SPD 556 T3_ Collaborative Analysis and Application of Assessment Results (1).docx

Collaborative Analysis and Application of Assessment Results Sydney Loa Grand Canyon University: SPD 556 Professor Laura Hess October 18, 2023

Part 1: Present Level of Academic Achievement and Functional Performance Anthony is a well-liked 13 year-old child who likes to learn about sports, watch videos, play with toys at school and at home. He learns best with visual cues in both academic and non- academic tasks. He lives with his mother, two younger siblings, and his grandmother, gets along with his siblings, and his mother expresses concern that he likes watching videos that are for much younger students. He has an educational diagnosis of an intellectual disability, coupled with a speech impairment. Anthony does not take any medication at the time. He receives outside speech-language therapy. English is spoken in the house; grandma is frustrated when trying to connect with Anthony due to his inability to communicate his wants and needs appropriately. Teachers and staff note that Anthony is able to complete basic self-care needs such as getting dressed and basic toileting needs. He is unable to tie his shoes at this time. Teachers and staff note that there are concerns in academic areas: Anthony has a hard time starting and completing tasks, trouble with understanding and following multi-step directions, he does not understand grade-level content, needs to have modified work, he has trouble engaging in age appropriate conversations with peers, and needs fine motor control when completing writing activities. His strengths in academic areas are: letter identification, word identification, gross motor (self-care), and coin identification. When working with Anthony, visual and verbal prompting are required when beginning most tasks. Verbal cues are used slowly for processing time paired with visual cues. His last report card shows the grades with accommodations and a modified curriculum. Anthony scored below average in the following categories: Information processing index, Fine motor composite index, Speech-Language composite index (semantics, receptive and expressive language),

Reading, Math and Writing Composite Index.

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Part 2: Collaboration to Promote the Well-Being of Students with Moderate to Severe Disabilities As an IEP Team, the required members are: parents/guardians, the Local Education Agency (LEA), Special Education Teacher, and the General Education teacher. The nurse may be a required member as well, if this is an initial IEP. The role of the required members are important when composing the Present Levels of Academic Achievement and Function (PLAAF). Here are their roles: Parent/ Guardian- There are many roles that parents play for their students. Aside from being a parent to the child, they play advocate too. Parents “. . . provide essential information regarding their child's strengths, weaknesses, needs, preferences and interests crucial to developing effective transitional components. Parents often are the key individuals who can articulate clear and realistic outcomes for the child's future” ( The role of parents as advocates for the transition rights of their disabled youth: Disability studies quarterly n.d.). Special Education Teacher- Provides instruction and support which facilitates the participation of students with disabilities in the regular classroom. ... Serve as case managers and be responsible for the development, implementation, and evaluation of students' IEPs ( Specific Roles of Special Educators in Serving Students with Disabilities and Their Parents ). General Education Teacher- Participates in discussions and decisions about how to modify the general curriculum in the regular classroom to ensure the child's involvement and progress in the general curriculum and participation in the regular education environment (Topic: IEP Team Member Regular Education Teacher 2019). LEA- Is a representative at an individualized education program (IEP) meeting is a person

designated by the LEA to represent the agency and participate in the IEP process (Hanson, 2023). There are other members who are not required, but play an equally important role. These are the Speech Language Pathologist, Occupational Therapist, the Nurse, and Adapted P.E. service providers. The role of these service providers is to support Anthony by teaching him the necessary skills to be independent. For example, Speech may work on communicating his wants and needs in an appropriate way, the Occupational Therapist will work on fine and gross motor skills, possibly with the assistance of a Physical Therapist, and the Adaptive PE teacher can see where his gross motor skills are and assess where his deficits are, if any. Working together and collaborating to bring all the pieces together for Anthony to be successful is the ultimate goal. Having a child with special needs is not an easy road to map out. There are many professionals to help and with the input of all members on the team, required or not, makes a difference. It serves as a road map of where to begin and what obstacles Anthony and his family face.

References Hanson, J. (2023, September 1). Lea Special Education . My WordPress. https://special-education-journey.com/lea-special-education/#:~:text=A%20Local %20Educational%20Agency%20(LEA)%20representative%20at%20an %20individualized%20education,participate%20in%20the%20IEP%20process Specific Roles of Special Educators in Serving Students with Disabilities and Their Parents . Project IDEAL. (n.d.). http://www.projectidealonline.org/v/specific-roles-special-educators/#:~:text=The %20main%20role%20of%20the,disabilities%20in%20the%20regular %20classroom.&text=Serve%20as%20case%20managers%20and,and %20evaluation%20of%20students’%20IEPs. Topic: IEP Team Member Regular Education Teacher. (2019, September 24). https://www.education.ne.gov/wp-content/uploads/2019/09/SOS-9_24_19.pdf

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