Mental Disabilities

Audrey first came to school at the beginning of grade three. She had been identified as developmentally disabled, but had always been in a regular class. During her grade three year many discussions were held with Audrey’s parents, as how to best meet Audrey’s academic needs. A suggestion that she move to a segregated class was considered and rejected. Now Audrey is in a grade 4/5 split class that Ms. Wall teaches and with increasing academic demands in the grade four setting Ms. Wall is seeing what she considers a dramatic change in Audrey’s behavior. Audrey has become extraordinarily quiet and withdrawn. The first team meeting was with the principal, special education teacher, two regular classroom teachers and Ms. Wall. They decided the meeting would be held by the special education teacher in a resource room. Most of the program Audrey would stay in the regular class with Ms. Wall and she would also join the grade 1 music class. Audrey’s immediate results were that she regained her interest in music and she was seen participating in her grade 4 class in music and in other subjects as well.

As an in-school team member we think it would be best to keep her in the classroom with the 4/5 split since she is comfortable with her peers. We also think she should continue learning from the grade 1 music class since that is one of the main reasons why she is doing so well. We think that at home her parents should do some special one-on-one home work that the teacher supplies in regards to any subjects she is struggling in. We also recommend that Audrey have monthly academic reviews performed by the school counselor to check on her daily progress. Peer tutoring is also a good idea. It will certainly strengthen her knowledge about certain subjects.

(put in a conclusion, and make any necessary changes u like)

Audrey first came to school at the beginning of grade three. She had been identified as developmentally disabled, but had always been in a regular class. During her grade three year many discussions were held with Audrey’s parents, as how to best meet Audrey’s academic needs. A suggestion that she move to a segregated class was considered and rejected. Now Audrey is in a grade 4/5 split class that Ms. Wall teaches and with increasing academic demands in the grade four setting Ms. Wall is seeing what she considers a dramatic change in Audrey’s behavior. Audrey has become extraordinarily quiet and withdrawn. The first team meeting was with the principal, special education teacher, two regular classroom teachers and Ms. Wall. They decided the meeting would be held by the special education teacher in a resource room. Most of the program Audrey would stay in the regular class with Ms. Wall and she would also join the grade 1 music class. Audrey’s immediate results were that she regained her interest in music and she was seen participating in her grade 4 class in music and in other subjects as well.

As an in-school team member we think it would be best to keep her in the classroom with the 4/5 split since she is comfortable with her peers. We also think she should continue learning from the grade 1 music class since that is one of the main reasons why she is doing so well. We think that at home her parents should do some special one-on-one home work that the teacher supplies in regards to any subjects she is struggling in. We also recommend that Audrey have monthly academic reviews performed by the school counselor to check on her daily progress. Peer tutoring is also a good idea. It will certainly strengthen her knowledge about certain subjects.

(put in a conclusion, and make any necessary changes u like)

Audrey first came to school at the beginning of grade three. She had been identified as developmentally disabled, but had always been in a regular class. During her grade three year many discussions were held with Audrey’s parents, as how to best meet Audrey’s academic needs. A suggestion that she move to a segregated class was considered and rejected. Now Audrey is in a grade 4/5 split class that Ms. Wall teaches and with increasing academic demands in the grade four setting Ms. Wall is seeing what she considers a dramatic change in Audrey’s behavior. Audrey has become extraordinarily quiet and withdrawn. The first team meeting was with the principal, special education teacher, two regular classroom teachers and Ms. Wall.