Pedro Javier Rivera Matas is 6 years old and is in first grade at…
Question Answered step-by-step Pedro Javier Rivera Matas is 6 years old and is in first grade at… Pedro Javier Rivera Matías is 6 years old and is in first grade at the José de Diego Community Elementary School in the Aguadilla school district. Is placed (least restrictive alternative) in the regular classroom with educational services in a special education resource room. He was born with a disorder permanent, but not progressive, caused by prenatal (before birth) brain damage. He was enrolled in the Special Education Program when he was 3 years old. Since childhood, he received early intervention services from the Department of Health in the Advancing Together Program and, as indicated by state and federal legislation, the transition was completed, at three (3) years, to the Department of Education. During this academic year (first grade) he obtained a general average of C, since he received all the aids and therapies recommended by specialists. Overall, he was able to show academic progress with all supplemental aids and support services. So far, the child’s mother has been attending school to help with mobility. Although he has been placed in the regular classroom, he receives adapted physical education services from a specialist teacher who sees him at the same time that his group receives regular physical education. In the academic performance report, the regular teacher indicates that, due to her condition, she cannot write and that all the tasks are difficult for her due to her inability to express herself. However, he insists that by adapting the tasks and with reasonable accommodations, he can demonstrate his learning and academic achievement. Recently, the supervisor of the Special Education Program evaluated and approved the support services of worker 1 to assist with mobility and other necessary tasks during school hours. In addition, the supervisor pointed out that the acquisition of technical assistance equipment will be necessary to achieve effective inclusion in the regular classroom and increase their autonomy and independence. Similarly, it insists that teachers must be assertive when selecting the reasonable accommodations that will be given to the student to reduce the impact of the disability and provide access to an appropriate education.From the evaluation reports, carried out by the specialists of the Special Education Program, the following can be deduced: The psychologist administered a nonverbal intelligence test (TONI3). The results obtained show that his approximate intellectual functioning is 86 (IQ). This IQ places him in the low average category. The occupational therapist recommended occupational therapy for perceptual and fine motor skills 3 times a week, by individual modality, with a duration of 50 minutes each intervention. The speech and language pathologist points out that she has a severe communication disorder, secondary to her main deficiency (cerebral palsy). Therefore, he recommended individual therapy 3 times a week lasting 50 minutes. (Because of the inability to control the muscles required to produce speech, involuntary movements, and oral muscle spasticity.) 2. Can you each of the recommended accommodations. Explain how they are useful and beneficial to the minor involved in the case. Social Science Psychology SPECIAL ED EDSP 725 Share QuestionEmailCopy link Comments (0)
