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Eddie
Shannon M. Hagerman
Drake University
INTASC Assignment 2
Eddie
Eddie is a 7 year old 1st grade who has been identified with an intellectual disability. This
disability effects Eddie and many aspects of his life. There are deficiencies in motor skills,
communication skills, cognitive processing, social skills, and memory. In order for Eddie to
function within a general education classroom, scaffolds and supports must be in place to ensure
Qualification
The Individuals with Disabilities Education Act is what allows and supplies the standards
for how educators identify whether a student qualifies for special education services. First a state
is to use child find in order to find and identify children with disabilities. States identify and
evaluate all children who may have a disability. School personnel or a parent may make a
referral or request an evaluation. The parents must give consent before a child can be evaluated.
The next step must be taken within 60 days of parental consent. The school district must do a full
evaluation the child. The evaluation helps to provide information on whether or not a child is
eligible for special education services. (Hallahan, Kauffman, & Pullen, 2015)
student has a disability and if so whether they need special education services. The team is put
together to prevent inaccurate placement and to ensure the students receive evidence-based
instruction before evaluation. This most commonly takes place as a response to intervention. RTI
classroom. The teacher gathers data to determine if a student is effected by the instruction. Once
INTASC Assignment 3
it is determined a student is not benefitting from this instruction, a formal evaluation to special
Date is collect fist by the general education teacher. After entering into special education,
a students data is collected by their special education instructor and any therapist who might be
working with the student. This data is the used for the development of IEPs, transition, and
Prevalence
occur at a relatively high rate, and are the most common. About 1% of the population is
and Native Americans with the diagnosis of intellectual disabilities. There is also a higher rate of
males being identified with intellectual disabilities than females. (Hallahan, Kauffman, & Pullen,
2015)
disabilities. He displays a difficulty with communication which can affect his ability to verbalize
his wants and needs. This student also has troubles with reading the facial expressions and other
nonverbal cues of others. Being unable to read others makes it difficult for Eddie to relate and
have conversations with his peers. Typical students at this age are able to communicate their
wants and needs and can successfully decode a persons not verbal cues.
He also displays problems with memory and retaining new information. For example he
has trouble remembering which bus to take home or whether he has placed his jacket. This
makes it difficult for him to complete tasks independently. While it is normal for students this
age to sometimes forget things like their jacket, they can generally remember instruction given.
INTASC Assignment 4
Typical students can retain information and remember it over long periods of time. Eddie also
has issues with his fine motor skills. He has trouble using scissors, griping a pencil without grip
support, and buttons if they are too small. Eddie requires help in order to complete tasks that are
seen by most as relatively simple. A student can at this age is able cut with scissors effectively
and does not need assistance when holding a pencil to write. They are also able to button small
buttons.
His next area of difficulty is with large motor skills. He has issues with balance and must
alternate legs will holding a hand railing while climbing stairs. This makes physical education in
a general education setting difficult. Other students is age are able to climb stairs without
incidence and no problem with balance. They can easily take part in physical education class.
Finally, he shows deficits in processing speed. Eddie has problems completing complex tasks
and multiple step directions. He must have instruction repeated to him more than once and
causes him to take longer when completing assignments. While other students can remember
obstacle that Eddie will need help to improve. This includes his communication and ability to
relate to them, along with learning to not be as gullible and believe whatever a peer might tell
him. This can be supported by placing him near or with students are known for not trying to trick
him. He can be taught and practice different facial expressions and what it means when he sees
them. As a good there can be a discussion as a class about the appropriate way to interact with
classmates. An instructor can also provide group work to help practice and participate in social
experiences.
INTASC Assignment 5
Eddie who struggles with small motor skills will have difficultly during arts and crafts
time in class. He has trouble using scissors, coloring, and gluing together projects. A teacher can
help with the movement of his hand while cutting by supplying double handed scissors. This
enables a teacher to put their hands around his and help to manipulate the scissors while cutting.
He can also be supplied with precut pieces while doing project, but this might make him feel left
out or different from his classmates. When coloring Eddie can be given larger crayons to work
A relatively important part of class that Eddie will have problems with is large group
instruction. During this portion of the class he will have a hard time remembering instructions
that are given and complex tasks he is asked to perform. It will be difficult to hold his attention
do to his slower information processing speed. His issues with working memory will make it
hard for him to do a task while being told what to do next, before he get to that point.
Multitasking will be difficult. By repeating instruction and breaking down the information give
into smaller pieces, it will be easier for him to stay on task. He will also need a longer time to
complete tasks asked of him in comparison to his peers. Finally by providing visuals of what
steps to take, it will help him to remember and perform the next step.
strategies that can be used to help support Eddie in a general education classroom. Universal
Design for Learning can be used to modify instruction to include him in the general class
instruction. This will allow him to spend more time with the whole class. By modifying
materials, communication styles, and maximizing his engagement instruction, Eddie can be a
contributing member of the class during large group instruction. (Hallahan, Kauffman, & Pullen,
2015)
INTASC Assignment 6
By utilizing Direct Instruction through task analysis a teacher can make it easier for
Eddie to keep up with instruction. During task analysis, academic problems are broken down into
smaller pieces. He can be taught pieces of an assignment separately from each other to have a
better understand of a whole concept. His teacher must then teach him how to put the pieces
together in order to demonstrate the larger skill. (Hallahan, Kauffman, & Pullen, 2015)
Finally, through Systematic Instruction his teacher can develop a well-defined target goal.
Through sequencing information and prompting Eddie, they can help him to reach the desired
goal. An instructor must give assistance and slowly eliminate the support so he can
independently accomplish the skill. His teacher must also monitor Eddies performance to help
References
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional Learners: An Introduction