Fred's IEP
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This document is an Individual Education Plan (IEP) for a 13-year-old student named Fred Brown. [1] It outlines Fred's academic strengths and needs, medical history including a diagnosis of Fetal Alcohol Spectrum Disorder, and behavioral issues including physical assaults of other students. [2] The IEP goals for the coming school year are to successfully integrate Fred into the school environment, show academic progress, and develop peer relations through participating in a lunch group and playing basketball. [3]
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![School Name<br />Phone:<br />Fax:<br />Individual Education Plan<br />2010-2011<br />DATE OF IEP MEETING: 7 July 2010<br />NAME OF STUDENT: Fred Brown<br />BIRTH DATE: 1997 AGE: 13 GENDER: M<br />MAILING ADDRESS:<br />c/o Auntie Frieda Brown<br />GRADE: 7<br />PHONE: xxx xxxx<br />PARENT/GUARDIAN: Mr & Mrs Francis Brown<br />STUDENT PROFILE<br />,[object Object]](https://image.slidesharecdn.com/fredsiep-100707160559-phpapp01/85/Fred-s-IEP-1-320.jpg)
![STRENGTHS:Reads wellVisual abilitySlow and careful workerAcademically not impulsiveAverage math and numerical skillsGood visual memoryDESCRIPTORS: Chronic Health Designation (D), Behavioural issues identified, <br />,[object Object],MEDICAL HISTORY:FASD DiagnosisOtits mediaUrinary incontinence (resolved for now)<br />,[object Object],Areas of Need<br />Academic: Needs quiet learning environment (adaptations)—time and space, organisationProgram in resource room, some assistance in transitioning classrooms<br />Behavioural: Needs time, needs emotional support, outlets, breaks <br />Social/Emotional: outlets; needs assistance and support with social interaction<br />Language Communication: Visuals to support oral language instruction<br />Physical: Outlets, activities<br />Life skills: <br />,[object Object],What Do We Want to Accomplish This Year?Successfully become a part of the school.Show academic progress.<br />FOUR COLUMN GOAL CHART<br />,[object Object],NEED(From above list of areas)Goal for the StudentStrategy & Team ResponsibilitiesMeasurement of Progress<br />SUPPORT TEAM<br />RoleParticipant NameContact InformationParentAuntieTeacherMaddie PricePrincipalJoe SturgeonResource room teacherTom Trout(add participants as needed)<br />SIGNATURES<br />________________________________________________<br />Parent/Guardian Date<br />_________________________________________________<br />Principal Date<br />Review Date: _____________________<br />](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document discusses strategies and considerations for supporting students with disabilities at a high school. It provides statistics on the student demographics and performance. It then defines an Individualized Education Plan (IEP) and the process for developing one. Specific sections address approaches for students with language delays, learning disabilities, and behavioral/emotional disabilities. Key recommendations include identifying individual student needs, using positive reinforcement, ensuring understanding of material, and maintaining close communication between teachers, students and parents.
Why teaching personal development, health and physical
The document discusses why teaching personal development, health and physical education (PDHPE) is important in primary school. It argues that PDHPE arms children with knowledge and skills to lead a healthy lifestyle and make informed decisions, which promotes well-being in their social, emotional, physical and spiritual lives. It teaches children to understand and value themselves and others, which helps build positive relationships and enhances self-confidence. The document also notes that physical activity and healthy habits formed in childhood often continue into adulthood, so PDHPE provides lifelong benefits.
ASD A Guide for Practitioners Working in Pre School / Primary / Special Schoo...
This document provides guidance for practitioners working with students who have autism spectrum disorders (ASD) in pre-school, primary, and special school settings in Wales. It discusses the characteristics of ASD and their impact in educational settings, including strategies to support students with social skills, communication, transitions between activities and schools, sensory processing, and alternative curricula focusing on life skills. The document emphasizes the importance of multi-agency collaboration between families and professionals to best support students with ASD.
Pdhpe rationale
PD/H/PE in primary schools provides students with knowledge and skills to live healthy and fulfilling lives. It covers personal health choices, safe living, active lifestyles, growth and development, and interpersonal relationships. PD/H/PE develops children physically, socially, emotionally, and psychologically. It is also intertwined with other subjects like math, English, and science. Teaching these concepts at a young age is important so children learn to make good decisions and develop healthy habits from an early age, as they will be future decision-makers in society.
Fessy SST Presentation (2010)
The Student Support Team (SST) provides comprehensive support services to students on academic, psychological, emotional, and health issues. The team is directed by the School Psychologist and Assistant Headmaster and works with parents, teachers, and medical staff. Teachers and parents can refer a student to the SST by contacting the School Psychologist. Referrals are appropriate for mental health issues impacting performance, physical complaints without medical cause, significant life changes, suspicions of abuse, unexplained absences, or learning differences not addressed elsewhere. To refer a student, a teacher communicates concerns to division heads, requests a referral form, and submits the completed form to the Psychologist. The general process after a referral includes confirmation, discussion at
Paula Barrett
Paula Barrett is an adjunct professor at the University of Queensland, Australian National University and Royal Melbourne Institute of Technology, she is often a keynote at global conferences on child psychology and education.
Paula Barrett
The Fun FRIENDS program was created as a developmentally tailored version of an existing evidence-based program for older children, tailored for 4-6 year olds. It teaches cognitive behavioral strategies like cognitive restructuring and relaxation through play-based activities to increase social-emotional skills. An initial trial in Australian preschools found it significantly decreased anxiety and behavioral inhibition while increasing social-emotional competence from pre to post, as well as at 1-year follow up. Teachers and parents highly rated the program.
Guy Talk Program at Center for Social in Narberth, PA
Guy Talk Program begins in September. Separate programs for 5th grade, middle school and high school. Early registration is strongly suggested as programs will fill up.
Resume.CL.2015
Krista Howell is applying for a position and provides her resume and cover letter highlighting her experience working with children in various education settings. She possesses strong communication, management, and community outreach skills from roles such as managing a parent education program and serving on advisory boards. Her resume further details her education background and work history as a teacher for both public and private schools.
Testing task 2
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
Harriet Lynette
Down syndrome is a genetic condition where a child is born with an extra chromosome, usually chromosome 21. This extra genetic material causes delays in physical and cognitive development. Children with Down syndrome often have characteristic facial features and may experience various medical issues. Development is slower in areas such as language, motor skills, and cognitive abilities compared to typically developing children. Early childhood educators need to be aware of these delays and adapt programs, activities, and communication to support the individual needs and abilities of each child with Down syndrome.
Ned nvt ppp
The document provides an overview of a new volunteer training for Youth For Understanding (YFU). It covers introductions, YFU history and mission, volunteer responsibilities and support resources, host family recruitment and selection process, student matching and support, documentation procedures, and expense reimbursement. Volunteers are trained on their role in supporting exchange students and host families throughout the year.
Reflective Practice 3
John Henry Newman Catholic College (JHNCC) requests information from primary schools about incoming Year 7 pupils who may need additional support. JHNCC then assesses these pupils to determine if they will require individual provision plans (IPPs). Six weeks before the end of the primary school term, potential pupils visit JHNCC once a week for induction activities and assessments. All teachers at JHNCC are provided the list of pupils joining Year 7 who have additional learning needs. IPPs are created and shared for these pupils to outline teaching strategies and set targets. Pupils' progress toward targets is regularly reviewed.
Pdhpe powerpoint
The document discusses the importance of PDHPE (Personal Development, Health and Physical Education) for students' health and development. It covers several key areas that PDHPE addresses, including active lifestyles, growth and development, safe living, and decision making. It also notes that PDHPE incorporates learning skills like English, communicating, reading and writing. Additionally, it discusses the importance of games and sports for children's physical, mental and social development. Finally, it provides examples of communication, movement and interaction skills involved in PDHPE for students in Year 5.
Why We Teach PDHPE
PDHPE plays a unique role in primary education by teaching healthy lifestyle choices and establishing habits early. It is one of six key learning areas and aims to promote self-understanding, physical activity, and informed decision making. The document discusses the rationale, place, and aims of PDHPE education and provides opportunities for parental engagement to support children's learning in and out of the classroom.
John s
New York City Department of Education Individualized Education Program (IEP) sample for John Smith, a 7 year old student with Multiple Disabilities (Visual Impairment, Mental Retardation, Orthopedic Impairment) (Staffing ratio: 12:1:4)
Respond in the following waysCompare the diagnosis you prov.docx
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
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Why teaching personal development, health and physical
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Guy Talk Program at Center for Social in Narberth, PA
Guy Talk Program at Center for Social in Narberth, PA
Respond in the following waysCompare the diagnosis you prov.docx
Respond in the following waysCompare the diagnosis you prov.docx
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From astley correspondence2
A study examined 160 children and ranked their central nervous system functioning on a scale of 1 to 3, with 1 being normal functioning. For children ranked 1, 70% had no diagnosis of fetal alcohol spectrum disorder, while that percentage decreased significantly as the CNS ranking increased, with all children ranked 15-19 receiving a diagnosis. The document questions how children with a CNS ranking of 1 could merit a diagnosis of fetal alcohol spectrum disorder.
Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions across British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions of British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Science
- Science establishes cause and effect through a process of testing and peer review, but is not perfect and can still reach incorrect conclusions with incomplete information.
- A patient in Beijing incorrectly chose antibiotics over traditional Chinese medicine to treat a likely viral infection, showing how skeptical scientific minds can still get it wrong.
- When evaluating programs, we should look for instructional techniques backed by established research that actually measures the intended effects and has been tested by independent research. Testimonials alone are not sufficient evidence of a program's effectiveness.
Neuroscience commentary final
This document discusses neuroscience and education. It explores how knowledge of brain development and functioning can inform educational practice. Some key points:
1. Brain development continues well into adolescence, particularly in the frontal and parietal lobes, suggesting secondary and tertiary education are important periods.
2. While early childhood involves significant brain changes, there is no evidence formal education needs to start as early as possible.
3. Adolescence involves ongoing synaptic pruning and myelination in brain regions involved in higher-order thinking, which may help explain some dips in cognitive performance during this period.
4. Improved collaboration between neuroscience, psychology and education could help address issues like dyslexia and AD
Course Outline
This course outline provides information for an educational studies course titled "Supporting Students with Special Needs: Meaningful Consultation and Collaboration". The course will take place from August 16-20, location Art 183, and is intended for teachers to better communicate with parents, caregivers, and other professionals to support students with special learning needs. Over the course of the week, participants will examine ways to meaningfully involve and consult with parents, learn about relevant policies and legal decisions, and practice skills for collaborating with other professionals through activities like role-playing. The course will be graded on a pass/fail basis based on attendance, participation, three reaction papers, and a final in-class activity involving role-playing a consultation scenario
Judge Koenigsberg Re Hewkov Bc 11 03 06 1
This case involves Darren Hewko, a 9-year-old boy with autism, and whether the Abbotsford School District and the Province of British Columbia fulfilled their statutory duties to provide him with an education. Darren received ABA therapy at home but struggled in kindergarten without similar support. While the school recommended placing him in a special education classroom for grade 1, his parents wanted his home therapist or a trained aide to accompany him. Unable to agree on Darren's placement and support, his parents removed him from public school and are now suing the district and province for discrimination and failing to meet their duties.
Getting to Yes, Chapter 1
The document is a reprint of the book "Getting to Yes" by Roger Fisher and William Ury. It discusses strategies for negotiating agreements between two parties. The book was originally published in 1981 and reprinted in 1991 by Penguin Books.
Supporting Meaningful Collaboration with Parents
The document discusses guidelines for meaningful consultation between schools and parents regarding students' education. It defines meaningful consultation as an ongoing, two-way dialogue that seeks input from parents prior to decision making and includes parents in planning. Key elements include mutual respect between all parties, participation as equal partners, and addressing disagreements through open discussion. The goal is for parents to feel heard and for their experiences and ideas to influence decisions.
Science Research
The document discusses the importance of using scientifically-based research in education. It explains that true understandings require seeking information from scientific evidence, not just logic or opinions. It then provides guidelines for teachers to evaluate educational research claims, including whether the research was peer-reviewed, the results were replicated, and a scientific consensus was reached. Finally, it notes that scientific investigation proceeds through stages, and teachers should use the appropriate type of data at each stage, such as case studies to generate hypotheses but not determine cause-and-effect relationships.
Gifted (Maurice)
Maurice is an 8-year-old gifted student who attends a regular third grade class. He dislikes school and finds the work too easy. Psychological testing showed his verbal abilities are extremely high, but he struggles with visual-motor skills. His teacher wants him to show better behavior and penmanship before moving to a gifted program, but Maurice finds this unfair.
Class 8 Vis and Hearing
The document discusses challenges faced by two students, Donald and Evelyn, who have visual and hearing impairments. Donald, age 9, has limited vision in one eye from childhood illness and struggles in school with reading small text, math, sports, and fatigue. Evelyn, age 12, lost her hearing at age 8 but remains determined to pursue a career in music against advice. The document provides guidance on supporting students with visual and hearing impairments.
Class 7 (Asd)
This document summarizes the story of Elias, a 9-year-old boy diagnosed with autism. It describes his early development and behaviors indicative of autism like lack of speech, stimming, and difficulty with social interactions. It then outlines his family situation and support services received, including ABA therapy and an aide in school. Finally, it provides background on autism spectrum disorders and strategies for supporting those on the spectrum.
Class 5 (Fasd Ppt)
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
Class 4 (Adhd)
The document describes Bertie, a 5-year-old boy starting kindergarten who was diagnosed with ADHD. Bertie has difficulty paying attention, sits still for short periods, is hyperactive and impulsive. He was unable to manage in a regular preschool program due to his behavior. The document discusses ADHD diagnoses and treatments, including medication and behavioral adaptations that could help Bertie in kindergarten by addressing his inattentiveness, hyperactivity and impulsivity.
Class 3
Nancy is a 9-year old girl starting grade 4 who is struggling with reading and writing skills. She was assessed and found to have an above average intelligence and strong math skills, but reads at a kindergarten level. She has difficulty with spelling, writing sentences, and copying from the blackboard. It is determined that Nancy likely has dyslexia, one of the most commonly identified learning disabilities affecting phonological processing and reading. Her strengths in areas like art can be built upon with supports such as extra time, a quiet work space, and verbal instructions to help her succeed in school.
Class 2
The document discusses British Columbia's special education policy and the use of Individual Education Plans (IEPs). It explains that the goal of inclusion is for all students to have equal access to learning opportunities. IEPs must be created for students with special needs and outline adaptations or modifications to meet learning goals. The document outlines the IEP process and who is involved, as well as categories for special needs funding.
Joint Statement On Dyslexia
This document is a joint statement from several organizations regarding learning disabilities, dyslexia, and vision. It finds that while vision problems can interfere with learning, they are not the cause of primary dyslexia or learning disabilities. The statement also finds that eye exercises, behavioral vision therapy, or colored lenses have not been shown to improve educational performance for those with dyslexia or learning disabilities. Early identification and evidence-based educational interventions are recommended to help children with these conditions achieve the best outcomes.
Joint Statement On Dyslexia
This document is a joint statement from several organizations regarding learning disabilities, dyslexia, and vision. It finds that while vision problems can interfere with learning, they are not the cause of primary dyslexia or learning disabilities. The statement also finds that eye exercises, behavioral vision therapy, or colored lenses have not been shown to improve educational performance for those with dyslexia or learning disabilities. Early identification and evidence-based educational interventions are recommended to help children with these conditions achieve the best outcomes.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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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
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Accurate understanding of land use and cover is imperative for the development planning
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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
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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