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IDSnapshotsVRF143.docx

Snapshots Videos: ID (mental retardation)

Video Response Form

4 points

Instructions for Activities A-C: Answer all of the questions below. Make sure to use the texts and class materials to support your answers. Include intext citation and a single reference page in APA style (0.75 points) for all vignettes.

A. Carlyn (0.75 points)

1. Will her parents “get over” their fears about having a child with a disability?

2. Do you think an inclusive kindergarten is an appropriate next program for Carlyn? Why or why not?

3. How would you help Carlyn transition to her kindergarten program?

B. Lilly (0.75 points)

1. Identify two of Lilly’s strengths and two of Lilly’s weaknesses. Relate these to the characteristics of ID discussed in this class.

2. Identify two strategies presented in this class that were used in school to support Lilly’s educational and developmental needs.

3. What level of support will Lilly need to function independently when she is out of school? Give specifics.

C. Lee (0.75 points)

1. Identify two components of a functional curriculum implemented for Lee. Any academic components?

2. What activities does Lee engage in that are typical of many individuals of Lee’s age (age appropriate)?

3. What level of support will Lee need to function independently? Give specifics.

D. Writing Annual Goals: Give it a Try! (1 point)

1. Every IEP includes several annual goals chosen and shaped by the IEP team. Review the IEP Process PowerPoint lecture notes. Also review Figure 2.4 on page 65 of the Heward text.

2. Based on this information given in the Snapshots video, write one measurable annual goal for one individual, making sure that it meets the criteria reviewed above in #1 AND meets the legal requirement specified in IDEA:

(II) a statement of measurable annual goals, including academic and functional goals, designed to--

(aa) meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child's other educational needs that result from the child's disability (IDEA 2004).

3. Use the table below to develop your goal. An example is provided.

PLAAFP Statement	Goal	Service	Measurement
Kim K. demonstrates a significant deficit in reading comprehension skills as documented by the XYZ standardized test. Kim’s reading problems make it difficult for her to complete grade level work.	Kim K. will improve her reading comprehension scores from grade level 2.1 to 2.8.	Small group and direct instruction, during the language arts period.	XYZ standardized test.

4. Then combine the components for your annual goal:

During language arts, given small group, direct instruction, Kim K. will improve her reading comprehension scores from grade level 2.1 to 2.8 as measured by XYZ standardized test.