on the folder
rere_pashhi
final_exam_2014_q.docx
1- You are asked to be a member of an interagency work group including teachers, specialists such as Speech and Language Pathologists, administrators, and parents to address the inclusion of young children between the ages of 3 and 5 years who qualify for services under IDEA and who have an Individualized Education Program (IEP) in a range of preschool programs (i.e., Head Start, State Preschool, local private preschools, and public school Transitional Kindergarten [TK] programs). Discuss the strategies and steps that should be taken to support effective processes for the interagency work group and evidence-based practices to support positive outcomes for all students.
2- A young child just celebrated his second birthday and he has recently received a diagnosis of Autism from a pediatric neurologist. His family lives in a working class neighborhood in a suburban area. Both parents work outside of the home and the child is cared for by his maternal grandmother and an aunt during the day. He has one older sister (age 3 years, 6 months) and one younger brother (age 3 months) who are not manifesting any unusual development or delays at this time. Both parents are Cuban and they speak both Spanish and English fluently. The grandmother speaks predominantly Spanish and is a first generation Cuban immigrant. The aunt is the sister of the child’s mother and she speaks fluent English as well as Spanish. The child is demonstrating delays in age appropriate adaptive (e.g., feeding, dressing/undressing, etc.), fine motor, language and communication, and social (e.g., interactions with caregivers and siblings; appropriate play with toys, etc.) skills. He appears to be developing as expected in terms of overall health and physical development including gross motor skills. He has been referred to the Early Start program for assessment and the development of an Individualized Family Service Plan (IFSP).
Your role on the IFSP team is to determine the family’s concerns, priorities, and resources in relation to the needs of the child. Discuss (1) the information that you plan to collect to address the assessment question, (2) the specific methods or approaches you plan to use to collect the information, and (3) how the information can be used by the team to facilitate decision-making regarding the development of the IFSP.
3- Use the information in the Case Study attached to the Final Exam questions. You have had the student described in the case study in your preschool special day class setting for the last five weeks and it is time to develop the annual IEP. There was a 30 day review meeting last week and the Speech and Language Pathologist provided progress on the IEP goals related to Communication Development as identified in the case study materials. Discuss how you, as the current teacher, would assess this student for the development of their new annual IEP. Include a clear description of all steps in the assessment process including the tools and approaches that you would use and how the family would be involved.
Final Exam Case Study
The student who is the focus of the case study is a 4 year old boy named Watson who has developmental delays in language and communication, adaptive skills, fine motor skills, and pre-academic skills. He is eligible for the Individualized Education Program (IEP) in the category of Intellectual Disability (ID). He has age appropriate gross motor skills and he does not have any impairment of hearing or vision. He originally received early intervention services in the home at the age of 2 years and he started receiving services in a preschool special day class at the age of 3 when he qualified for an IEP. Recently, the family moved which resulted in the change of placement within the same school district.
According to the last annual IEP, areas of necessity explained in terms of goals and objectives in order that the student receives educational benefits include: (a) Adaptive/Daily Living Skills; (b) Communication Development; (c) Social Emotional/Behavioral; (d) Writing.
A few things you have noticed about Watson are that he is functionally non-verbal even though he can talk. He will say words randomly and without purpose or meaning, but he will not imitate sounds in speech therapy. He leaves large group activities repeatedly but he will stay in small group activities at a table when there are less than three other kids there and an adult. He does not appear to know how to play and he sometimes grabs the arms of peers or adults and sinks his fingernails into the flesh. He is very affectionate toward adults and has an endearing smile and laugh.
The following are the goals from the last annual IEP with the status of the Communication Development goals provided by the Speech and Language Pathologist:
Goal# Annual Goal & Status
1 Communication Development - By 4/25 will produce bilabials /m/, /b/, /p/p with 80% accuracy on 4/5 trials. NOT MET
2 Communication Development – By 4/25 will imitate oral motor exercises with 80% accuracy on 4/5 trials. NOT MET
3 Communication Development- By 4/25 will be able to ask others to remove an item or stop and activity by using pictures or words in 4/5 trials. PARTIALLY MET
Objective 1: By 10/25 will ask for 10 items that he wants using pictures in 4/5 trials. PARTIALLY MET
Objective 2: By 1/25 will be able to ask for or reject offered items and activities using head movements to specified Yes or No in 4/5 trials. NOT MET
4 Writing – By 4/25 will participate in activities within the classroom curriculum by placing objects in a form box, pegs in a peg board, coloring and painting independently in 4/5 trials.
5 Adaptive/Daily Living Skills- By 4/25 will complete a routine for toileting with an adult in the bathroom in 4 out 5 trials.
6 Adaptive/Daily Living Skills – By 4/25 will use a fork or a spoon to eat 10 bites of solid foods and will be able to bite into whole items such as: hamburgers, sandwiches, pizza etc., with 100% accuracy.
7 Math – By 4/25 will sort non identical items into 3 different categories in 4/5 trials.
9 Social Emotional/Behavioral – By 4/25 will participate in group activities with no fewer than two other students to imitate a gross motor activity matching the speed of the model in 4/5 trials.
10 Reading – By 4/25 will be able to follow instructions to touch clothing items on his own body in 4/5 trials.
Objective 1: By 10/25 will be able to follow instructions to touch an object vs. a distracter in 4/5 trials.
Objective 2: By 1/25 will be able to select objects and pictures named by the instructor while using a variety of instructions in 4/5 trials.
