13 May Autumn is a sixth-grade student referred for testing due to low academic achievement and difficulty learning new material.
Autumn is a sixth-grade student referred for testing due to low academic achievement and difficulty learning new material. She struggles the most in reading and math, with her most recent test scores showing that she is reading at a third-grade level and her math computation abilities are at a second-grade level. Autumn has been diagnosed with ADHD and is prescribed Focalin by Dr. John Smith, a psychologist. The special education team has determined that a 504 plan is not recommended at this time.
In terms of cognitive ability, Autumn is functioning within the LOW AVERAGE range for intelligence, as per a standardized measure of intellectual ability. Her academic achievement falls within the BELOW AVERAGE range in reading and the LOW range in math.
Strengths include her ability to understand and use synonyms and antonyms, prefixes and suffixes, and her ability to recognize similes and metaphors. However, Autumn struggles with understanding character traits and using strategies to determine word meanings. She also needs improvement in her mechanical skills, such as capitalization and punctuation.
In math, Autumn can use a multiplication chart and knows her multiplication and division facts. However, she has difficulty choosing the correct operation to complete a problem and struggles with identifying vertices on a coordinate plane.
Autumn lives in a family with limited financial resources. Her mother is a single parent who works full-time and earns $24,000 per year. They do not own a car, which makes it difficult for Autumn to participate in after-school activities. Autumn has a flip phone (for emergency use only), but she is embarrassed to show it to her peers because she cannot afford a smartphone.
Part 1: Analysis and Reflection
1. Cognitive Areas That May Be Impaired:
Describe three cognitive areas that may be impaired based on Autumn’s academic presentation:
2. Secondary Characteristics or Issues Affecting Academic Achievement:
Describe three secondary characteristics or issues that may affect Autumn’s academic achievement:
3. DESE Standards/Criteria:
What DESE standard/criteria best identifies Autumn’s disabilities (issues)? Provide reasons for your choice.
Refer to the DESE Special Education Compliance Standards and Indicators to identify the specific standards that relate to Autumn’s disabilities. Based on her academic presentation, a potential standard may include:
Provide a brief rationale for each chosen standard, citing the specific criteria from the DESE guidelines that match Autumn’s profile.
4. Parent Engagement Strategy:
How would you engage Autumn’s mother in the educational planning process, considering the details of her profile?
5. Social-Emotional and Behavioral Support:
As Autumn’s case manager, how would you address her social-emotional and behavioral needs in school?
Part 2: Instructional Accommodations and Modifications
1. Accommodations and Modifications for Effective Learning:
Describe what type of accommodations, appropriate modifications, and instructional changes would help Autumn learn more effectively.
2. Teacher Communication and Collaboration:
Compose a letter or handout to the general education teacher explaining Autumn’s needs, suggested accommodations, and how best to communicate and collaborate with both the student and the special education team.
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