Iep Reflection Paper

His special integrated co-teaching services continued in addition to resource room into the 10th and 11th grade. The monthly consultation hearing services was replaced with yearly information on disability and implications for instruction in the 11th grade. Presently, is educated within integrated co-teaching daily for 1 hour and 20 minutes. In addition, Matthey attends resource room daily for 40 minutes and receives Hearing services twice a week. His testing accommodations include extended time (1.5), use of FM sound unit, listening comprehension section repeated more than standard, check for understanding, test administered in a location with minimal distractions and use of a calculator. Program modifications as per the Individualized Education Plan (IEP) include re-teaching of material, use of FM sound unit, special seating arrangements, and check for understanding. Also, Matthew receives yearly
Matthew did not report any difficulties with eating, illnesses or sleeping, including falling asleep, nightmares or trouble waking up. He reported good relationships with his family members; Matthew describes his household as “supportive.” He was also asked about feelings of happiness, sadness, anxiety and anger. Matthew stated that he is happy when “spending time with family and friends,” he feels sad “when a family member passes away” and angry when he is “stressed out in school.” Matthew reported that “when he is absent and misses school work” he feels nervous. He reported that he likes school and enjoys his teachers and classmates. He reported his favorite subjects to be “math, social studies, and English” and his least favorite to be “science because it’s hard to understand.” When asked about reading and math, Matthew stated, “I like it.” In terms of writing, Matthew reported, “I like creative writing and coming up with