Bobbi Case Study
Present Levels of Academic and Functional Performance: Bobbi
Special Education Services Summarized:
Currently Susan receives 60 minutes per day instruction in math, reading and written expression in the structured classroom. She receives Occupational Therapy (540 minutes per quarter) Speech (540 minutes per quarter). At present level Susan is currently in a self-contained classroom. She receives all academic support in the self-contained classroom. She does attend lunch, recess, assemblies, and special classes (PE, Music and Computers) with her regular education peers and a Para Professional to assist her.
Reading:
Reading strengths for Susan include the ability to recognize 10 funtional sight words. She can label many pictures and uses pictures to helpher read …show more content…
She lacks awareness of dangerous situations and easily approaches strangers. Staff is currently working with Susan on appropriate spacing. She loves to sit on laps, stroke hair, and stroke different textures of clothing. We use social cues to help her to keep her hands to herself and sit in a chair in school next to others. Peers get annoyed with her constant stroking of hair and clothes and it is inappropriate for a school setting.
When Susan becomes frustrated, or does not want to do something, she will sit on the floor and refuse to move. This is a problem during transitions, especially unexpected ones such as fire drills. Susan also needs help in resolving conflicts with peers that involve tangible items such as food and toys. Susan will grab the item and run away with it instead of requesting a turn or sharing. Susan is not toilet trained, but does assist in removing her pull-up and putting on a clean one. She washes hands with verbal prompting and a checklist that uses pictures to cue the task.
Due to student’s behavioral, emotional and academic needs she is unable to access the regular education curriculum and the current placement is most
Special Education Services Summarized:
Currently Susan receives 60 minutes per day instruction in math, reading and written expression in the structured classroom. She receives Occupational Therapy (540 minutes per quarter) Speech (540 minutes per quarter). At present level Susan is currently in a self-contained classroom. She receives all academic support in the self-contained classroom. She does attend lunch, recess, assemblies, and special classes (PE, Music and Computers) with her regular education peers and a Para Professional to assist her.
Reading:
Reading strengths for Susan include the ability to recognize 10 funtional sight words. She can label many pictures and uses pictures to helpher read …show more content…
She lacks awareness of dangerous situations and easily approaches strangers. Staff is currently working with Susan on appropriate spacing. She loves to sit on laps, stroke hair, and stroke different textures of clothing. We use social cues to help her to keep her hands to herself and sit in a chair in school next to others. Peers get annoyed with her constant stroking of hair and clothes and it is inappropriate for a school setting.
When Susan becomes frustrated, or does not want to do something, she will sit on the floor and refuse to move. This is a problem during transitions, especially unexpected ones such as fire drills. Susan also needs help in resolving conflicts with peers that involve tangible items such as food and toys. Susan will grab the item and run away with it instead of requesting a turn or sharing. Susan is not toilet trained, but does assist in removing her pull-up and putting on a clean one. She washes hands with verbal prompting and a checklist that uses pictures to cue the task.
Due to student’s behavioral, emotional and academic needs she is unable to access the regular education curriculum and the current placement is most