Ch2+activities

= William and the Challenges of Second Grade =

This activity contains 3 questions. 1. Ms. Trapp comes to you, the resource specialist at your school, to consult about William, a student in the second grade. From the information given to you by Ms. Trapp, complete the Prereferral Intervention Checklist on pages 32–33 in your textbook. What other modifications or accommodations could I try while waiting for the special education assessment to occur? I could just keep on continueing what I've been doing which is Sign Language and a picure chart. However, I could also send home Sign Language information to Laurens' mother too for her to do Sign Language with Lauren. Another accommodation that I can do is work on the sound of each letter then gradually move onto words.

2. Ms. Trapp refers William's mother to you to explain the assessment process. William's mother wants William to be assessed for both academic and behavior difficulties. Explain the assessment process and discuss what the assessment team members do. First, I would discuss with Lauren's mother that before Lauren is eligible for services she has to meet the requirements of having a disability. For a child to have a disability that disability has to affect their school performance. When the Lauren meets the requirements to recieve services she will have a team that will be working with her to make up an IEP. The team consist of experts who have different expertise in all areas to meet Laurens needs and to plan goals for her to succeed in school.

3. As you prepare to work with the assessment team, reflect on the assessment questions you have about William at this point. Why is Lauren having difficulty talking? Is her hearing affecting her Language? What more can I do to help her? How about her motor skills? Why is she always off balance?

= William =

This activity contains 3 questions. 1. The assessment team begins to collect information about William. It is determined that you and the psychologist will interview William's mother together. What questions would you have for her regarding William's strengths, interests, and challenges? These are the questions I would ask Lauren's mom: What is Lauren's favorite activities do to at home? How is she at home with communicating? Have you been using the Sign Language I sent home? What other ways does she do to communicate with you? If you get Lauren to say words does she get frustrated with you? What challenges does Lauren face at home? What do you think is Lauren best strength? Have you talked to anyone out side of school about Lauren's speech/Language?

2. In order to provide support to the classroom teacher, Ms. Trapp, you observe William in the classroom for a thirty-minute period during language arts instruction and later for a thirty-minute period during math instruction. What information could you glean from this type of observation? When I obsere Lauren during Language Arts she seems interested into the story, but when I ask questions about the story or what happen in the story she just stares at me. I don't think she understands what I'm asking her, but I could be that she can not talk. During Math I will count with her, but when I ask her to point to the number that matches the number of objects, she picks the wrong numbers. During this observation Lauren defintly needs help with counting, language, and critical thinking

3. William's mother asks you about the next steps in the IEP process and when William will start receiving services. She wants to know how long William will be receiving special education services. How would you respond to her concerns? Next steps in Laurens IEP will be to write down her strenths and weaknesses then write down all of Lauren's goals so we can start accomplishing them. Lauren will be recieving services as long as Lauren meets the requirments to recieve services. Lauren will recieve service as soon as we determine she is elgible or if not in 30 days.

Is This Child Mislabeled? (CS13)
 * Courses:** Special Education, English Language Learners
 * Abstract:** Serge Romanich, a third-grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as having learning disabilities.