Case Study Of Individualized Education Plan

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This case study encompasses the background for a fictitious student detailing his disabilities as well as his present level of performance (PLOPs). With this information the author presents an Individualized Education Plan (IEP) annual goal and short-term objectives while linking them to the Texas Essential Knowledge and Skills (TEKS). Lastly, the author provides lesson plans for subjects including mathematics, science, and social studies.
Keywords: IEP, TEKS, learning disability, reading level Case Study to IEP to Lesson Plan In order to demonstrate the knowledge gained from this class, Learning Strategies for Promoting Proficiency in Math and the Content Area Subjects for Exceptional Learners (EDSP 5750), the author presents a practical
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At a very young age Jackson received the diagnosis of mild ataxic cerebral palsy, which means he can move without assistance. However, his disability makes it very difficult for him to write, therefore he receives accommodations in assisted technology such as the use of an iPad, in addition to verbally responds to questions, as needed. Furthermore, Jackson received a diagnosis of a learning disability in reading while in second grade. As a result, he qualifies for services in special education due to both conditions and requires a paraprofessional to accompany him to general education classes. After several assessments, the results determined Jackson’s reading level at grade 1.5; therefore he requires accommodations in the general education setting with mathematics, science, and social studies, particularly with reading the text. During Jackson’s last Admission, Review, and Dismissal (ARD) meeting, which occurred on April 10, 2015, the ARD team revised his IEP annual goal and …show more content…
The assessments will consist of teacher-made tests and a portfolio of Jackson’s work. For example, the assessment of Objectives 1 and 2 will occur at the end of the first 9-week grading period. Accordingly, the evaluation of Jackson over Objective 1 will result by the grading of his math assignments over word problems. In order to successfully accomplish this objective, at least five assignments must contain 10 word problems each with an average grade of 90% or higher. For the assessment of Objective 2, the teacher will administer a teacher-made test of 20 written problems with pictures of coins and/or dollar bills to Jackson with a requirement of 90% correct to successfully fulfill the objective. Finally, at the end of the second 9-week grading period, the use of another teacher-made test will assess Objective 3 over 20 fractions with denominators of 2, 3, 4, 6, and 8 requiring Jackson to present equivalent fractions by drawing the given fractions. In order to successfully pass Objective 3, Jackson must answer 18 out of 20 problems

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