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Iep Observation

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The IEP form that I examined is not the same student I worked with during my lesson. The IEP that I observed was for Student I. Student I has difficulties with writing the correct letter formations and with line placement. He also has a speech impediment when it comes to pronouncing certain words. While examining the student’s form I found that the student receives help for his speech impediment from a speech therapist at the school and he also receives help from an occupational therapist for his line formation and placement. Student I is in a regular classroom and routinely gets help from his therapists and from the ESE teacher. The first goal on his IEP is Student I will write classroom spelling words with proper formation, orientation, …show more content…

The first goal is student will correctly produce /ch/ in 8 out of 10 opportunities during 3 randomly selected sessions as measured by performance based assessments. The two objectives of this goal is student should be able to produce in isolation and student should be able to produce in words (initial, medial, final). The second goal is student will correctly produce /th/ and /l/ without verbal/visual cues in 8 out of 10 opportunities during 3 randomly selected sessions as measured by performance based assessments. The two objectives of this goal is the student will be able to produce in phrases and sentences and produce while asking/answering questions. The first thing I will have the student do is read books with /ch/, /th/ and /l/ words in them. I will also provide flashcards of different words with /ch/, /th/ and /l/ sounds in them and then have the student read off each word. One idea I found was using the Sorry board game and use the flashcards as game cards. The student has to correctly say the word to move his piece. The words can get harder as the game progresses or as the student progresses in his articulation. The student can also bring home the books so he can practice on his own how to correctly articulate/pronounce the different words. The outcome of these activities is that the student will be able to correctly articulate the /ch/ sound, the /th/ sound, and the /l/

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From the website, Encyclopedia Britannica article Board of Education of the Hendrick Hudson Central School District v. Rowley, I found that the court case Board of Education vs. Rowley is about a deaf student named Amy Rowley who lived in New York and attended a public school. Her parents approached the administration in the school at the beginning of Rowley kindergarten year explaining that their daughter would need an aid to sign to her while the teacher was teaching. The school granted their request for a two-week period but determined that the interpreter was not necessary. A new IEP was written for her explaining that she would use hearing aids and her ability to read lips to learn in a regular classroom. In addition, she would have

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