018-11-12 00:50:03 UTC https://padlet.com/jmc08736/ieppartII/wish/303073826 9) Collinger, Z. (2008, December 20). How to play Simon Says. Retrieved November 11, 2018, from https://considerable.com/simon-says/. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303075722 2018-11-12 01:02:36 UTC https://padlet.com/jmc08736/ieppartII/wish/303075722 9) The IEP goal that is met through participating in Simon Says is IEP goal 8. Grace meets this goal by following the verbal and visual cues given 3 out of 5 times during physical education class to improve awareness. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303076442 2018-11-12 01:08:04 UTC https://padlet.com/jmc08736/ieppartII/wish/303076442 9) Grace will develop the ability to follow verbal and visual cues by completing this activity which will allow her to grow socially as well as academically. This academic growth will allow for more independence in the classroom, and the social development allows for further independence in everyday interactions. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303077532 2018-11-12 01:15:34 UTC https://padlet.com/jmc08736/ieppartII/wish/303077532 13) Matching Games jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303078022 2018-11-12 01:18:33 UTC https://padlet.com/jmc08736/ieppartII/wish/303078022 13) This activity includes crafting on the teachers part to allow for learning on Grace's end. Playing this game will be a fun activity for Grace to do while also incorporating learning facial recognition. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303078114 2018-11-12 01:19:11 UTC https://padlet.com/jmc08736/ieppartII/wish/303078114 13) Create Matching Games: Multimedia learning activities online. (n.d.). Retrieved November 11, 2018, from https://www.educaplay.com/en/gallery/matching.htm jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303078940 2018-11-12 01:23:55 UTC https://padlet.com/jmc08736/ieppartII/wish/303078940 13) This game could be incorporated into Grace's general learning environment, making it inclusive. Grace's task would be to be able to identify her face by pairing it with her written out name. Other students could have differentiated cards that can challenge them in their individual struggle areas. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303079353 2018-11-12 01:26:22 UTC https://padlet.com/jmc08736/ieppartII/wish/303079353 13) In doing this matching game activity, the 12th IEP standards under daily living skills will be met due to being able to identify her own picture in comparison to three (or more) other faces. This activity would also incorporate hands-on learning in pointing to and recognizing her appearance. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303079727 2018-11-12 01:28:07 UTC https://padlet.com/jmc08736/ieppartII/wish/303079727 13) This activity works on Grace's facial recognition skills of herself and others which improves her social and academic abilities, ultimately making her more independent. jmc08736 https://padlet.com/jmc08736/ieppartII/wish/303080103 2018-11-12 01:29:56 UTC https://padlet.com/jmc08736/ieppartII/wish/303080103