After working with David for the past six months, Mrs. Warren, his Kindergarten teacher, initiated a referral to determine whether he ha a disability. She served as a member of the interdisciplinary t
After working with David for the past six months, Mrs. Warren, his Kindergarten teacher, initiated a referral to determine whether he ha a disability. She served as a member of the interdisciplinary team, they completed the special education evaluation process, as well as development of the initial Individual Education Plan (IEP). The team determined David had a specific learning disability in reading and written expression.
While developing the IEP, the team discussed David’s strengths and needs within the general education classroom.
Ms. Warren said, “It’s hard for David to keep up with the class during reading readiness and prewriting activities. His reading readiness/reading skills are below grade and age level, and the Kdgn. materials are too difficult for him to work independently. He is able to retell the story accurately and answer comprehension questions.”
David’s progress is very slow when he was asked to share or write his answers toquestions at the end of each story. His printing is very difficult to read. The extensive time it takes for him to share or write his thoughts impeded him from remembering details.
Mrs. Warren also shared that David seemed to enjoy working in the listening center with the story books on tape and feels confident in the computer lab. She felt frustrated about how hard it is to use the Kgdn. level curriculum with him. “Although I differentiate instruction and assessment for my students, making accommodations for a child with an identified learning disability is pretty new to me.”
Using this case study develop and discuss adaptations and/or modifications for David’s meaningful inclusion in Mrs. Warren’s classroom. The response to this exam is a narrative format, not a list. Please title each response 1 and 2.
1. David has a Specific Learning Disability in READING READINESS/READING. (This included tracking print left to right, comprehension and re-telling of oral stories etc.) Discuss adaptations to the (1) environment, (2) modification of student outcomes, (3) special intervention or instruction for the student, (4) use of different materials, and (5) assistive technology to support David’s learning.
2. David has a Specific Learning Disability in WRITING READINESS/WRITTEN EXPRESSION. (This includes fine motor skills in grasping a writing tool etc.) Discuss adaptations to the (1) environment, (2) modification of student outcomes, (3) special intervention or instruction for the student, (4) use of different materials, and (5) assistive technology to support David’s learning.
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