Jason Boulrice

10/13/2009

Education 244, Section Z

IEP Development

 

Jeremy is 4 years and 6 months old and has been diagnosed with childhood autism.  He was given the Childhood Autism Rating Scale when he was 4 years 2 months old and received a score of 35 (mildly-moderately autistic).  He was also evaluated for multifactory at the same age with the following results:  language skills, 36 months; social, 30 months; fine motor, 36 months; cognition, 48 months; gross motor, 42 months; and self-care, 42 months.  Out of all the skill sets evaluated, social skills were diagnosed at the lowest developmental age.  Jeremy struggles when transitioning from one activity to another.  He has difficulty making eye contact and prefers to play in areas without his peers.  He needs constant adult attention when playing or using the toilet.  He has caring parents who have many hopes for him as he grows older with their biggest fear being that one day he may be relegated to a life of dependent care.  However, looking more short-term, they are very pleased that he is placed in an integrated preschool setting in the general education classroom. 

            Jeremy has strong cognitive abilities.  He performs cognitive tasks at his chronological age level when provided with materials that allow him to give a non-verbal answer.  He can use pictures to sequence events as they occur in short verbal stories.  Additionally, he can identify all lowercase and uppercase letters of the alphabet as well as the numerals 1-20.  He also has strong self-care, adaptive skills.  Jeremy can eat and drink independently using utensils with no problem.  Furthermore, he can dress himself without help.

Jeremy lacks in his social and language skills.  Many times he cannot complete tasks independently without the assistance of an adult.  He has difficulty transitioning from one task to another.  He needs constant attention and praise to perform routine tasks like going to the restroom or entering a play area by himself.  He can only express his wants and needs with a single word which makes verbal communication with his peers and teachers difficult.  

The IEP team has set the following specific, well-defined objectives to ensure that Jeremy increases his abilities in areas where he tested lowest in the multifactored evaluation.  Our main goal is that this leads to Jeremy receiving an appropriate education and that he receives the best education possible in an integrated classroom.

 

OBJECTIVE: 

Jeremy will increase his ability to perform tasks independently by receiving occupational therapy by a licensed occupational therapist at least four times a week, in a one-on-one situation, in the resource room.

The sessions will last 30 minutes.  Jeremy will achieve this goal with 80% accuracy.  The occupational therapist will send weekly progress reports to Jeremy’s parents as well as his homeroom or general education teacher.  The therapy shall begin September 8th and continue until June 18th, excluding pre-determined school holidays.  Jeremy will achieve this by:

A.        Playing independently during free playtime with no adult attention one time per day for 10 minutes.

B.        Going to the toilet without an adult one time per day.

C.        Entering a play area independently without an adults’ reinforcement or attention one time per day.

D.        Transitioning independently with visual cues from one activity to another 3 times per day.          

            1)  Word only cue

            2)  Picture only cue

 

OBJECTIVE: 

Jeremy will increase his ability to manipulate classroom objects by receiving physical therapy by a licensed physical therapist at least three times a week, in a one-on-one situation, in the resource room.

The sessions will last 30 minutes.  Jeremy will achieve this goal with 80% accuracy.  The physical therapist will send weekly progress reports to Jeremy’s parents as well as his homeroom or general education teacher.  The therapy shall begin September 8th and continue until June 18th, excluding pre-determined school holidays.  Jeremy will achieve this by:

A.        Simultaneously using both hands to perform tasks such as picking up a large ball, blowing bubbles and catching them with both hands, and making a beaded necklace.

B.        Using his dominant hand to grasp writing tools correctly without being reminded.

C.        Crossing midline during specific fine motor tasks such as sitting cross-legged or drawing a line from one side of a piece of paper to another without changing hands.

D.        Printing his first name in capital letters using his dominant hand 5 times                              each day.

 

OBJECTIVE: 

Jeremy will increase his verbal responses and improve language skills by receiving speech therapy from a licensed speech therapist at least three times a week, in a one-on-one situation, in the resource room.

The sessions will last 30 minutes.  Jeremy will achieve this goal with 80% accuracy.  The speech therapist will send weekly progress reports to Jeremy’s parents as well as his homeroom or general education teacher.  The therapy shall begin September 8th and continue until June 18th, excluding pre-determined school holidays.  Jeremy will achieve this by:

A.        Independently using 2- to 3-word phrases when asked specific questions and given visual cues (will not be able to answer with one-word answers).

            1)  What color is the car?  (Answer:  “The car is red” when given the matching picture)

B.        Expressing his wants and needs in greater than one-word.

            1)  Wanting something to eat.

            2)  Needing to go to the toilet.

            3)  Asking to play.

C.        Answering simple yes and no social questions consistently.            

            1) What is your Dad’s name?

            2)  How old are you?

            3)  What is your favorite color?

            4)  What is your favorite food?

           

Related services, according to the IDEIA, consist of “transportation and such developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education.”   As previously mentioned, Jeremy will need speech, occupational, and physical therapy three to four times a week for 30 minute sessions in the resource room to achieve the set objectives.  This totals 5.5 hours of resource time per week outside of the general education classroom.  In addition, Jeremy will require a part-time aide in the general education classroom to help reach his objectives of being fully independent when going to the toilet or playing during free play (objective #1).  Jeremy will need supplemental aids, i.e. a large bouncy ball, bubbles, beads, and string to increase his fine motor skills (Objective #3).  Additionally, Jeremy will require a modified physical education plan since he has difficulty during adaptive physical education class.  During adaptive parts of the class Jeremy will work with a physical therapist for 1.5 hr. per week to increase his muscle tone and improve his gross motor skills.

Jeremy will be involved in all regular classroom activities with resource pullout (5.5 hrs. per week) as needed and previously explained.  He will spend time in the resource room working on his individual goals and objectives.  He will receive individual and small group instruction in language, fine motor, and social development.  In the classroom, written and visual cues will be used to help Jeremy achieve his goals.

Cognitively, Jeremy is on task at chronological age level when provided with materials that allow him to give a non-verbal response.  Jeremy will not need modifications to participate in these assessments since they are written.  If the teacher gives verbal directions for the testing or directions are not written, the teacher or aid will need to provide Jeremy with written directions or give him visual cues. 

Jeremy’s progress towards his annual goals will be determined by speech, occupational, and physical therapists.  He/she will be responsible for ensuring that Jeremy is attaining the goal of 80% accuracy.  Moreover, he/she will send progress reports to his homeroom or general education teachers in addition to Jeremy’s parents.  All progress will be recorded in daily logs and tracked by checklists.  Weekly progress reports will be emailed to all parties in addition to a hard copy being sent home with Jeremy every Friday.