Summary of Susie’s Assessment Data Susie Smith is a 10 year old student who has a specific learning disability in reading. She was referred for testing and possible consideration for special education services by her parents. While Susie has been receiving targeted interventions for reading in her third-grade classroom, she has not achieved the progress expected (Overton, 2012). Susie's RTI Committee initiated additional interventions, but her progress continued to be slow. Her sociological and physical background information is good, as Susie comes from a loving family and her vision and hearing are normal, with no apparent physical problems (Overton, 2012). Regarding the measures of intellectual ability on the Wechsler Intelligence Scale for Children-IV, Susie scored within …show more content…
This recommendation also includes giving Susie outlines of class lectures or presentations, and instruction in note taking (Overton, 2012). The rationale behind the strategies indicated is that they might improve Susie's ability to focus on relevant material and increase her attention so that she can remain on task (Overton, 2012). Susie's assessment results were presented to the IEP team, along with information provided by Susie's parents, Susie's classroom teacher and the school psychologist. It was agreed that Susie would receive the recommended reading and language arts instruction in a resource room setting. This decision specified that Susie should receive intensive training in "phonemic awareness, decoding, reading comprehension, reading fluency, and spelling in one-on-one and small-group settings" (Overton, 2012, p.
In this case, the IEP requirements of the child Frank Evans were not met by the school and the district. The reading and the facts provided in the case show that the district did not have any IEP for the child prepared at the beginning of the school session (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.). The IDEA states that the IEP has to be prepared in a meeting where the child’s parents, a qualified spokesperson from the concerned school, the child’s teacher and when possible the child himself. With the consensus of the people mentioned here a detailed document about the assessment of the child’s educational needs and an action plan to meet the same is devised. Frank Evans was within his legal rights under IDEA to have an IEP for himself which was not provided and hence severely undermined the child’s performance levels in the school (FindLaw's the United States Supreme Court case and opinions,
this case is in regards to Amy Rowley, a deaf student that had excellent lip reading skills. She is under the IDEA Act and was provided resources in kindergarten that her parents wanted to follow her to the first grade. However, the school noted that Amy was an exceptionally bright student that with the use of some other aids would successfully complete the 1st grade. During the IEP meeting the school recommended that Amy
Robert Buck once said, “If children can’t learn the way we teach, then we have to teach the way they learn.” The Wilson Language Program has become disclosed to amplify this mentality. Dyslexia is a common disease among ten to fifteen percent of the United States, where a human being has trouble in learning to read or interpret words, letters, and other symbols. Programs are reaching out to try to terminate as much distress of dyslexia as possible. Up and coming programs, The Wilson Language Program for example, are making their best efforts to start working with children from a young age with the slight signs of this common problem. Catching dyslexia earlier in life brings more assurance that the child’s future will have little to no setbacks or disadvantages for success. In order to enhance the regressive literacy of dyslexic individuals, the Wilson Language Program is progressively being implemented into regular schooling to ensure that reading standards are met, through structure, hours of research, copious practice, and strong evidence.
Justification: The strategies for Tiffany should help her be more successful in the classroom while still allowing her to learn. These strategies will assist her ……
Research and studies that have been conducted for the Early Literacy Skills Builder by the Attainment Company (Browder, Gibbs, Ahlgrim-Delzell, Courtade, & Lee, in press) prove that this literacy program is effective in teaching students with moderate and severe disabilities. The teaching strategies used in this literacy program are based on scientifically based reading research. The purpose of this literature review is to familiarize myself and other educators with the effectiveness of this program.
These DIBELS screening assessments were developed to help educators identify struggling, at-risk readers, so that appropriate types and levels of support can be implemented within the school system. They were designed to support efforts at the primary grade levels (K-6th) to prevent reading struggles as the learn progress through the school system. Furthermore, this test was to aid in the elimination in remediation lessons inside of the classroom.
Alison’s story is the perfect example of what many families must go through when faced with the possibility of having a child diagnosed with a learning disability. Alison was not diagnosed with visual and auditory dyslexia until the summer before entering college. However, while still a toddler, her symptoms had been brought to her mother’s attention by her sister’s teacher. Alison’s mother then noticed her habits in repeating words incorrectly and how Alison would need tactile clues to follow directions. At the recommendation of her kindergarten teacher, Alison was tested for learning disabilities and the results from the school psychologists were that she was acting stubborn or disobedient. Her family did not stop with the school’s diagnosis. They had private testing completed that confirmed Alison did not have a specific learning disability. The final word came from a relative that happened to be a psychologist. He insisted Alison would grow out of her difficulties. So Alison continued on with her entire elementary, middle and high school journey as a student and daughter with an undiagnosed learning disability.
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
Reading Methods and Learning Disabilities. (1998, April). Learning Disabilities Association Newsbrief, 38(4). Retrieved December 18, 2013
Rachel’s parent disagreed and with the Districts decision of half time special education placement and placed her in a private school in a general education classroom with supports where she was successfully meeting her IEP goals. Rachel’s parents also appealed the district’s placement decision to a California Special Education hearing officer. After fourteen days of hearing, the hearing officer ruled in favor of the parents and ordered the District to place Rachel in a general education classroom with support services. The District appealed the decision and the courts had to decide if the decision made by the hearing officer complied with the Individuals with Disabilities Act (IDEA). The courts ruled in favor of the defendant finding that the appropriate placement for Rachel, under the IDEA, was in a general education classroom, with supplemental services, as a full time member of
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
The most common learning disability in children does not affect only one aspect of their lives, but alters nearly every measure. Dyslexia inhibits one 's ability to read, write, and spell. About 5 to 20 percent of children attending school have some sort of a disability involved with reading. When thinking of a condition that contains no cure, such as dyslexia, you may imagine a lifetime of complications and difficulties; although, dyslexia does not damage a person’s ability to learn, it merely forces them to grasp ideas and think in their own original way. Multiple obstacles can potentially arise, but successfulness and intelligence tends to prevail, and has in multiple situations. Numerous well known people have personally suffered through
This case study began in Andy 's second grade when he first received his IEP. In his third grade year, he was in Mrs. Sachs ' class, who is a strict teacher. In that environment, Andy could not succeed. However, he was also in a resource room with Kathryn, but in the resource room, he was showing little progress. Now, the CES board is voting to decide whether or not Andy will receive his IEP in the fourth grade.
The Weschsler series involves three tests covering roughly three age groups: the Wechsler Adult Intelligence Scale-III (WAIS-III), the Wechsler Intelligence Scale for Children-IV (WISC-IV), and the Wechsler Preschool and Primary Scale for Infants-III (WPPSI-III). In the WAIS-III, various subtests are grouped into verbal and performance areas and, in addition, four index scores can also be derived. These index scores reflect what are called Verbal Comprehension, Perceptual Organization, Working Memory, and
Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...