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Ip Language Assessment Paper

1567 Words7 Pages

Nomi Kviat

Background Information
Child: Ruvy Levine
Age: 4.6
Level/ Disability: Ruvy is a Preschool Student with disabilities, his IEP includes Seit provider, speech and OT and PT therapists
Location: Gan Yisroel Preschool Pre-K, mainstream, General Ed, Jewish Orthodox private school in Brooklyn, NY.
Classroom placement: Universal Pre-K Eighteen Children Nine children have an IEP
Dates and Times: November 3, 10:00-1:00 November 4, 10:00-2:00
Primary Language Yiddish/ English
Activities engaged in: Circle time, centers, gross motor activities, small group activities, lunch, snack time
Person interviewed: Child 's Seit Provider
Date and Time of interview: November …show more content…

It is difficult to understand Ruvy, for his words are not segmented properly and the main idea is not clearly expressed. In age appropriate activities like greeting others, expressive language, articulation, expressive/ receptive language and receptive language areas. This difficulty limits Ruvy in social development. As a cause of this frustration he will engage in weird behaviors such as making noises and mumbling to himself in front of a mirror. When involved in a small group activity that he can do, Ruvy enjoys it and is able to complete the task.

Accommodations or Modifications: Ruvy requires a Seit for 10 hrs a week, PT 3x30, OT 3x30 and speech for 3x30. Ruvy requires structured day that has designated times for open-ended activities. This give Ruvy the structure he need but fosters the ability to play/ do open-ended activities. Ruvy can fully participate in a general education classroom with proper support. Ruvy is a tactile/kinesthetic learner and requires to be taught through this.
Behavior Modification Plans:
Behavior Management Plan: The IEP does not state a behavior management plan for Ruvy Levine.
Interaction Between the …show more content…

Ruvy 's mother and doctor were concerned with Ruvy 's development which led them to the evaluation. Ruvy 's mother had a a positive encounter with the CSE, and was impressed with the thorough testing and their conclusion. She related that they saw issues which passed her by and that are important to her sons development.
Special Education Program As stated above, Ruvy is in a general ed classroom. The ratio of adults to children is 2:18, and it services regular children and children who can function in a general ed classroom with services. There are nine children in the class whom receive services, ranging from Seits to OT, PT and speech. The classroom runs on Pre-K curriculum and the Common Core method.
Personal Reflections: I witnessed the deep respect that Ruvy has for his Seit and that his Seit has in Ruvy. He showed eagerness in listening to her, and took to heart what she taught and said. Its amazing how the right adult supervision can turn a child onto a path of education and correct social skills. It was interesting to read Ruvy 's IEP and then to see the child in action. Ruvy is a wonderful child and has a lot to offer to others, the class and

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