He struggles with lack of muscle control, walking, writing, bad vision, hearing and difficulty talking. He has good friends in the class that share the same hobby over computer games. He is a very good student in all areas especially math but struggles with writing and speaking. He helps the school with computer software because of his work with his friends with computers. It is very hard for him to write because of his lack of muscle control and he struggles greatly with talking.
His reading is slow but that is because his vision is poor because he his reading comprehension is at the top of the class. He is one of the smartest kids in the class and wants to go to college to develop software for computers. Mark is in all general education classes but does go to the resources room to work on writing. He uses his study hall to help the school with their computers. He has no need for modifications but does need accommodations to be able to stay and be successful in general education class. – Assistive technology- communication devices, computer technology
Make room accessible for all students Audio- visual aids Use of tape recorder if writing is difficult Place oneself at eye-level when talking to him Note-takers Pencil grips Allow extra transition time Allow students to stench and be mobile during class Lower table for writing Establish a visual sign so student does not have to raise their hand -Place him near exits if possible Extra time to complete tasks PLAAFP Mark is a very talented and smart student who has cerebral palsy. His writing skills are well below grade level and affect his ability to write out answers that reflect his ork.
This hurts his ability to work on homework by himself which holds back progress in general education class. Goal: By the end of the year Mark will be able to write out his work for 40% of his homework and test. Mark will also be able to write out 30% of his own notes. Benchmarks: By December mark will have wrote out about 15% of his homework and test. By the end of January Mark will have wrote out 30% of his homework and test. Also wrote out 20% of his own notes. Case Study- Behavioral Disorder Brian is a 5 grade student with a behavioral disorder.
Coming into 5 grade Brian ever really had friends and was very mean to anyone but was doing great work in school test, writing skills and was very creative. He was always shy and sometimes rude to other students but never ever talk to other students but since 2 months ago he has shouted out during class, has no motivation to work or be nice to students, talks back, disrupts other students, and fghts with other students. He has driven away any students who used to be nice to him, no longer hands in homework assignments on time, and has started to skip school.
The decline in homework has egressed Brian from an above average student to an average student who is starting to fall behind. His math class is the biggest concern because he has fallen behind in this class with an F on his last test although he scored above average on a standardized test back in the fall for math. Brian is still very creative with his writing skills and won an award in school for best short story. Brian is in the general education class and goes to the resources room after acting out in class or disrupting other students. When he is in the resources room he writes and that calms him down.
Brian doesn’t need modification because he hasn’t fallen behind but he will need accommodations for him to continue working in the general education class. – Model/ role play to help with interacting with students Social skills How to handle difficult situations Free time to write Pick your battles Make up work to get caught back up Meeting to find out why the sudden misbehavior PLAAFP: Brian is a very intelligent student with a behavioral disorder. He has no ability to interact with classmates and doesn’t understand how to treat them. These actions are causing him to fall behind and might force him out of the general education lassroom.
Goal: After 4 weeks Brian will be all caught back up with his school work and will have one or fewer in class disruptions. After 4 weeks Brain will have 2 or fewer outburst with other students. Benchmarks: After week one Brian will be 50% caught back up with work and have 3 or less disruptions in the class. Brain will start to reach out and be kind to other students. After week three Brain will be ready to show the follow week he is caught back up with work. Have 2 or fewer disruptions in the classroom. Brian will have 3 or less outburst with other students.
Case Study- Learning disability Megan is an 8 grade student with learning disability. She is very smart and athletic witn strengths in writing, reading, volleyball, and science . She is one ot the best players on the Junior high team with sometimes going to play with high school team. She loves to read about biology and write poems. Her weakness is math. She is bad with multiplication, algebra, and word problems. She can’t remember very many of the methods used to fgure out the algebra problems. She understands the word problems but can’t figure out the multiplication used to find the answer.
Her cademic level is high and excels in language arts and science. Megan is in the general education classes but goes to the rescores room for her math class. She is training to be on a traveling volleyball team in the summer. Megan doesn’t need modification but does require accommodations to try and get her back in the general education room for math. Build confidence Don’t give up Show them you are there for them and care Self monitoring Active technology Learning strategies Direct instruction Cognitive training Megan has a high intellectual ability with a learning disability in math.
Her math kills are below grade level. This causes her to fall behind in the math room. This hinders her from being to play sports and continue on to high school math with her friends. Goal: By the end of the school year Megan will be able to list 70% of the methods used to help break down algebraic problems. Know the multiplication process for all word problems. Benchmarks: At the end of the first semester Megan will have down 35% of the methods memorized and begin down the multiplication process. By march Megan will have 50% of the methods down and begin taking regular test on word problems with multiplication processes.