CASE VIGNETTE MENTAL RETARDATION

CASE-1
Becka is a fourth grade student at Otter Bay Elementary School in Squantoca,
Oregon. She has had a clinical diagnosis since she was two, and has been receiving
services through the schools since she was five. Becka is now nine years old, and
receives special education services in the general classroom for the entirety of her
school day. Her teacher, Daniel Redding, works closely with Beckas parents, Kathleen
and Brent, to assure that Becka is able to keep up with her IEP goals.

Beckas parents both work in the local hospital. Kathleen is a nurse practitioner,
and Brent is a custodian. They have lived in Oregon since childhood, and were high
school sweethearts. They had Becka when they were both nineteen. Kathleen went to
school to become a nurse practitioner when Becka turned one, and Brent took care of
her during the day while Kathleen went to school. He worked as a custodian in the
evenings. They have advocated strongly for Beckas inclusion in the general education
classroom, sometimes needing to threaten the schools with mediation. However, the
schools and Beckas family have finally recognized the value of her placement, and
have seen significant growth in Beckas social and academic outcomes. Becka has one
younger brother, Alex, who is in the first grade, and who is progressing well through the
general curriculum. He has no identified disabilities.

When Becka was four, she fell out of a tree, hitting her head on the ground
below. Her mother found her crying, when the other children ran to the house and
announced that Becka had fallen. Although the doctors found no sign of significant
injury, Becka has demonstrated some aggressive behaviors toward other children ever
since.

This coming Friday, Becka is scheduled to have an IEP meeting. It is also to

review the results of her most recent psycho-educational evaluation, which was
conducted by the school psychologist, Brandy Nehemeier. In her report, Dr. Nehemeier
found that Becka has a performance IQ of 80, a verbal IQ of 57, and a full-scale IQ of
69. She also found that Beckas performance on the Woodcock-Johnson test of
academic achievement showed a standard score in broad reading of 60, in broad
writing of 49, and in broad mathematics of 49. Beckas visual-motor integration, short-
and long-term auditory memory are areas of need, while her organization and attention
are areas of relative strength.

Dr. Nehemeier also conducted the Child Behavior Checklist (CBCL) with two of
Beckas teachers, Mr. Redding and Ms. Ingalls, Beckas PE teacher, as well as with
Beckas parents. the results of the CBCL included the following observations:

Becka is always friendly with other students.

Becka is sometimes liked by students in her class.
Becka often tells lies.
 Becka is often defiant when asked to perform tasks with which she is
uncomfortable.
Becka rarely or never cries in class.
Becka always comes to school with her homework and supplies.
Becka often makes up stories about her parents.
Becka sometimes brings toys to school.

The special education consultant, Mallory Cope, who consults with Beckas
teachers on appropriate interventions for Becka, has invited two additional individuals to
the meeting, other than Dr. Nehemeier, Mr. Redding, Ms. Ingalls, Beckas parents, and
the principal, Suzanne Piotrowski.. she has invited Becka and the school counselor, Tim
Mulligan.

In consulting with Mr. Redding, Ms. Cope learned that Becka has been doing
very well with her reading. Mr. Redding has been working with her on her sight words
for fourth grade, and she has been able to recognize them with over 70 percent
accuracy. She is also able to read some books independently, although they are at the
second-grade reading level. She is able to answer comprehension questions about
these books with over 70 percent accuracy, if the questions are asked orally. Becka is
less successful with writing, and she has only been able to write the following words
with 100 percent accuracy:

Beckas math skills are generally at the second grade level, and she is able to
perform single-digit addition and subtraction with over 90 percent accuracy, when
carrying and borrowing are not required. she is able to do double-digit addition and
subtraction, with no carrying or borrowing, single-digit addition and subtraction, with
carrying and borrowing, and single-digit multiplication and division of whole numbers
with approximately 75 percent accuracy.

Ms. Cope and Mr. Redding have worked together to create alternative materials
for Becka, when appropriate, but usually try to use the same materials as those used by
the other students in Mr. Reddings class. In addition, they have assigned Becka a peer
buddy, Chantal, to work with Becka during independent activities in the classroom, as
well as during special classes, such as PE, art, and music.