The current design plan is to have Pete play Earobics for four weeks then check on his progress. This will be at the start of the month, and his parents will be asked to attend a teacher’s meeting at the end of the month. His parents will be informed both a week before and the day before regarding the date and time when the meeting will take place. When Pete’s parents come to the meeting, they will be asked to bring Pete’s journal and discuss how Pete has improved or struggled with the associated plan. This plan will, depending on positive results, continue for Pete and his family until he has passed through the second grade, where he will be re-assessed and a new plan is developed for him depending on progress.
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However, because of the progress Pete has shown the initial plan will be kept.
For the scenario, Pete has done extraordinarily well regarding the use of Earobics, and while he has improved with journal keeping, still has off days. The special education teacher says this is natural, and that the idea is that Pete at least tries to remember and fill in the journal, rather than the journal a measure of assessment for him (though it does help). It is, however, felt by the parents that Pete has succeeded enough to add addition activities for him to do at home with the family to help with his APD.
In regards to parent’s needs, and for the case of the scenario, if the parents were not already part of the Tennessee Disabilities Coalition, they would be asked to contact an operative regarding their students’ needs and what organizations within the Coalition could help them. Furthermore, the special education teacher would be asked to provide resources for the student’s family on what they could potentially do at home on top of Pete’s current activity, without disrupting his