Susan's Influence On Reading And Writing

Susan’s present academic performance for reading and writing shows that she has yet to master tasks at a third grade reading level, such as decoding words and making cognitive connections with text. However, she can recognize ten sight words, and can use pictures to help her read modified text. The use of Mayer-Johnson symbols and rebus books have allowed her to build further understanding of classroom topics, and create a visual schedule to help her keep track of tasks or events. Susan knows her colors as well as shapes, and can label images. Though, due to limited fine motor skills, her writing abilities are under developed; which makes writing assignments difficult for her. This suggests that she is below grade level for writing as well.

Her fine motor skills have been impacted; which limits the kinds of tasks she can complete in general education curriculum assignments and projects (writing, cutting, drawling, etc.). Susan’s disability has also impacted her intellectual abilities to process written words and numbers in mathematical equations at a third grad level. Susan’s disability has also created speech and language barriers, as her skill levels in these areas are underdeveloped. This not only makes it difficult for her to verbally express her thoughts, but also for her to receive verbal instructions or information without differentiated instructions and appropriate language pertaining to classroom topics. Furthermore, when Susan does not want to complete a task she shuts down and refuses to work. This can be a distraction to herself and others; which limits the amount of time spent on task. In addition to distractions like shutting down, her attraction to different texture can become a distraction from classroom tasks for herself and her classmates as well. Additionally, Susan requires preferential seating and large print text in order for her to adequately see to complete tasks, gain further understanding of classroom subjects, or engage in meaningful classroom discussions about subjects represented in visual

This means that she has difficulty sharing and receiving information verbally with others on a social level. Susan also has delays in areas such as her motor skills. These seem to be gross and fine motor skills; which suggests that she does not have full control over her bodily functions. Susan may not yet be toilet trained, but is actively involved in changing her pull-ups. Moreover, she is able to complete hygiene tasks, such as washing hands with verbal or visual cues. Susan seems to have little understanding of personal safety or danger. During fire drills she will shut down and refuse to leave the classroom. In addition to emergency situations, Susan does not recognize other dangers, such as strangers. Susan is an affectionate individual, and will, without second thought approach strangers. Her attraction to human contact correspondingly impacts her interactions with those that she knows as she has difficulty keeping her hands to herself and prefers sitting on other’s laps. Moreover, she has difficulty understanding social cues when she is overstepping personal boundaries; which can result in the development of additional issues. She seems to enjoy touching others as she receives some sort of sensory stimulation. Susan also displays difficulties coping with transitions, especially when they are not planned, and prefers to keep to her routine. This can create disturbances in the