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=Blue Team's IEP Wiki= I created this wiki since a phone conference seems difficult. We can all edit pages in here and post and share documents. I am creating a few pages based on the senario. Please feel free to change these or let me know if a wiki along with the discussion board seems like too much. If we do decide to use the wiki we can post a link to it in the discussion board, so Dr. Tobin knows what we are up to.

If we choose to use this, please sign your name after any changes. That way we can have an idea of who is writing what.

Scenario
Samuel, who has Down syndrome, is eight years old and lives in Cortland, NY. His language and speech skills are three years delayed, but he has age-appropriate social skills. Samuel has spent part of his school day in a regular classroom ever since kindergarten, but this year his third grade teacher is suggesting that Samuel really cannot keep up with his classmates. The teacher thinks that Samuel would be better off in a self-contained class with students who work at his pace. Samuel has some fine motor coordination problems, and he has had difficulty learning to write in cursive. His oral reading is hampered by his speech difficulties.

However, Samuel has learned to do addition and subtraction problems well and has mastered adding with carrying and subtraction with borrowing. He reads at about a second grade level with reasonably good comprehension. Samuel's parents would like to see him continue in the regular classroom for as much time as possible, but they recognize that Samuel's writing and speaking problems are keeping him from doing his best work.


 * What are Samuel's needs?


 * What kinds of technology should go in Samuel's IEP?


 * How would you make a case for putting assistive technology into his IEP?

Samuel's IEP Team met to discuss his needs and concluded that he is doing well in a regular classroom setting; he is making adequate progress in academic skills and has learned how to interact socially with his peers. It is to be expected that Samuel will have difficulty keeping up with the pace in a third grade classroom, but as long as he is making progress toward his individual goals, the regular classroom is a good setting for his. However, some simple accommodations and technology may help Samuel to work faster and more efficiently.

At this point, Samuel may need some assistance with handwriting and speaking, but the solutions to his problems in these areas need not be complex ones. The team decided that Samuel should continue to practice cursive until he has mastered all the letters and can be more facile in using script. However, while he is still learning cursive, he needs othis means for responding in writing. For short written responses, the team agreed that Samuel should be encouraged to use manuscript printing. When speed is important or when writing assignments are longer, Samuel should have access to a computer with an adaptive keyboard (e.g., IntelliKeys). The adaptive keyboard is helpful for Samuel because the "keys" are larger and easier to see. Using the keyboard requires only a very light touch so Samuel finds it easier to use than a standard computer keyboard.

In terms of oral reading, the team decided to have Samuel practice reading into a tape recorder. His speech therapist will work with him on slowing down his rate of speech and reading with expression. When Samuel has a good tape of his oral reading, he will submit it to his teacher for review.

Solution Summary:


 * practice cursive


 * use manuscript printing for short assignments


 * use computer with adaptive keyboard for longer assignments


 * practice oral reading using a tape recorder