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SPECIAL EDUCATION CASE STUDY

 

Special Education

Introduction

            Children with mental disabilities are eligible for special education under the Individuals with Disabilities Education Act (IDEA). An Individualized Education Program (IEP) is a requirement for each eligible child. IEP specifies the services that are needed to fulfill the child’s right to Free and Appropriate Public Education (FAPE) and it describes the special education services designed to meet the exceptional educational needs of the students with disability (www.brightfutures.org, n.d., p. 120).

            Based on Dr. Nehemeier report, Becka’s performance on the Woodcock-Johnson test of academic success proved to be standard scores. In broad reading, she scored 60 while in broad writing, she got 49 and her broad mathematics score is 49. While assessing her Intelligence quotient (IQ), Nehemeier realized that her performance were 80, verbal was 57, and the full-scale IQ read 69. Becka’s strengths include her organization and attention while her weaknesses are visual-motor integration and short, long-term auditory memory. Behavioral issues are okay for her; she is sociable with other students who sometimes like her in her class. Becka often tells lies and she is defiant when asked to perform tasks she is not comfortable with. She cries seldom in class and comes to school with her homework and supplies. Most of the time she makes stories about you and she brings toys occasionally.

            Becka is doing very well with her reading; she is over 70 percent accurate at her second-grade reading level. She is able to read the book without help and answer the comprehension questions about the book with an accuracy of over 70 percent when asked orally. Writing has been a problem for Becka because she can only write the words hat sat i me dad mom got the and for Becka cat 100 percent accurate: When her math skills are evaluated, they are at second grade level. Becka can complete a single-digit addition and subtraction. She is more than 90 percent accurate only when carrying and borrowing are not necessary. She is also able to do double-digit addition and subtraction that does not require carrying or borrowing. When it comes to single-digit addition and subtraction involving borrowing coupled with single-digit multiplication and division of whole numbers, she can be around 75 percent accurate.

Instructional Contents

            Self-determination is an appropriate skill that Becka should be thought, this include skills such as choice making, decision making and problem solving. Choice making skills comprises of teaching Becka to identify her interest and preferences and this can help her became active in both the current and future environment. Problem solving skills will enable Becka to define a problem and also generate a solution to the problem and in the long run Becka can get to a better quality of life. Decision making skills will improve the problem solving skills of Becka .self awareness and self-efficacy can help Becka recognize the differences among people so that realize how her actions will influence others and also enhance her personal believe (mood et al, 2004, p. 11).

            In the areas of math Becka should learn to sort objects and the identify patterns. The main goal for math readiness for Becka is to be able to increase the area of math skill and number sense by 75 percent as calculated by work samples at the end of the school year (Dense, 2011, para.3). To read fluently, Becka should reduce choppy reading by practicing to read aloud up to four passages of choice until she achieves fluency with the right intonation. While reading comprehension, Becka should be able to understand what she reads in short stories by naming the characters in the book (Corey, 2011, para. 4-5). A well thought out of plan life skills will enable Becka raise her self confidence and self esteem because they are in a good position of meeting her goals one step at a time and at her own pace (Schmidt, 2011, para.2).  

Accommodations and Modifications

            Accommodations provide different ways for kids to receive information and communicate their understanding back to you. To be successfully with the program classroom education should be developed. While using accommodations children with learning disabilities are expected to meet the standards provided for all kids and the kids should be able to demonstrate what they have learned. Modifications are the changes in the delivery and content for kids that receive special education. Kids with disabilities are not expected to master the same academic content as others in the classroom. A grade does not tell parents the whole story of the instructional level of their kids because it changes significantly (GreatSchools Staff, 2004, p. 1).

Conclusion

            At the age of nine, a child can begin to set goals and use the goals to determine his or her actions. During this age the child can also make necessary corrections for his or her actions when they are working their way. With self-determination as a skill Becka will be in a position to succeed in life provide any accommodations listed on the IEP is delivered at all times, and under all types of situations.

Reference

Corey, S. (2011). “IEP Goals and Objectives for Reading” Retrieved December 10 2011 from: http://www.ehow.com/info_8176043_iep-goals-objectives-reading.html

Denese, J. (2011). “Special Education IEP Goals for Kindergarten” Retrieved December 10 2011 from: http://www.ehow.com/info_8267874_special-education-iep-goals-kindergarten.html

GreatSchools Staff. (2004). “Accommodations, Modifications, and Alternate Assessments: How They Affect Instruction and Assessment” Retrieved December 10 2011 from: http://www.greatschools.org/special-education/legal-rights/713-accommodations-IEP.gs

Schmidt, K. (2011).” IEP for Functional Goals & Life Skills” Retrieved December 10 2011 from: http://www.ehow.com/facts_7454855_iep-functional-goals-life-skills.html

Wood, W., Karvonen, M., Test, D., Browder, D., & Algozzine, B. (2004). Retrieved December 10 2011 from: http://www.transitiontocollege.net/percpubs/SelfDeterminationArticle.pdf 

www.brightfutures.org. (n.d). “Individualized Education Program (IEP) Meeting Checklist” Retrieved December 09 2011 from: http://www.brightfutures.org/mentalhealth/pdf/families/mc/iep.pdf