Analyzing Adam's Listening Skills

Adam is an 11 years and 11 months old student in the sixth grade at Rolling Meadows school. Adam’s teacher, Mr. Robinson referred Adam for an evaluation, because he has been showing a great deal of anxiety when participating with his peers and also has difficulty in the math content area. Adam was given the Woodcock Johnson III Achievement and Cognitive test, along with the Universal Nonverbal Intelligence Test. Adam’s overall academic skills are very limited. Adam’s mathematic calculation skills are negligible and provided incorrect answers when it came to math calculations that involved addition and subtractions. Adam would qualify for specific learning disability (SLD) for math calculations, mathematic reasoning,

When it comes to Adam

Implementing strategies that help Adam with word recognition could be using flash cards, using word banks, and playing games. Every time Adam masters a word, it is pulled from the list he is working with and a new word is added. It is important to use high frequency words, this will help Adam enhance his ability to start to read independently. Allow Adam the use of text-to-speech software, since his listening comprehension is a relative strength. Adam listening comprehension is in the average range, compared to his reading skills which fall in the low range. Since Adam scored in the low range on his MET assessments for written expression, provide graphic organizers and outlinings that will help Adam keep his writings organized and clear. Utilizing a graphic organizer and outlinings will help Adam be able to keep his thoughts organized and teach Adam the structure of a properly formatted sentence or paragraph. Because Adam’s math calculations and mathematic reason fell into the very low range when compared to his age-level peers. In order to

To make sure that this happens, it means that the student is with and participating with their general education peers as much as possible. In order for Adam to be in the least restrictive environment, placing him in partial main steam/inclusion classroom (Morin, 2017). Adam will participate with his non-disabled peers in the general curriculum, extracurricular and nonacademic activities at all times except when going to the resource room for math. The team considered all potential harmful effects of his placement for Adam and the quality of services he needs outweighs any potential harmful effects. Adam’s has academic needs that require specific academic support (?????). This would be mean that Adam would spend most of his school day in the general education classroom, and then go the resource room to receive specialized instruction for math calculation and mathematic