FAPE Case 7.1 Thomas

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Validity and Reliability

Ved Kristine Komorowski

STAGES OF CURRICULUM CHANGE

Ved Katherin Pilla M.

INDUCCIÓN

Ved JHON EYDER GAVILAN ROJAS

Physiology

Ved Michelle Prentice

FAPE: Case 7.1 Thomas

position of special education teacher

academic vs. functional curriculum

state tests and AYP

Activity

JAWS

Megadots

Nemeth

Academic Needs

ambulatory training

assistive technology

Subtopic

appropriate progress monitoring

math

reading

Questions

IEP designed to meet needs

IEP provide educational benefits

school district compliance

Legal Issues Raised

inadequate SDI support

inadequate academic goals

inadequate transition plan

inadequate accomodations

no parental involvement in IEP

Summary of Case Study

Student Information

IEP goals have not changed since the 4th grade

parents want full integration with nondisabled peers

earning As and Bs (Algebra, Civics, Biology)

curriculum is purely academic, not functional (LRE 93%)

full-time paraeducator

legally blind, uses Braille machine

multiple moderate to severe disabilities

Current Performance

Other: significant cognitive delay, occasional seizures

Motor Skills: age-appropriate

Vocational Skills: none

Speech/Language: speech is difficult to understand

Independent Functioning: requires adult support

Social/Emotional: enthusiastic & motivated

Academic: RL2, 2-digit subtraction