Profile Part B

Melissa is a 15.0-year-old verbal, ambulatory, petite girl of Hispanic descendent with long dark brown eyes and dark brown hair. She was dressed neatly and appropriate. In addition, present at this evaluation was Melissa’s mother, Yudith Martinez. Due to COVID-19 pandemic, this evaluation was conducted via teleconferencing. Melissa presented with a cooperative, and pleasant demeanor. She willingly answered the questions posed to her by this clinician. Melissa’s mother provided the majority of the information obtained for this evaluation. Melissa presented with good receptive and expressive language skills. Melissa’s mother provided the majority of the information obtained for this evaluation. Melissa presented with good receptive and expressive language skills. Comment by Anel Suriel: Do you think this impacts the intake?

Melissa resides in a two-bedroom apartment located in the South Bronx. She has been living there for almost 12 years. Her mother considers the neighborhood to be fairly safe. Melissa has her own bedroom. Also residing there is Melissa's mother, Yudith Martinez (42). Melissa's mother is a social worker for a transitional foster care agency. She is pre-diabetic and was diagnosed with hypothyroidism. Melissa has a close relationship with her mother. Comment by Anel Suriel: Do you think this helps her advocate for her daughter?

Melissa is currently enrolled at Cooke School and Institute. She has been enrolled at this school for about 7 years. She is in a 12:1:1 special education program. According to her IEP dated 10/12/21, she is classified as having "Other Health impairment" She receives speech therapy (individual and group), occupational therapy (individual and group) and counseling (individual and group). She receives hearing education services and has the use of an FM Unit at school. She also use her hearing aids at home.

Melissa’s school has a proficient level scale to provide students grades. The scale is defined as follows: 0 – Did Not Demonstrate Skill. 1 – Is developing the behavior or skill, 2 – Demonstrates the behavior or skill inconsistently, 3 – Demonstrates the behavior or skill most of the time, 4 – Demonstrates the behavior or skill consistently. 5 – Demonstrated Skill Independently. In addition, Scale: A=Always, U=Usually, S=Sometimes, N=Needs Improvement. These scales are used for all subjects. Melissa’s grades levels are as follows; Counseling (2), Speech, Language and Occupational Therapy (2), English Language Arts (3), Explorations in Mathematics (3), American History (3), Explorations in Sciences (3-4), Technology (4), Gym (4-5), Adaptive skills (5), Movement (A), Comment by Anel Suriel: Seems like she is doing well academically for the most part. Why does mom say she is struggling?

During the semester multiple classroom observations was conducted to monitor Melissa’s learning and to provide feedback. It was observed that Melissa works well during class following a checklist of to do things to complete the class. Melissa brings creativity and personal connections into the classroom. She is sometimes willing to participate and engages in class discussion and work though at times she can be seen falling asleep. She works collaboratively with her peers and participates in small group activities. She is able to complete her assignments with little to some support. Comment by Anel Suriel: My previous comment applies here as well.

Melissa loves spending time with her maternal extended family members. She likes to design dresses. She loves any activities related to arts and crafts. She loves to play with slime. One of Melissa's strengths is that she is friendly and is very social. She is cooperative. She loves to help others, especially younger children. Comment by Anel Suriel: This is welcomed info. Has it been incorporated into her IEP as she transitions to adulthood?

Melissa is well behaved at home and at school. However, she is immature for her age. She becomes frustrated when she is not able to keep up with her typically developing peers. She responds by crying. At times, she is resistant to wearing her hearing aids because she does not want to look different from her peers. Melissa is verbal. However, her pronunciation is sometimes unclear due to her hearing impairment. Melissa is friendly and enjoys socializing. Due to her immaturity, she tends to prefer socializing with younger children.

Melissa has some issues concerning hand strength and balance. This is due to the side effects from a brain surgery she underwent in July 2011. Melissa has good sleeping habits. Her bedtime is 10:00 PM on school nights and she wakes up at 6:00 AM on school mornings. She sleeps through the night.

Melissa is a very picky eater and tends to prefer unhealthy foods. She eats three meals per day and snacks in between meals. Her favorite foods are McDonalds, and pizza. Melissa can become itchy if she eats food containing red 45 dye. If she eats, an excessive amount of red 45 dye can trigger an eczema outbreak. However, this has not occurred in over 10 years.

Melissa's mother reported that her pregnancy was uneventful for the majority of time. However, she developed preeclampsia during the delivery. Melissa was delivered via natural childbirth, during the 38th week of gestation, at New York Presbyterian Hospital, Allen Pavilion. She weighed 7.2 pounds. Melissa began crawling when she was 4 months old, sat up on her own when she was 6 months old. Melissa began talkitve when she was about 6 months old. She began walking when she was 13 months old. She was fully toilet trained when she was about 3 ½ years old. Melissa was first evaluated when she was 26 months old and was diagnosed with developmental delays. She received early intervention services until she was 3 years old. After this, she stayed home under the supervision of her maternal grandmother and did not attend daycare and/or preschool. When Melissa was 4.5 years old, she was diagnosed with a malignant brain tumor. More details will be provided in the Medical section of this evaluation. Melissa attended the Immaculate Conception School in the Bronx for kindergarten. She received speech therapy, occupational therapy and SETSS. She remained at this school until she was completed the second grade (which she repeated, due to academic difficulties). She has been attending her present school since the third grade. Melissa was diagnosed with mild high frequency damage of both ears (because of chemotherapy) when she was almost 5 years old. Comment by Anel Suriel: Might not be really needed at this point. However, I notice that you haven’t address her languaging abilities and needs—nor academic needs really other than her grades. Comment by Anel Suriel: She is a survivor! So many challenges so young…!

Both of Melissa's parents are of Hispanic descent. Melissa's mother was born in the United States but grew up in the Dominican Republic. Melissa's father, Barbino Genao (42), was born in the Dominican Republic. He resides in Massachusetts. He maintains a positive relationship with Melissa, although they do not have see each other often. Melissa has a 19-year­ old sister by her father. She lives in Massachusetts and has occasional contact with Melissa.

Melissa's maternal grandmother resides in the Bronx and is very involved with Melissa's care. Melissa's maternal grandfather resides in the Dominican Republic. Melissa's paternal grandmother resides in Massachusetts. Melissa's paternal grandfather is deceased. There is a history of high blood pressure and diabetes on the maternal side of Melissa's family. One of Melissa's paternal great aunts was diagnosed with some type of developmental disability. There is no reported history of drug or alcohol abuse on either side of Melissa's family.

Melissa is dependent on her mother to meet her needs. Melissa’s mother receives a lot of support from her extended family and friends. She does not receive any funded services or government benefits. Melissa's mother would like her to receive care management and community habilitation services. She would like Melissa to attend extracurricular activities.

Melissa receives primary care pediatric services from Dr. Jose Perez at Broadway Pediatrics. She receives the following services from Morgan Stanley Children' s Hospital of New York Presbyterian: Dr. James Garvin (oncology), Dr. Neil Feldstein (pediatric neurosurgeon), Dr. Tristan Sands (neurology), Dr. Murthy Gopalakrishnamoorthy (endocrinology), Dr. Joseph Picoraro (gastroenterology), Dr. Irena Distasi (audiology) and Dr. Danielle Sacks (orthodontist). She receives ophthalmology services from Dr. Compton. As previously reported, Melissa was diagnosed with a mild high frequency hearing damage in both ears. She wears a hearing aide. However, sometimes she is reluctant to use them. She does not need glasses. Melissa was diagnosed with a malignant brain tumor when she was 4.5 years old. She underwent surgery to remove the tumor. She then received 5 rounds of chemotherapy (3 of them with stem cell transplant). She also received 30 rounds of radiation. This occurred between July 2011 and February 2012. In November of 2012, Melissa had a seizure at school. She was diagnosed with epilepsy and was prescribed anti-seizure medication for 5-6 years. The medication was discontinued about 4 years ago. Melissa underwent a craniotomy in April 2021 due to side effects of the radiation that she underwent in 2011, that caused cavernous malformation of vein vessels. The following day, she had surgery to insert a shunt to relieve brain pressure. The shunt was removed about 3-4 days later. Melissa received growth hormone therapy from November 2014 until April of 2021. It was discontinued due to ineffectiveness. During a follow up appointment with her endocrinologist, the growth hormone therapy was resume. Melissa also is prescribed with an estrogen patch to help mature her reproductive system, that became affected after chemotherapy. In addition, Melissa is prescribed wit an appetite stimulant and PediaSure to complete for her growth. Melissa undergoes an MRI every six months. A psychiatrist has never treated Melissa. She has never been prescribed psychotropic medication. Comment by Anel Suriel: Feels repetitive considering the info already given. Consider condensing to just what is needed. Also how does this impact her languaging? Bi/multilingualism? Comment by Anel Suriel: Feels very personal as well. Since this may not affecting her academically nor linguistically, consider eliminating as you complete Part B.

Melissa is verbal and ambulatory. Sometimes, she requires verbal prompting about bathing and brushing her teeth, appropriate clothing. She is independent concerning dressing herself. Melissa is able to tell time with a digital clock. She is not able to tell time with an analog clock. She reads on an early elementary school level. Melissa is dependent about traveling via bus or subway. She understands the function of money. She requires verbal prompting to check for the correct change. Melissa rarely uses the stove and requires supervision when she does so. She can make Ramen Noodles. She is independent with regards to using the microwave oven. She is independent with regards to making a simple snack or a sandwich. Melissa requires verbal prompting with regards to making her bed. She is dependent with regards to washing dishes, cleaning her room and doing her laundry.y.

Wanda, it’s clear you see and consider all aspects of the child when creating these social histories, However, the task and class ask you to consider impact to language as connected to educational achievement. Hone in on these aspects only and eliminate the rest if you feel that they do not impact her languaging and academics.

To give you some support, consider the following questions and see the following article by María Cioè Peña who studies the intersection of dis/abilities and language: https://blmtraue.commons.gc.cuny.edu/2017/02/24/who-is-excluded-from-inclusion-points-of-union-and-division-in-bilingual-and-special-education/

1) What are Melissa’s languages? Are they addressed in school?

2) Do Melissa’s dis/abilities and educational services support or inhibit her bi/multilingualism? How is her bi/multilingualism addressed in her educational services—if at all? How should they be addressed to support her multiple identities?

3) How do her educational experiences support her languaging needs? In what language(s)? How should they/ could they be addressed?

(Feel free to pull from MCP’s work to think through these issues)