Reflective account (J) Record of event: Date: 8/10/12 Numeracy was being taught in the lesson and the teacher had asked me to sit with Boy F has trouble concentrating and has an IEP. The children had rearranged the tables in the classroom so that everyone was facing forward and two children were sat together at a desk. From the very start of the lesson Boy F couldn’t sit still. He was messing with his chair‚ his tie and pencil
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Demographic Data Steven* is 14-years-old‚ Caucasian male‚ and he speaks English. He is in the ninth grade. He was referred to use by the County of Sacramento DHHS- CPS. Presenting Problem Steven was placed in protective custody‚ according to intake social workers notes‚ due to his biological father’s mental issues and alcohol abuse. Steven was left unsupervised and left to parent himself while biological father was out drinking or hospitalized for being under the influence. Genogram
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Final Project-Student Profile Tabitha Locke Phoenix College AED/222 1-19-2011 Rusty Lee Roy Cummins is a smart nine-year-old boy in the third grade of school with an IEP (Education Learning Plan). Rusty has all the ability in the world to learn but is behind all the other students. His delay is not because he has issues with reading or because he cannot understand the materials. Rusty’s issues are seizures and medication side effect. Seizures along with other health impairments are
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after their school day is over. An IEP is an individualized education program‚ it is defined as “a plan with specific goals developed jointly by the special educator‚ medical and therapy personnel and the family” (Early‚p 509). Achieve Therapy Services is a private organization‚ they are not contracted by the Brevard County School District‚ therefore are not required to follow the goals of the IEP made for the child are school. However‚ these goal of the IEP are taken into consideration when the
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grade classes at John F. Kennedy Magnet School in Port Chester‚ New York. There were twenty-three students in this class‚ ten girls and thirteen boys. 96% of the students were Hispanic‚ ten of them were English Language Learners‚ and six of them had IEPs. The classroom’s educational team consisted of Ms. B. the general education teacher‚ Ms. P. the special education teacher‚ Ms. I the teaching assistant‚ and Ms. G. the teacher aide. The second-grade classrooms are all located in the upper building
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provided at public expense‚ under public supervision and direction‚ and without charge; meet SEA; include preschool‚ elementary‚ or secondary school education; and are provides through an individualized education program (IEP)”. (Mandlawitz‚ 2007)An individualized educational plan (IEP) that is designed to meet the child’s unique needs and from which the child receives educational benefits and prepares them for farther education‚ employment‚ and independent living. These unique education needs includes
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professional learning to gain knowledge regarding his student’s disabilities and insight into how to implement a range of strategies. The first thing the teacher should do is to read each student’s Individual Education Plan (IEP). Students with disabilities usually have an IEP which outlines the student’s level of functioning‚ goals‚ services that they access or should be provided access to‚ an explanation of how they participate within the classroom
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an individual transition plan (ITP) and ongoing assessment (Kim‚ So-Yeun (2008). Most children with disabilities have an individualized education program (IEP)‚ which measures the child’s educational goals and objectives‚ levels of performance‚ and provides authorities and parents with the child’s progress report. Children that have an IEP should also have an ITP by the age of 16 to be in accordance with the Individuals with Disabilities Education Improvement Act (2006). One purpose of the transition
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Encouraging Positive Behaviour in the Early Years A Practical Guide 2nd edition Collette Drifte © Collette Drifte 2004‚ 2008 First edition published 2004 Reprinted‚ 2005‚ 2007 Second edition published 2008 All material on the accompanying CD-ROM can be printed off and photocopied by the purchaser/user of the book. The CD-ROM itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The CD-ROM may not be distributed or sold separately from the book
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Special Education Plan for Anabela In the case of Anabela Vicenti‚ supporting her may mean holding her back. Anabela is a second grader at La Paz Elementary School‚ who a few months ago was placed into special services in the school and received an IEP (individualized education plan). Before La Paz‚ she attended Sandia Elementary School where she was classified as a non-reader at the end of kindergarten because she did not know all of her letters and sounds. She was recommended for educational testing
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