Case Study Andrea

Case Study Andrea

Nancy Kane

ASU West

2. To determine eligibility for a learning disability, the student must have a discrepancy between their ability and achievement. One area of assessment needed for determination, is whether or not the student’s intelligence is average or above average. Another area to assess is the educational level of the student. A level below 2 ½ to 3 years is required for eligibility. The third area is whether the problem interferes with the student’s academic progress. The fourth area one needs to assess is if a corresponding perceptual problem or sensory deficit exists.

To determine eligibility for the mental retardation category, one must assess whether the student’s intelligence level is below average and if they have poor adaptive skills. Assessment must be done to determine whether or not the student is benefiting from general education classes. Finally, the diagnosis of mental retardation must have occurred between birth and 18 years of age.

3. Given the information in the case study, I would neither select a learning disability nor mental retardation. However, classification would have to remain as stated on the IEP until prior written notice is given to the parents in order to complete the necessary assessments. After the assessments are made, the IEP team would reconvene and decide on identification and placement.

4. My specific rationales and justifications from the case study are:

q She does not meet the criteria for a learning disabled classification because her intellectual functioning is in the mildly handicapping range and not average or above average. The data given shows that she is a “slow learner” and her academic performance is adversely affected, but no statement is made as to whether her educational level is 2 ½ years or more below grade level. Similarly, there is no reference to a corresponding perceptual problem or sensory deficit.

q Andrea’s intellectual functioning is below average and her academic performance is adversely affected. Also, the problems were manifested between birth and 18 years of age. However, her adaptive skills are rated as borderline. To be classified as mentally retarded there should be information in the case study about poor functioning in two or more adaptive skill areas. The areas of self-care, home-living, social skills, community skills, health and safety, and self-direction need to be reassessed.

5. The information given about the academic or social supports that were offered to Andrea were special classes and Title I reading instruction. She has had no vocational training.

Because Andrea has an interest in medicine, the academic goal that I would recommend would be for her to participate in a vocational training course relating to the medical field. I would set up a transition plan, work on her self-determination skills and reevaluate her career goals.

When reading the family information, one sees that around 9 years of age, Andrea’ mother became ill and “the burden of the little children fell on her.” Her mother died about a year later. She has three older brothers. She cares for two younger siblings. She watches TV sometimes. Andrea doesn’t seem to have had the same opportunities at home for social interactions that girls her age usually have. At school she has been in special classes for the last four years where social interactions with the general education population were possibly limited.

A social goal that I would have for her would be for her to interact with the general education students as much as possible. I would recommend that her placement be changed to full inclusion. . Educational support could include adaptations to the curriculum through collaboration with the regular and special education teachers.

I would have a social support person work with the family to offer appropriate resources, according to their needs and preferences.

6. To gain additional assessment information that would help with proper classification, I would have Andrea reassessed with appropriate tools. I would start by interviewing the family more in depth. It would be helpful in providing social/community resources for the family. The interview would also include what specific tasks Andrea performs at home. This would relate to her skills in adaptive behavior and help to define them. I would have Andrea complete an informal transition questionnaire, for example, a “dream sheet,” to assess her preferences for a vocation or career. Her interest in hearing about new places may be more of a focus area than curing people. I feel teacher observations must be included in the informal assessment information to gain a better understanding as to where Andrea’s educational level is and where she needs help. Formal assessments would include a performance test, such as the Leiter International Performance Scale as recommended by the psychologist.