10
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually caiotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and thus she does not have many absences, implying that she will be absent from school if she is ill or has an appointment from a doctor’s. Due to her disorder, she is frequently being tested and trying out new technological assistive devices. Thus, the salient complications ...
8Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing .docxransayo
8
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually chaotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and rarely is absent. To assist with her ldisability, new technological assistive devices are tested to see if it can help enhance her education. Some complications Amy’s disability causes mainly are associated with binaural hearing aids as well as the inability to effectively.
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
Meeting the needs of children & families prastirafayet
The document discusses Simon, a 3-year old boy with autism who engages in echolalia, and his family's needs. It outlines Simon's special needs, including language development and impulse control. Potential accommodations for Simon's needs at a childcare center are described, such as ensuring a safe environment and arranging toys and materials at his level.
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
This document provides a template for a cumulative course assessment product on teaching phonemic awareness in the classroom. It includes sections for general information, phonemic awareness, linguistic components, an audio recording practice reflection, a student assessment, and analysis. The analysis section summarizes a student's strengths in rhyming, initial sounds, and blending/segmenting short VC and CVC words. However, the student struggles with consonant blends, r-controlled vowels, and phoneme manipulation, deletion, and substitution tasks. The document emphasizes the importance of phonemic awareness for early reading skills.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
8Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing .docxransayo
8
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually chaotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and rarely is absent. To assist with her ldisability, new technological assistive devices are tested to see if it can help enhance her education. Some complications Amy’s disability causes mainly are associated with binaural hearing aids as well as the inability to effectively.
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
Meeting the needs of children & families prastirafayet
The document discusses Simon, a 3-year old boy with autism who engages in echolalia, and his family's needs. It outlines Simon's special needs, including language development and impulse control. Potential accommodations for Simon's needs at a childcare center are described, such as ensuring a safe environment and arranging toys and materials at his level.
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
This document provides a template for a cumulative course assessment product on teaching phonemic awareness in the classroom. It includes sections for general information, phonemic awareness, linguistic components, an audio recording practice reflection, a student assessment, and analysis. The analysis section summarizes a student's strengths in rhyming, initial sounds, and blending/segmenting short VC and CVC words. However, the student struggles with consonant blends, r-controlled vowels, and phoneme manipulation, deletion, and substitution tasks. The document emphasizes the importance of phonemic awareness for early reading skills.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
This document discusses hearing impairment and provides information on its characteristics, teaching techniques, and assistive technology. It notes that hearing impairment can cause speech and language delays, communication difficulties, selective hearing, and behavioral issues. It recommends teaching techniques like outlining presentations, repeating questions, speaking directly to students, and providing notes and transcripts. Finally, it outlines assistive technologies such as hearing aids, closed captioning, alerting devices, and recorders that can help hearing-impaired students access information.
The document discusses strategies for helping students who struggle with literacy. It identifies several key reasons why students may have difficulty, including a lack of reading role models, insufficient acquisition of reading skills like phonics, visual processing issues, and learning disabilities. The document recommends addressing these issues through systematic phonics instruction, increasing access to books and reading material, screening for potential vision problems, and identifying learning disabilities. It also discusses the importance of parental and community involvement to support students' literacy development.
Language barriers present challenges for teachers and students in South African schools. Teachers must understand each student's needs and challenges in order to best teach them. Many students face difficulties with language due to factors like hearing loss. Teachers can help overcome barriers by using visual aids, simplifying language, emphasizing communication over grammar, and involving parents. Special schools may also help students facing multiple barriers to learning, including language challenges. Overall, teachers must draw on diverse instructional strategies to meet the needs of students learning in a non-native language.
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
21st century literacy skills in elementary teachingethods and strategiesMarkAgustianDafal1
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
21st century literacy skills in elementary teachingethods and strategiesMarkAgustianDafal1
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
In this chapter, decoding and comprehension were presented as they relate to reading and reading instruction.
The two main purposes of reading : reading for pleasure and reading for information.
The use of authentic materials including environmental print as well as material which intended for ESL and EFL learner also discussed.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
The document defines a microphone as a device that converts sound waves into electrical signals. It discusses uses of microphones in education such as increasing student attentiveness, reducing teacher voice strain, and improving lesson comprehension. Advantages listed include amplifying the teacher's voice to overcome noise and allowing all students to hear equally. Disadvantages include students not learning to read as effectively and difficulties controlling or selecting specific audio segments.
Hearing loss and your classroom march08 (mary ann brosso's conflicted copy 20...seisenklam
This document provides information about supports for students with hearing loss in Baltimore County Public Schools. It describes the roles of itinerant teachers, cluster teachers, audiologists, interpreters, and other support personnel. Accommodations are outlined, such as preferential seating, use of equipment like hearing aids and FM systems, and communication strategies for teachers. General classroom accommodations include providing notes, using closed captioning, pre-teaching vocabulary, allowing breaks from listening, and checking for understanding.
The document discusses resources and instructional practices for meeting the needs of students with special needs. It provides overviews of different disabilities including ADHD, auditory processing disabilities, and mild learning disabilities. For each, it describes key facts, areas of difficulty, assistive technologies, and modifications that can be made to teaching practices to enhance learning for students with special needs. The overall message is that all students can learn with the right support.
The document outlines a presentation on teaching English speaking skills. It includes an introduction, types of speaking skills, elements of speaking skills like vocabulary, grammar, pronunciation and fluency. It also discusses how to introduce learners to the English sound system through basic sounds, word stress, sound patterns, listening and repeating exercises. Tips for helping learners improve pronunciation include word recognition, tongue twisters, minimal pairs, role playing, recording and focusing on vowels and consonants. The conclusion will be delivered by Zubair Shad.
The student has a hearing impairment and requires the use of a hearing aid linked to the teacher's microphone and an interpreter. The student's disability causes them to miss information from the teacher, affecting their performance. They also display some behavioral issues, interrupting class about 2-3 times per period. The goal is to reduce interruptions to 1 or less per period through praise, private interventions, and preparation of materials. The experience taught the observer about deaf culture and challenges secondary exceptional students face with changing classes.
The student has a hearing impairment and requires the use of a hearing aid linked to the teacher's microphone and an interpreter. The student's disability causes them to miss information from the teacher, affecting their performance. They also display some behavioral issues, interrupting class about 2-3 times per period.
The goal is to reduce interruptions to 1 or less per period. Progress will be assessed daily by observing interruptions. Praise for on-task behavior, private interventions, and prepared materials will be used to address the problem.
The experience taught the observer about deaf culture and challenges interpreting content. It showed how disabilities can lead to behavioral issues if students miss information. The observer learned all students have the same hopes regardless
The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
This summarizes an intervention plan for a second grade student named Nick who has an expressive language disorder and speech production errors. The speech language pathologist will address Nick's word finding difficulties, speech errors, reluctance to communicate, and lack of motivation through individual therapy sessions. Therapies will include word finding exercises, speech production drills, and strategies to improve self-efficacy and motivation through gamification and social goals. Progress will be monitored through assessments and collaboration with Nick's teachers to holistically address his communication challenges and academic engagement.
YThis paper is due Monday, 30 November. You will need to use at leas.docxpaynetawnya
YThis paper is due Monday, 30 November. You will need to use at least ONE primary source, and TWO secondary sources. 12 font, double spaced, New times, 5 pages.
How did the Vikings construct their ships so that they were able to go such long distances? What impact did they have on the areas that they settled?
No plagiarism and No Paraphrasing. Put it on your own words, this is a major and final exam grade, please.
I will only accept on GOOD RATINGS PROFESSORS
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You have spent a lot of time researching a company. Would you inve.docxpaynetawnya
You have spent a lot of time researching a company. Would you invest in that company? (assume you can afford it). Why or why not? Is another company covered by a classmate preferable?
The company is Lenovo.Co
at least 250 words.
othr company my classmates covered are Walmart, Apple.Inc, Ikea,etc
.
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: When we talk about confidentiality, we’re talking about
un
authorized access to information. That means there is (or at least probably is) authorized access to information. For your system, what roles or people are there with authorized access – and what information can they see or use. Is there anything special about their roles or their level of access? Are there exceptions?
Second
: What (briefly) is the worst possible scenario you can think of for a confidentiality failure/breach? What repercussions or impacts are there?
Third
: How – in technical or other terms – could (or can) you improve the security of the situation? What measures or technologies would make sense? Why?
.
Youre the JudgeThis week, you are a judge in a federal district c.docxpaynetawnya
You're the Judge
This week, you are a judge in a federal district court where a man has been charged with possessing and distributing cocaine. The police obtained the evidence of his drug possession and sale by searching his home. Police arrived at the defendant’s house without a warrant, and the defendant and his wife were at home. The officers knocked, and the wife answered the door and consented to the search. The defendant objected to the search. The defendant has filed a motion to have the evidence excluded from his trial. Decide if the evidence should be admitted, and provide the best arguments both the prosecutor and defendant can make to win the motion.
.
Your Week 2 collaborative discussion and the Ch. 2 of Introduction.docxpaynetawnya
Your Week 2 collaborative discussion and the Ch. 2 of
Introduction to Business
Research
the evolution of business with your assigned team members.
Locate
information on the following points:
Feudalism
Mercantilism
Capitalism
Commerce
Property rights
The Industrial Revolution
Individually,
create
a 10- to 15-slide Microsoft
®
PowerPoint
®
presentation describing the evolution of business.
BUS/211
.
Your thesis statement will explain the ambiguity of why Prince hal b.docxpaynetawnya
Your thesis statement will explain the ambiguity of why Prince hal behaves the way he does, and how he arrives at his final comittment for his future. The book is " Henry the IV part 1"
Will be three pages, double spaced, using MLA format. Research is optional but would help. Any quotations must be in the orginal Shakesperean language.
.
Your textbook states that body image—how a person believes heshe .docxpaynetawnya
Body image and the desire to be thin begins developing in early childhood, especially for girls, according to a psychology textbook. The media is thought to significantly contribute to perpetuating the desire to be thin. The document asks for thoughts on how to apply biblical principles in addressing this issue with children.
Your textbook discusses various cultural models in terms of immigrat.docxpaynetawnya
Your textbook discusses various cultural models in terms of immigration, such as assimilation, pluralism, and multiculturalism. What model is used today?
Use the library and your course materials to research these models. Your analysis should include a response to the following:
Discuss the assimilation, pluralism, and multiculturalism models, and include their historical timelines.
How is it that certain groups in the United States never given the opportunity to “assimilate”? Include the following groups in your analysis: Hispanics, African-Americans and others of African descent, Native-Americans, and Asian-Americans.
What model is used today?
Why is the current model significant in terms of access and privilege?
.
Your team has been given the land rights to an abandoned parcel of.docxpaynetawnya
Your team has been given the land rights to an abandoned parcel of land. The land has some unknown contamination; it has been stripped of natural vegetation, soil erosion has occurred, and a stream on the property is polluted. You have decided to turn this land into a sustainable agricultural food supply.
Resource:
University of Phoenix Material: Sustainable Agriculture Project Proposal Template
Design
solutions to develop the land. Provide a development plan to bring this land up to agricultural standards.
Write
a proposal to the city that describes the step-by-step plan your team intends to implement. Record your ideas on the University of Phoenix Material: Sustainable Agriculture Project Proposal Template.
Explain
the following in the proposal:
The importance—both locally and globally—of having a sustainable food supply
The major threats to this land’s sustainability
The characteristics that will enable your land to provide a long-term sustainable food supply
The steps your team will take to develop these characteristics
Ways this land will benefit the city economically and environmentally
The timeline of your plan
.
Your supervisor, Ms. Harris, possesses a bachelors of social work (.docxpaynetawnya
Your supervisor, Ms. Harris, possesses a bachelor's of social work (B.S.W.) degree and is working on her master's degree in social work (M.S.W.) by going to school at night on a part-time basis. Prior to accepting the position at the pretrial diversion program, she worked in a community mental health clinic providing services to low-income families. You have your bachelor's degree in criminal justice behind you and your internship with the pretrial diversion program is halfway completed. You and Ms. Harris have had some intense discussions about human service practice in general and human service practice in the criminal justice field in particular.
You decide that you will chart the similarities and differences between the two and present a detailed outline to her comparing and contrasting the two. A detailed outline is in the traditional form of an outline; however, the text will contain sentences as opposed to single words or phrases. In your detailed outline, you should cover the following topics:
Identify 2 ways in which human service practice is different in the mental health setting versus the criminal justice setting (you may use any venue in the criminal justice setting for comparison, such as prison, jail, juvenile detention, pretrial diversion, parole, probation, etc.).Identify 2 ways in which human service practice is similar in the mental health setting versus the criminal justice setting (you may use any venue in the criminal justice setting for comparison, such as prison, jail, juvenile detention, pretrial diversion, parole, probation, etc.).What role does human service practice play in the pretrial diversion setting specifically?At what point, if any, does human service practice in the mental health setting converge on the pretrial diversion setting?
You should cite all sources using APA style format, and include a reference section at the end of your submission.
Up to 300 words times new Roman,12 font
.
Your RatingGroup DiscussionDelinquency Prevention Please .docxpaynetawnya
Your Rating:
Group Discussion
"Delinquency Prevention" Please respond to the following:
Describe the key differences between primary, secondary, and tertiary prevention programs. Discuss the overall effectiveness of these types of programs.
From the e-Activity, identify at least two (2) factors that contribute to a delinquency prevention program’s success. Specify the primary manner in which these types of programs have improved the lives of juveniles and their families.
.
Your report due in Week 6 requires you to look at tools of liquidity.docxpaynetawnya
Your report due in Week 6 requires you to look at tools of liquidity, profitability, and solvency. Discuss several of the financial analysis tools useful in assessing inventory issues and report the actual numbers for the company you selected for Assignment 1 in Week 6. Describe the impact of your numbers on reasons for investing or not investing in the company
Identify the inventory valuation method (LIFO, FIFO, Average, etc.) used by your company and discuss the impact of the method on the income statement and balance sheet. Include the pros and cons/ tradeoffs of the method on the reported numbers.
.
Your Project Sponsor pulls you aside and admits that he has no idea .docxpaynetawnya
Your Project Sponsor pulls you aside and admits that he has no idea what earned value management concepts (EVM), such as AC, BCWP, and EV mean; he is only concerned that you deliver the project ahead of schedule and under budget. Using the information covered from your readings and other activities, develop a project to educate him, including which EVM performance measures you would educate him on. Provide a rationale for your selection of topics.
.
Your progress on the project thus far. Have you already compiled i.docxpaynetawnya
Your progress on the project thus far. Have you already compiled it?
Anything interesting you learned about the organization you chose.
The most difficult component of this project. What made it challenging? How did you address this challenge?
Post a 2 to 4 paragraph discussion post (300 words minimum). Justify your explanations by including in-text citations and references in APA format as applicable.
.
Week 6 - Discussion 1Evaluate the characteristics of each mode o.docxpaynetawnya
Week 6 - Discussion 1
Evaluate the characteristics of each mode of transportation in terms of time and cost efficiencies. Give examples.
Week 6 - Discussion 2
The Bill of Lading is the single most important document in transportation. Describe at least two functions it performs in international logistics.
.
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docxpaynetawnya
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
Week 5 Writing Assignment (Part 2) Outline and Preliminary List o.docxpaynetawnya
Week 5
Writing Assignment (Part 2): Outline and Preliminary List of References
Due Week 5 and worth 100 points
Complete the outline after you have done library / Internet research for evidence that bears on your hypothesis. Provide information about all of the following components of the final paper:
Subject:
Poverty.
What is your hypothesis?
1.
Specific Hypothesis
.
2.
Applicable Sociological Concepts
.
3.
Practical Implications
. Discuss the value of sociological research into your issue. Determine whether or not there are (or would be) practical implications of sociological inquiry into this issue.
Evidence
. This is the most important part of the paper. Analyze at least two (2) lines of evidence that pertain to the hypothesis that you are evaluating. Does the evidence support your hypothesis? For each type of evidence, consider possible biases and alternative interpretations.
Conclusions
. Draw conclusions based on the evidence that you have discovered. Does the evidence confirm or refute your hypothesis? Is the evidence sufficiently convincing to draw firm conclusions about your hypothesis?
For example, here is a generic example of what the headings of your possible outline might look like:
I.
Specific Hypothesis.
II.
Applicable Sociological Concepts.
a.
Theory A
b.
Concept 1
c.
Concept 2
III.
Practical Implications.
a.
Implications for public policy
i.
Education
ii.
Taxes
b.
Implications for employers
c.
Implications for spouses of workaholics
Evidence.
Line of evidence 1
i.
The evidence and what it means
ii.
Possible biases
iii.
Alternative explanations of what it means.
b.
Line of evidence 2
i.
The evidence and what it means
ii.
Possible biases
Conclusion(s): All available evidence refutes the hypothesis, but there are alternative explanations.
References
:
Baker, A. & Abel, E (2005) Villagers reject modern attitudes about car washing.
International Journal of Sociology
, 11, 12-57. Retrieved from EBSCO-Host.
Doe, J. (2010, April 1) Villagers retain traditional attitudes despite bombardment with western television.
The New York Times
. Retrieved from
www.nytimes.com/village_update
Steiner, H. (2012, January 4) Revolt against local ordinances in the village.
Time Magazine
. pp. 14-15.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA format.
The specific course learning outcomes associated with this assignment are:
Evaluate the various methodologies for sociological research.
Apply the sociological perspective to a variety of socioeconomic and political problems.
Critically examine how society shapes individuals and how individuals shape society.
Use technology and information resources to research issues in sociology.
Write clearly and concisely about sociology using proper writing mechanics.
.
Week 5 eActivityRead the Recommendation for Cryptographic Key.docxpaynetawnya
Week 5 eActivity
Read the "
Recommendation for Cryptographic Key Generation
" by NIST.
Read Chapter 19 of "
An Introduction to Computer Security: The NIST Handbook.
"
Please be prepared to discuss each of these items
Analyze the overall attributes of symmetric and asymmetric cryptography technologies. Discuss the advantages and disadvantages of each, and speculate upon the main reasons why organizations utilize both technologies today. Give an example of where you would consider using each of these forms of encryption within an organization to support your response.
From the e-Activity, give your opinion of whether cryptography should be a part of every email security strategy or if there are specific characteristics of organizations where such measures are not needed. Justify your answer.
.
This document discusses network security and contains two questions. The first question asks about predominant electronic and physical threats to communications networks, such as hacking, malware, and physical damage. The second question asks about the importance of explicit enterprise security policies and procedures to protect networks and data through guidelines for acceptable and safe practices.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Walmart Business+ and Spark Good for Nonprofits.pdf
10Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing.docx
1. 10
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can
be a blessing in disguise. These students are teachers of
gratitude and allow one to see life through a different
perspective. Patience, kindness and ulterior teaching methods
are essential. Amy, a student with this disability makes these
facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special.
She is a 12-year-old girl, is deemed to a severe loss of hearing
together with the lack of mental disability. She dresses binaural
hearing assistance for increase the sound heard. She as well is
minimally talkative and like this, she uses signs and depends
mainly on facial nods to communicate satisfactorily. She has
learned the manual signs in together with her verbalizations.
The purposes that have been drafted for her are the scholarly
aims, hearing aids objects and speech objects. She usually
attends the speech lessons three times per week. It is
challenging to assess an accurate audio logical assessment on a
kid with such combination of disabilities as the cognitive degree
of such a kid aids with correct testing, but the outcomes and
2. examination depicted a severe binaural loss of hearing. She
mainly concentrates on the speaker’s facial expressions. This
implies that she tries a lot to stare at the face of the speaker
which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also
examined by an otolaryngologist. From the assessment by an
audiologist, the results depicted that there was a binaural loss of
hearing. In this regards, the Amy’s medical classification can be
described as severe Intellectual disability. Amy’s IQ was found
to be 40. This is perceived to be very high especially for the
person diagnosed with severe intellectual disability. In the
category, Amy is deemed to verbalize by use of one-word
utterance and the speech physician is aiming to increase the
length of utterances to at least two words. Notably, she is
classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand.
Although Amy is a good student, when frustrated, she can be
disruptive as she usually yells continuously. Numerous students
in Amy's class but have different types of disabilities which
makes the environment at times visually caiotic. Since this is
her strongest sense, the commotion tends to distract Amy and
make her nervous at times. She goes to school regularly and
thus she does not have many absences, implying that she will be
absent from school if she is ill or has an appointment from a
doctor’s. Due to her disorder, she is frequently being tested and
trying out new technological assistive devices. Thus, the salient
complications regarding Amy’s disability is mainly associated
with binaural hearing aids together with the inability to
effectively communicate. In essence, she relies mainly on facial
cues from the speaker and also from the classmates and the
children from the neighborhood despite not being sensitive to
her needs.
Financial
Clearly, any child with a health issue would cause financial
3. difficulty for any family. The cost of doctors, hearing aids, and
other necessities for Amy such as outside of school speech
therapy and tutoring, can add up over time. Insurance only
covers basic treatment; Amy’s family tries their best to give her
the best quality treatment possible.
Treatment
Many treatment services are provided for Amy. For example,
group speech and individual speech therapy sessions are
provided to Amy daily. Amy’s school assigned a special hearing
and vision pull in teachers as well. There is no utter treatment
for hearing loss, only assistive technology is provided for Amy,
such as hearing aids, speech therapy, and an audio trainer.
Interventions
Many interventions are provided to help assist Amy. With a
speech therapist provided, the classroom is provided an
appropriate education instructor; meet on a daily basis to talk
regarding the educational plan of Amy. The teacher for hearing
usually works on matters to do with audio training with Amy.
Such learning entails the sign and the language skills. An
auditory instructor has as well performed in the lessons. The
hearing instructor and speech therapist work together with the
lesson instructor on a daily basis to execute the best achievable
academic schedule for her hearing as well as other disabilities.
The hearing instructor perceives that since the vision of Amy
isn’t impaired and thus her visual modality is deemed to be
strongest and therefore ought to be utilized to attain the highest
achievable capacity in terms of academics. The hearing tutor
has seen that during the lessons, she speaks to Amy, and this is
very significant that she stares directly at Amy, looking away
from her will indubitably cause her to lose expressions of the
face visual. The paraprofessionals, physician together with the
school personnel and the counselors who come in contact with
Amy is deemed to be very important they as well be trained so
that they can communicate with Amy effectively.
The speech physician is training her on manual signs. This
4. implies that her gestures and the sign language lesson ought to
entail the roles of the signs which are used to depict the actions
such as to eat and drink and other important activities. It is
advised that whole communication ought to be a mixture of the
manual signs together with the words of mouth. Other
communication methods should as well be included such as
photos and the symbols such as the Mayer Johnson's.
Introducing her to diverse manners of communication will aid
her to communicate and most importantly to utilize her
audition. The speech physician uses technology and modified
books during the lessons. The Speech physician as well wears a
microphone which is connected to a transistor type machine
with earphones which are given to Amy. This machine is called
the auditory trainer. The speech physician will as well use the
auditory trainer to enable her to maximize the ability of Amy to
hear especially the books when being read. Such books are
mostly developed on the computer with notebook software
which has the ability of projecting the smart board. This
software as well can incorporate sound into books and thus the
students to the move through the smart board.
Amy meets with hearing tutor twice in a week. The speech
instructor as well works in collaboration with the special
education tutor, who allows each other to collaborate.
Collaboration which exists between the service providers
together with the lesson tutors seems to be very effective for
students that exhibit disabilities. The speech instructor uses
manual signs as well are included in the photos and the MJ
symbols. In this regards, total communication approach is
implemented by the speech instructor through these programs.
The use of an auditory trainer is also implemented into Amy’s
curriculum. Uses of auditory trainer together with the hearing
aid and the manual signs together with the visuals are very
important. Visuals in this regards ought to be manual signs and
the photos together with the symbols of MJ which mainly
emphasize on facial cues. These interventions with visual
learning and speech will help Amy throughout her educational
5. career.
Goals and Objectives
Literacy Classroom Goals
1. Amy will have to identify the photo together with the MJ
vocabulary symbol which is adapted from either the book or on
the smart board which is mainly based on a numerous of themes
by pointing 8/10 times for three regular sessions.
2. Amy as well ought to respond to the questions such as who
and what. This can as well obtained from the smart board and
books bay the use of manual signs.
Amy will most importantly be encouraged to use the
amplification systems to help in hearing during the lessons.
Moreover, the teacher should use the auditory trainer. For goal
number one, it is deemed to be vital as it considers the
development of improvement in vocabulary basing on the story.
This goal as well considers the limitation of auditory trough the
introduction of numerical skills by use of visuals. The instructor
will thus maximize the visual modality by ensuring that she
looks at all items that which are presented to her.
Math Goals
1. Amy also had to match ten objects and the photos. For
instance, the pointing out of one apple and two oranges is task
for Amy. She can also count the rest of the fruit. This can be
done for about three days.
2. Amy as well will be given a chance to identify geometric
shapes such as the circles and the rectangles. The squares and
the triangle also for three continuous days.
3. Amy should also be given time to match the various
6. geometric shapes to approximately ten geometric shaped objects
for three days continuously.
Speech/Language Goals
1. Amy should also produce about two verbal words
utterances by using the signs together with the items that she
desires to make her achieve this for three continuous days.
2. Amy should also choose the items she desires and ensures
that it's about five or six.
Amy’s special tutor use the scholarly goals depicted during the
lessons. The hearing instructor aids the tutor in setting the
reachable goals for Amy.
Amy’s identification skills as well have been found to be
limited to objects together to the pictures which are perceived
to be of everyday environment. This reflects a weakness is that
needs work. A goal is to increase the vocabulary skills as well
as the student’s ability to develop proper sentences.
Additionally, Amy also follows the one-step verbal commands
and most importantly responding to the best if visuals which are
represented in terms of picture symbols combined with manual
signs related to verbal directive.
Mayer Johnson symbols
Adapted books
Photos can be google photos.
Binaural hearing aids
Smart board
7. Auditory trainer
Conclusion
In conclusion, Amy is slowly but surely getting the assistance
she needs. Suffering with a hearing impairment clearly causes
difficulties in the classroom for students. As educators, it is
essential to provide students like Amy with the proper learning
devices and styles to ensure the best education possible is being
delivered.
References
References
Archives, From Our Print. "Hearing Loss in Children." Advance
Journal for Speech and Hearing (February 11, 2008 ).
"Noisy Classtrooms Add to Learning Difficulties of Students."
Advance for Speech and Hearing ( August 5, 2002 ).
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Demographic InformationIndividualized Education Program
(IEP)Student Name: Student Data/Cover Sheet (Form A-1)IEP
Meeting Date: Student ID:DOB: Demographic
InformationStudent Number: Student Name: Birthdate: Gender:
Grade: Student Address: Home Phone: City, State, Zip:Parent 1
Name: Parent 1 Relationship: Parent 1 Address: Home Phone:
City, State, Zip: Work Phone: Parent 1 Email: Parent 2 Name:
Parent 2 Relationship: Parent 2 Address: Home Phone: City,
8. State, Zip: Work Phone: Parent 2 Email: Primary Language of
the Home: Primary Language Survey Date: Language of
Instruction: Primary Language Survey Results: Home
District: Service Coordinator: Attendence District: Home
School: Attending School: Vision Screened On:Results: Hearing
Screened On: Results: Meeting Date: Anticipated Duration of
IEP: Re-evaluation Date: To Current Evaluation: Special
Education Primary Category #1:Special Education Primary
Category #2:Special Education Primary Category #3:For
students with SLD only, the following area(s) of eligibility
was/were previously determined:Level of Service: Type of
Meeting: Date Meeting Notice Sent to the Date Procedural
Safeguards given to the Parent(s):Parent(s):
Signature SectionIndividualized Education Program
(IEP)Student Name: Cover Sheet Signature Section (Form A-
2)IEP Meeting Date: Student ID: DOB: The following persons
participated in this conference and/or the development of the
IEP. Additionally, parents have been given a copy of their
rights regarding the student's placement in special education
and understand that they have the right to request a review of
their child's IEP at any time.Position/Relation to
StudentParticipantDate (MM/DD/YY)*If during the IEP year
the student turns 16, if the student is not present at the IEP
meeting, the service coordinator must review the IEP with the
student and obtain the student's signature and the date of the
review.
PLAAFPIndividualized Education Program (IEP)Student
Name:Student Data Cover Sheet (Form A-1)IEP Meeting Date:
Student ID: DOB: PRESENT LEVEL OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCESection
1: Current IEP InformationGoal Number Written: Goal Number
Met:Summarize special education services the student is
receiving:Section 2: Evaluation InformationAreas of
Eligibility:Special Education Primary Category #1:Special
Education Primary Category #2:Special Education Primary
Category #3:For students with SLD only, the following area(s)
9. of eligibility was previously determined:Section 3: Present
Level of Academic AchievementReadingWritingMath
PLAAFP Pg 2Student Name: Present Level of Academic
Achievement andIEP Meeting Date: Student ID: Functional
Performance (Form B)DOB: Parent's Input on Student's Current
Academic Achievement:Current Classroom-Based Data:State
and District Assessment: Section 4: Functional
PerformanceSocial Emotional and Behavior:Physical
Development:Occuptaional Development:Physical Therapy
Notes:Communication:Speech/Language Notes:
PLAAFP Pg 3Student Name:Present Level of Academic
Achievement andIEP Meeting Date: Student ID: Functional
Performance (Form B)DOB: Parent's Input on Student's Current
Functional Achievement: Summary of Work Habits:Section 5:
Summary of Educational Needs
ConsiderationsIndividualized Education Program (IEP)Student
Name: Considerations Form (Form C)IEP Meeting Date: Student
ID: DOB:ADDITIONAL
DOCUMENTATION/CONSIDERATION OF SPECIAL
FACTORSConsidered Not NeededIncludedIndividual Transition
PlanStatement of Transfer of Parental Rights at Age of
MajorityFor a student whose behavior impedes his/her learning,
or that of others, positive behavior interventions, strategies, and
supports have been considered.Statement of Language Needs in
the Case of a Child with LimitedEnglish ProficiencyStatement
of Provision of Instruction in Braille & User of Braillefor a
Visually Impaired ChildStatement of the Language of Needs,
Opportunities for DirectCommunication with Peers in the
Child's Language and Communication ModeStatement of
Required Assisstive Technology Devices and ServicesStatement
of Communication Needs for a Child with a DisabilityStatement
of Health Concerns
IEP Goals 1Individualized Education Program (IEP)Student
Name: Student Goals and Performance ObjectivesIEP Meeting
Date: Student ID:Progress ReportDOB: Skill Area: Signature:
___________________Date:___________Standard:Annual
10. Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 2Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 3Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 4Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
11. Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 5Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
AccommodationsIndividualized Education Program
(IEP)Student Name: Accommodations (Form E)IEP Meeting
Date: Student ID: DOB: ACCOMMODATIONSDate given to
General Ed. Teacher:Service
Coordinator:AccommodationsAccommodationsTypeLocationLeg
end for Type and Location FieldsType:Location:Parental
CommunicationIEP Team Consideration for Extended School
YearConsideration for Eligibility:Eligible for ESY:Written
explanation as to why ESY is or is not needed:
AssessmentsIndividualized Education Program (IEP)Student
Name: Assessment (Form F)IEP Meeting Date: Student
ID:DOB: ASSESSMENT Rationale:Not Age
AppropriateStandard Accommodation(s):District
AssessmentsStandard Accommodation(s):CURRENT STATE
STANDARDIZED TEST (i.e. AIMS) RESULTSTesting
AreaTest
ResulltsGradeSemesterYearReadingWritingMathScience
Services and EnvironmentIndividualized Education Program
(IEP)Student Name: Assessment (Form F)IEP Meeting Date:
Student ID: DOB: SPECIAL EDUCATION SERVICES TO BE
PROVIDEDSpecial Education Program(s) Necessary to Meet
12. Special Education Goals and Objectives during the
schoolcalendar year.**The child is in need of specially designed
instruction in the following areas:Special Education
ServicesInstructional Setting/LocationStart
DateFrequencyProviderDuration/ End Date `RELATED
SERVICESEducationally Relevant Related Services Are Listed
BelowSpecial Education ServicesInstructional
Setting/LocationStart DateFrequencyProviderDuration/ End
Date Clarification:SUPPLEMENTAL AIDS/ASSISTIVE
TECHNOLOGY AND SERVICES FOR
STUDENTSEducationally Relevent Supplementary
Aides/Assistive Technology and Services Are Listed
BelowSUPPORTS FOR SCHOOL PERSONNELSupports For
School Personnel Are Listed BelowClarification:LEAST
RESTRICTIVE ENVIRONMENTProvide an explanation of the
extent, if any, to which the student will NOT participate with
non-disabled students in the general curriculum, extracurricular
and nonacademic actitivities, and program options.
§300.347(a)(4).Consider any potential harmful effects of this
placement for the child or on the quality of services that he or
she needs §300.552(a-b):Reason for Different Service School:
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