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My family experience mod.14
 

My family experience mod.14

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Family Experience Journal

Family Experience Journal

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    My family experience mod.14 My family experience mod.14 Presentation Transcript

    • My Family Experience with Jay Audrey Deatrick Module 14
    • Child Overview
      • Female, Sixteen years old
      • Has a Specific Learning Disability in reading, written expression, and math
      • Freshman in High School
      • Active in athletics
      • Conscientious, hard working student
      • Strong self advocacy skills
      • Visual Learner
    • Family Overview
      • Lives with Father, his fiancé, and her younger brother
      • Several other older siblings are in and out of her life
      • Younger sister, Lexi, ran away from home and is now in foster care
      • Family attends counseling sessions weekly
      • Family recently moved to a new home and school on Northeast side of Indianapolis
      • Family enjoys going to dinner and other activities together
      • Jay often visits her grandmother in Chicago
    • School Program
      • Jay was retained in third and sixth grades
      • Currently in general education curriculum
      • Co-taught English class
      • Utilizes the accommodations of a calculator, extended time, tests/quizzes read out loud
      • Works well on projects
      • Cognitive ability in the below average range
      • Specific Learning Disability in math, reading, and written expression
    • Goals
      • Jay wants to be successful!
      • She plans to graduate with a high school diploma
      • She plans to graduate college and work in the medical field
      • Some day she plans to have a good job, a family, and a nice home
      • Jay’s family wants her to be successful and reach her goals
    • Outside Activities
      • Athletics including basketball and track
      • Going to the gym with her older sister
      • Shopping at the mall
      • Skating
      • Spending time with friends
    • What I learned from this family
      • Over this school year, I have gotten to know this family fairly well. I have Jay in class daily and she is on the track team that I coach. I also drive her home on Mondays because there is not after school activity bus. I have had the chance to discuss issues and listen to her often. I always visit with the family when I drop her off. From this family, I have learned about respecting diverse backgrounds and the importance of open communication. Jay has shared with me a culture that is very different than my own and it has opened my eyes to the many different students I work with. Also, the positive impact from building communication between home and school through phone calls, emails, and home visits has been rewarding.
    • What this family learned from me
      • I will be working with this family for the next three years while Jay is in high school. We have built a solid foundation as a team to help Jay and her education. This family has learned to work with the school and set goals to benefit Jay and her transition after high school
    • Connections to the Textbook, Families and Children with Special Needs
      • In chapter four, “Working with Families: Understanding Family Factors”, we read about family stress. With all of the things occurring in the lives of this family there is a lot of stress and that is without the economy and its effects.
      • In chapter five, “Working with Families: Respecting Diverse Backgrounds”, we read about and put a lot of thought into the meaning of culture and diversity. I did not mention that Jay is African American when I listed her background information because that point did not cross my mind. I learned about her culture and background and what it is like to have so many half siblings.
      • Jay’s case conference was held recently. We set the conference at a time and date convenient for her father and other members of the case conference committee. “Involving family members in the development and implementation of the IEP is a professionally sound practice and can greatly enhance educational opportunities for students with disabilities.” (page 172) The special education process was reviewed and the appropriate education plan was written, keeping Jay’s legal rights and least restrictive environment in mind.