Lucia Esperanza is nine years old. She is in the fourth grade. Lucia is identified as having multiple disabilities that consist of cerebral palsy with an intellectual disability and language delay. Lucia also uses both a wheelchair and augmentative communication device. She is eligible for individualized special education services. After review of Lucia’s assessment results and parent concerns, the multidisciplinary team will work together to provide Lucia with an appropriate education that is tailored to her needs. The multidisciplinary team will include, Lucia’s general education teacher, special education teacher, a representative of the school district and an educational professional who can interpret assessment results. Additional members
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The teacher aide’s role is to help Lucia with instruction, mobility and skills of daily living. Lucia enjoys group work and interacting with classmates. The teacher aide will assist Lucia with gross motor abilities such as, support for sitting on the floor, desk and at a table if her wheelchair is not being utilized. Lucia’s teacher aide is also bilingual. This skill is beneficial because Lucia will have an easier time communicating with her aide. One of Lucia’s goal indicates, given a communication device with additional vocabulary of images related to her environment, Lucia will complete " I like … and "It looks…" statements with up to 10 new items. The teacher aide will spend a significant amount of time with Lucia. The teacher aide will be able to help Lucia improve her vocabulary. Another beneficial member that is a part of Lucia’s team, and can help her improve her vocabulary is the ESL/bilingual specialist. Lucia’s primary language is Spanish. Spanish is spoken at home and is used in the classroom to support Lucia with direction and new vocabulary. The ESL/bilingual specialist will design instruction that is both linguistically and culturally relevant (Robertson, 2017). The need for all members to collaborate is imperative because not only does Lucia have multiple disabilities, but she is also an ESL learner. If the instructional goal addresses Lucia’s cultural, …show more content…
All the team members will have daily meetings to update one another about Lucia’s progress, strengths, weaknesses etc. The only way Lucia’s IEP plan will be effective is if communication and collaboration is frequent. All members will also need to form a relationship with each other. Forming relationships will be essential in order to help Lucia reach her implemented goals in her IEP. One of Lucia’s goals indicated, given teacher direction with practice and a pencil group, Lucia will be able to write her first and last name. The general and special education teacher, teacher aide and occupational therapist can all collaborate to ensure Lucia reaches this goal. They do a significant amount of writing with Lucia and their collaboration is critical. Another goal indicated, given step by step direction and break cards, Lucia will not throw a tantrum when faced with a difficult task. All members who physically work with Lucia can help her reach this goal. They will reinforce positive behaviors and use of break cards in all activities. Repetition will be key in order to help Lucia reach her short team goals and annual goal. If all members are collaborating and modifying instruction, success for Lucia will reach her annual
The teacher aide’s role is to help Lucia with instruction, mobility and skills of daily living. Lucia enjoys group work and interacting with classmates. The teacher aide will assist Lucia with gross motor abilities such as, support for sitting on the floor, desk and at a table if her wheelchair is not being utilized. Lucia’s teacher aide is also bilingual. This skill is beneficial because Lucia will have an easier time communicating with her aide. One of Lucia’s goal indicates, given a communication device with additional vocabulary of images related to her environment, Lucia will complete " I like … and "It looks…" statements with up to 10 new items. The teacher aide will spend a significant amount of time with Lucia. The teacher aide will be able to help Lucia improve her vocabulary. Another beneficial member that is a part of Lucia’s team, and can help her improve her vocabulary is the ESL/bilingual specialist. Lucia’s primary language is Spanish. Spanish is spoken at home and is used in the classroom to support Lucia with direction and new vocabulary. The ESL/bilingual specialist will design instruction that is both linguistically and culturally relevant (Robertson, 2017). The need for all members to collaborate is imperative because not only does Lucia have multiple disabilities, but she is also an ESL learner. If the instructional goal addresses Lucia’s cultural, …show more content…
All the team members will have daily meetings to update one another about Lucia’s progress, strengths, weaknesses etc. The only way Lucia’s IEP plan will be effective is if communication and collaboration is frequent. All members will also need to form a relationship with each other. Forming relationships will be essential in order to help Lucia reach her implemented goals in her IEP. One of Lucia’s goals indicated, given teacher direction with practice and a pencil group, Lucia will be able to write her first and last name. The general and special education teacher, teacher aide and occupational therapist can all collaborate to ensure Lucia reaches this goal. They do a significant amount of writing with Lucia and their collaboration is critical. Another goal indicated, given step by step direction and break cards, Lucia will not throw a tantrum when faced with a difficult task. All members who physically work with Lucia can help her reach this goal. They will reinforce positive behaviors and use of break cards in all activities. Repetition will be key in order to help Lucia reach her short team goals and annual goal. If all members are collaborating and modifying instruction, success for Lucia will reach her annual