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Final Project 1

Final Project-Student Profile

Jeannie Gilmore

University of Phoenix Online

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Final Project 2

Final Project-Student Profile

Brittany is currently in fifth grade at the Current Middle School. Brittany has a diagnosis

of Intellectual Disability. Brittanys developmental delays in the areas of cognition and adaptive

behavior adversely affect her involvement in the regular education classroom. Reading, written

language and math skills are well below age appropriate expectations. She has difficulty

understanding and following directions, struggles with problem solving, retention of information

and completing her classwork independently.

OT: Brittany has difficulty with handwriting skills, including writing her full name in

cursive, composing age-appropriate sentences and using basic handwriting skills (correct letter

size, spacing between letters and words, and writing on the line). Brittany also has difficulty with

the visual-motor integration/visual perception skills of near-point copying and far-point copying.

Brittany is an outgoing personality, very energetic and always the first to offer assistance

to her peers. She is eager and willing to learn and gets along well with her teachers and peers.

Brittanys parents have no real concerns at this time regarding the enhancement of her

education. Brittanys behavior at home has been reported to be of average behavioral patterns for

a child her age. She is able to dress and feed herself properly without assistance.

Brittany is currently working in a Spire 3 workbook along with her reading and writing

instruction. Brittany, at this time, is making progress towards her goals. Brittany enjoys studying

spelling words and does quite well on spelling tests. In reading, Brittany does not like to be

pressed to do better. She has a tendency to tell the teacher and the paraprofessional that her

parents say she cannot read. Brittany is doing better, but still pouts when things do not go her

way. Brittany has been working very hard in her mathematics. She likes the simple

multiplication tables (0, 1, 2, 5, and 10). She further does well when working with and counting

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Final Project 3

money. Brittany is doing well with addition and subtraction and no longer needs the use of the

100s chart.

OT: Brittany has demonstrated increased accuracy with her OT goals during the past IEP

year. She continues to have difficulty with initiating and independently completing her OT tasks

of writing her full name in cursive, composing and writing sentences, near-point copying and far-

point copying. Prompts and cues are needed to keep her working until a task is finished.

Brittany was evaluated in November of 2010 in the areas of cognition, adaptive behavior,

fine/gross motor skills, and receptive/expressive language. The Stanford Binet was sued to assess

Brittanys cognition with a FSIQ of 60 which meets the states criteria for a school-based

diagnosis of Intellectual Disability. Her adaptive behavior was found to be commensurate with

her cognitive ability as measured by the Vineland Adaptive Behavior scale II with a composite

score of 59. Brittany further met the criteria to qualify to receive services for articulation.

Although Brittany does not meet the criteria for services in language, the team believes it would

be in the best interest of Brittany to continue services in this area. Due to the delays in her visual

discrimination/spatial skills and fine motor skills, Brittany will also continue to receive services

for these delays in occupational therapy.

On MAP-A 2011, Brittany achieved a Proficient level in Communication Arts and a

Proficient level in Mathematics. She did not participate in the STAT-10. Brittany took the DRA

test in February and is currently reading at a beginning first grade level. Brittany will continue to

learn life skills by working with money and counting back correct change.

SERVICES SUMMARY

AREA AMOUNT FREQUENCY LOCATION

Special Education Services,Specialized instruction in Reading

48 minutes Daily Special Education classroom

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Final Project 4

Special Education Services,

specialized instruction in WrittenExpression

48 minutes Daily Special Education Classroom

Special Education Services,Specialized instruction in Math

48 minutes Daily Special Education Classroom

Special Education Services,Specialized instruction in Study Skills

210

minutes

Weekly Special Education Classroom

Related Services,Specialized instruction in Occupational

Therapy

30 minutes weekly

Supplementary Aids/Services

Science (paraprofessional)

Social Studies (paraprofessional)

48 minutes Daily General/Regular Classroom

Brittany Annual Measurable Goals will be determined through work samples in the areas

of the following: Brittany will name and give values to units of money with 80% accuracy, by

stating values of coins such as a penny, nickel, dime and quarter. Brittany can count out the

correct amount of change when given a set amount. Brittany will increase her basic reading skills

by suing decoding skills to pronounce unfamiliar words in 3 of 4 tries. After reading a short

story, Brittany will increase her comprehension skills by answering who, what, where, when and

why questions with 80% accuracy. Meaning she will be able to read aloud from the Spire level 3

with 80% accuracy, answer questions from reading stories aloud, copy answers from story

questions to workbook with 80% accuracy and be able to predict what happens next in the story.

Brittany will increase her handwriting skills by demonstration in the following areas with 75%

accuracy by March 2014: Writing her full name in cursive and composing and writing four age-

appropriate sentences. Brittany will increase her visual-motor integration/visual perception skills

by demonstration of near-point and far-point copying four sentences with 75% accuracy by

March 2014.

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Final Project 5

The regular education environment includes all academic instruction as well as meals,

recess, assemblies, field trips. Brittany will participate in regular education being inside a regular

classroom 40-79% of the time she attends school. Full participation in regular education is not

appropriate because of her diagnosis of Intellectually Disabled. Brittany will participate in

regular physical education.

Modifications to Brittanys educational learning experience in all areas will be frequent

contact and proximity control. In the subjects of Science and Social Studies directions will be

given in a variety of ways along with adaptive worksheets and packets. To further assist Brittany,

in the areas of Science and Social Studies, this student will receive a pass/fail grade. Brittany will

receive alternative assignments that are much easier than the regular education possessed.

Brittany will be able to give responses orally to accommodate her writing abilities.

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Final Project 6

References

(07, 2013) Jeannie Gilmore.