Term Paper on "IEP Project"

Term Paper 13 pages (3679 words) Sources: 1+

[EXCERPT] . . . .

Individualized Education Program - Shawn

IEP

Individualized Education Program -- Shawn

Individualized Education Plan -- Shawn

CONFIDENTIAL

Educational Assessment

Shawn Date of Birth: 5/22/2000 Age

Ellicott Mills Middle Assessment Date: 11/23/12 Evaluator: R

Grade/Program: Remedial & Special Education w/Resource Room Report Date: 4/11/13

Reason for Referral: Shawn receives a referral for an evaluation for multiple reasons. He experiences orthopedic impairments that limit the use of his hands and arms. Subsequently, Shawn additionally shows signs of persistent emotional frustration, social inadequacies relative to his peers, as well as issues of fine and gross motor control. His participation in physical, social, and intellectual activities is limited. Shawn is intellectually competent with cognitive skills comparable to his peers, yet his frustration with his physical impairment often hampers his coursework.

Background Information:

Shawn was born in Ontario, Canada. His mother is Renee, a freelance graphic designer in print. His father is Philip, who works from home in a studio, serving as a carpenter and an automotive repairman. Shawn has an older sister, Kara, who attends a music conservatory as a cellist on a full scholarship. The family resides together in a house in close proximity to the school, in case his father needs to come to school for Shawn's sake. (emergencies, etc.)

Shawn was a healthy baby overall and appeared to meet physical and developmental milestones at a pace average to his peers. At age 4, Shawn's parents noted the following concerns after consultation with specialists:

Excessive struggle in lifting and manipulating objects in his environment

Intense bursts of anger that were verbally and physically violent

Signs of depression

By age 7, the following tendencies were observed in the home environment:

Increased need for assistance to perform activities of self-care

Increased withdrawal from social activities and social events

More focus into intellectual endeavors rather than physical ones

Reluctance to make friends outside of his family

At age 7, at the recommendation of the family pediatrician, Shawn's parents decided to have Shawn clinically evaluated by a local child psychologist and related multidisciplinary team (OT, PT, MSW, etc.) at their local hospital facility. As a result of the evaluation, Shawn was classified with a primary diagnosis of mild Oppositional Defiant Disorder and mild social anxiety.

Functional Assessment:

Educational History:

As a toddler, Shawn attended a bilingual preschool, where he learned in English and in French. This preschool/daycare program focused on a variety of learning styles for the children. Shawn enjoyed making art and participating in basic cooking that the students did in class. Shawn did not yet show more obvious signs of physical impairments. At this stage in his development, his physical strength was comparable to those of his peers. His was able to make some friends; his parents encouraged playdates and other outings including friends of Shawn's from school.

When Shawn entered Long Reach Elementary School, the deficits in his development became more apparent. He could not hold onto the relationships he formed earlier in life because his social skills were not on par. Before Shawn became excessively angry, he first became quite shy. He realized that his hands and arms got tired earlier in the day than his peers'. It became difficult for Shawn to keep up with the work load both inside and outside the classroom. He was not as skilled at the physical games and video/computer games that were so popular with his peers. When he realized he was drifting away from friends and the social world, his outburst of anger, rage, and frustration began to appear. Because Shawn socially withdrew, in addition to losing his social skills, at this point, he did suffer more because of his inability and resistance to articulate his feelings to relevant staff. He became more withdrawn in his home environment as well.

In the second grade is when Shawn was formally evaluated at his family's health facility as well as at school. The staff in this evaluation at school included an Occupational Therapist, Child Psychiatrist, Physical Therapist, Social Worker, Speech Pathologist, and a Behavior Analyst, all certified, qualified, accredited, and provided by his school. It was at this point, after the evaluation, that Shawn was redirected to the Special Education track and began receiving a variety of related services.

As a middle school student, Shawn has seen several years of related services. His physical impairment is still apparent to his peers, yet his participation in activities is less impeded as a result of progress attained in Physical Therapy sessions. Shawn sees a counselor, analyst, and Occupational Therapist. He enjoys his PT and OT sessions the most. Shawn struggles the most in therapy/counseling sessions. He demonstrated some progress in identifying his feelings and identifying triggers in his environment that set off his anger. As he enters puberty, his specialists have had to make some adjustments to their approaches with him and their services to accommodate the emotional, physical, and psychological transformations Shawn is going through. Shawn resisted his related services at first -- taking over a year to show signs of trust with his therapists. Now he has a firmer understanding of how the related services help him, even if he is "not always in the mood."

Teacher Interview and Present Level of Educational Performance:

So far in the 7th grade, Shawn shows the most proficiency in reading. Shawn reads at an above average speed. Shawn enjoys periods spent in the library, and often spends his free time in class reading. He enjoys books related to space, sports, engineering, and super heroes. He has begun developing an interest in world history as well.

Shawn's writing is still unclear. Shawn can write fairly well in print, but has more difficulty writing in cursive/script. To avoid handwriting, Shawn will often type us his work in class or at home. Shawn is occasionally permitted to use his iPad in class as a tool to assist him. Shawn has recently made one or two friends in his classes. He is friends with a student named Melissa -- they will read together and discuss what they have read. On a regular basis, Shawn & Melissa are assigned to work together in groups. This improves the performance of both students usually.

Shawn is also friends with a student named Charlie. Charlie wears leg braces to strengthened his bones and muscles as he recovers from a severe car accident that happened 2 years prior. Charlie and Shawn sometimes have shared sessions together in related service areas such as PT, OT, and counseling, although they also have individual sessions in these services as well. These are the first and only students that Shawn has made a noticeable effort to befriend.

Shawn shows skills in logical reasoning & analytical thinking, as demonstrated in his math skills. Shawn's weakest areas in subjects such as Physical Education. He struggles with his hand-eye coordination. He sees the students enjoying their bodies through physical activity and the bonds they build as a result of teamwork and he longs to have those feelings & experiences, too. The students with normative physical ability do not acknowledge him as a teammate or choose him for their teams, which frustrates and angers Shawn a great deal. He sometimes shows his frustration by intentionally disrupting the game, or whatever the activity may be. Shawn sometimes must be removed from the situation in order for the other students to participate without interruption.

Shawn additionally resists suggestions and assistance from staff in modified forms of participation in the game, etc. Shawn's moods fluctuate depending on the day's schedule of activities. Since the entrance into puberty, some of his emotional issues have been exacerbated.

Interventions Used:

Physical Therapy Sessions, group and individual, 3 -- 5 days a week, for 30 -- 45 minutes

Counseling sessions, group and individual, 3 days a week, for 30 -- 45 minutes

Occupational Therapy sessions, group and individual, 3 -- 5 days a week for 30 -- 45 minutes

1:1 paraprofessional support in the classroom to help Shawn control his rage and prioritize what is important enough to expend his energy on; maintain emotional stability & focus after school participation in a club that plans and puts on social events for students (Melissa & Charlie are a part of this group as well)

Strategies to stay emotionally calm

Construction of a "meditation/chill corner" in the resource room and at home for Shawn to go to when he feels overwhelmed to the point where he must productively remove himself from a situation where he feels out of control

Individual and group social skill training with one non-disabled/special education peer and one disabled/special education peer twice a week as administered by the Counselor and & Adolescent Psychologist

The ability to earn trips to the computer lab, library, and media library for appropriate behavior and measurable effort to participate in each activity as part of a token system to reinforce desired behavior with a concrete reward/token

Participating in the class roles such as teacher's assistant, in the efforts to get Shawn to interact with his classmates… READ MORE

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