I need this assignment done and back in a timely manner please follow instructions no plagisirism APA style everything will be in the instructions that is needing to be followed and files will be uploaded for this assignment. Special Education is the role for this assignment
IEP or IFSP Outline [due Mon]
- Prepare an outline for an upcoming Individualized Education Plan (IEP) or Individualized Family Service Plan (IFSP) meeting based on the Psychological Report and the role assigned to you by the instructor.
Include measurable goals, objectives, and benchmarks for the student.
Address student eligibility, justification for a least restrictive environment, and special accommodations.Use the information contained in this Psychological Report to prepare an outline for an upcoming IEP meeting. Your Pre-IEP Outline must include measurable goals, objectives, and benchmarks for the student. You should also address student eligibility, justification for a least restrictive environment, and special accommodations in your outline. Consult the course syllabus for more details regarding this assignment.
Note: The information contained in this Psychological Report is fictitious and is not intended to represent any particular person or student.
Date of Birth: 2/6/1999
Chronological Age: 6.10
Ethnic Background: Caucasian
School: Kelsey Elementary School
Teacher: Ms. Smith
Test Date: 12/12/2005
Examiner: Psychologist, Speech and Language Specialist, and Classroom Teacher
Reason for Referral
Debbie was referred for evaluation by her mother, Ms. Laura, for the following reasons:
· Reading comprehension problems
· Speech and language problems
· Written language problems
· Math problems
The results of the evaluation will be used to determine present levels of functioning and the relation to academic performance, and to plan appropriate interventions.
Debbie is a pleasant 6-year-old girl. She was enrolled at Toyland Elementary in California for a short period of time before moving to Arizona. Her kindergarten teacher referred her for assessment, but she moved before the assessments were completed; therefore, no further action was taken. Debbie appears to be a healthy girl and developmental milestones were within normal limits. Vision and hearing are also within normal limits. She normally speaks at an appropriate speed in clear tones. Her articulation is age-appropriate; however, a language deficiency is suspected.
The teacher tried the following pre-referral strategies with Debbie, with permission from the mother before a formal request for testing was made:
· Arranging special seating in classroom
· Giving her directions one step at a time
· Providing her more time on tests and assignments
· Assigning her fewer problems per page
· Assigning her fewer spelling words each week
None of the above appeared to be helping Debbie.
1. Wechsler Intelligence Scale for Children-Revised (WISC-R)
2. Diagnostic Achievement Battery (DAB)
3. Peabody Individual Achievement Test – R (PIAT-R)
4. Peabody Picture Vocabulary Test –Revised (PPVT-R)
5. Bender-Gestalt Test (BGT)
Observations of Behavior During Testing
Debbie was cooperative during all testing. She was, however, slow to process requests made by the examiner. Several times she asked for the examiner to repeat the directions, which could not be done. She moved around in her seat and had to get up and walk around the room a few times. She did not become frustrated and stayed with each task, but needed a great deal of time. The testing was conducted over three consecutive days, for up to three hours a day. Debbie spent a portion of the time testing, but at other times she would talk or complete a task that was not related to the assessment.
The psychologist and the speech and language specialist completed the assessments as a team. The classroom teacher contributed notes and reports on the student’s academic skills in her classroom.