Home / essay / cst students with disabilities sample essay Cst students with disabilities sample essay 17/08/2021 Field 060: Students with Disabilities Recommendation for individuals making use of a screenreader: please collection your punctuation settings to "many." Sample Constructed-Response Item 1 Competency 0007 Analysis, Synthesis, and Application Use the indevelopment offered in the exhibits to finish the job that complies with.You watching: Cst students with disabilities sample essay Analyze the information gave in the exhibits, utilizing proof from every one of the exhibits to support your principles, and also write an answer of around 400–to600 words in which you: explain one area of require Karl has that is pertained to academics, and also one location of need that he has that is regarded examine skills; recommfinish one research-based or evidence-based strategy/intervention that you would certainly usage to attend to the academic require that you have actually described, and also define why this strategy/treatment would be appropriate; and also recommfinish one research-based or evidence-based strategy/intervention that you would usage to attend to the examine abilities need that you have explained, and also define why this strategy/treatment would be proper. Be certain to use evidence from all exhibits in your response. Exhibit 1: Student Profile Karl is a nine-year-old fourth-grade student that has actually freshly been classified through a learning disability in math thinking and calculation and also diagnosed through attention deficit hyperactivity disorder (ADHDA D H D). He attends a basic education fourth-grade class for the majority of of the day. He will certainly be receiving unique education and learning services for mathematics in the resource room via Mr. Fiske. He additionally will certainly be receiving consultant teacher (CTC T) services in his classroom to resolve business abilities. The Committee on Special Education (CSEC S E) freshly met to testimonial and discuss the results of Karl"s initial review, development surveillance from Response to Intervention (RtI) (see Exhilittle 2: "IEPI E P Excerpt and also Initial Evaluation"), a student work sample, and teacher monitorings (view Exhilittle bit 3: "Work Sample and Teacher Observations"). Throughout the meeting, the committee members debated Karl"s scholastic history, existing levels of performance, and also existing behavioral worries. At the end of second grade, Karl"s teacher noticed his challenge in operation abilities and also math problem-resolving skills. In 3rd grade, Karl obtained Tier 2 and Tier 3 RtI interventions, but did not make sufficient progress in a lot of areas. Karl was then described the CSEC S E and also he was identified to be eligible for one-of-a-kind education solutions. He was classified through a finding out discapability in math, and also he was referred for additional solutions (watch Exhilittle bit 2: "IEPI E P Excerpt and also Initial Evaluation"). Exhilittle 2: IEP Excerpt and also Initial Evaluation Student name: Karl L. Disability classification: discovering discapability. Projected date I E P is to be implemented: September seventh. Projected day of yearly review: blank. Present levels of performance and also individual needs. Documentation of students current performance and also scholastic, developpsychological, and sensible requirements. Evaluation results (consisting of for school-age students, performance on state and also district-wide assessments). Academic success, functional performance and discovering features. Levels of expertise and development in subject and ability areas consisting of tasks of day-to-day living, level of intellectual functioning, adaptive habits, meant price of progress in gaining skills and information, and also discovering style: Math: Karl have the right to read and compose numbers up to 1000 and also have the right to rote count to 100. He understands ordinal numbers and have the right to recognize and also define qualities of geometric forms. Karl has challenge remembering multiplication facts. He additionally has difficulty deciding which procedure to usage and completing multistep problems. The major instruction approaches Karl"s teachers have focused on through him have actually been memorization of facts and vocabulary through flashcards and traditional algorithms.See more: Maryland Hunter Safety Course Online Field Day Course, Maryland Hunter Education Online Field Day Course Attention: Karl gets alengthy well through his peers. When making use of digital devices, Karl demonstprices an raised level of attention, particularly in reading. Karl is conveniently distracted and also forgetful in day-to-day activities because it is hard for him to pay attention. He has obstacle maintaining attention throughout work and does not seem to listen as soon as spoken to straight. Organization: Karl has begun to usage sticky-notes to aid organize his homeoccupational assignments for each topic area. He freshly expressed that he thought the sticky-note system was useful. Karl struggles with maintaining his class products and also homeoccupational arranged and also through completing homework in all subjects. His files are jumbled together, which makes it hard for him to keep track of assignments. By the time he finds assignments and takes them residence for homework, the work is late and also frequently partly finish. Karl is quickly distracted and forgetful in daily tasks bereason it is hard for him to pay attention. He has actually difficulty preserving attention in the time of tasks and also does not seem to listen once spoken to straight. Student strengths, preferences, interests: Enjoys computers. Likes sports, animals, and music. Responds well to hand-operated work-related. Academic, developmental and also sensible needs of the student, including consideration of student needs that are of problem to the parent: His parents state that at home, Karl frequently loses his homejob-related or dissolves into tears as soon as trying to execute the assignment. Consequently, his grades are falling. His parents both work-related late and also his older sister watches him after school and right into the evening. Karl requirements to build techniques to resolve his needs in math, attention, organization, and also self-esteem. Social advancement. The degree (extent) and also high quality of the students relationships via peers and also adults; feelings around self; and also social adjustment to institution and also community environments: Karl delighted in college till newly. He has actually told his paleas and teachers that he is frustrated bereason it is hard for him to pay attention. Karls classmates shed patience through him and come to be annoyed as soon as he is distracted, which embarrasses him and provides him feel frustrated. Student strengths: Karl renders eincredibly attempt to gain along well with others. Social advance needs of the student, including consideration of student needs that are of problem to the parent: Karl needs to construct strategies to assist him remain on job in the time of team activities. Physical development: The degree (extent) and also quality of the students motor and sensory advancement, health, vitality and also physical abilities or constraints which pertain to the finding out process: No demands. Student strengths: Participates willingly in individual sporting activities activities. Physical advance demands of the student, consisting of consideration of student demands that are of concern to the parent: Age appropriate. Management needs: The nature (type) and also degree (extent) to which ecological and humale or product sources are essential to deal with requirements established above: Karl requirements research- or evidence-based strategies/interventions to resolve his demands. Effect of student demands on involvement and development in the basic education curriculum or, for a precollege student, effect of student demands on participation in proper activities: Karls challenge maintaining attention during work is affecting his academic progress. Student needs relating to distinct factors: Based on the identification of the students requirements, the committee must take into consideration whether the student demands a details tool or service to deal with the unique components as indicated listed below, and also if so, the proper section of the I E P need to recognize the specific tool or services needed. Does the student need tactics, consisting of positive behavioral interventions, supports, and also various other tactics to deal with behaviors that impede the students discovering or that of others? No. Does the student require a behavioral treatment plan? No. For a student through limited English proficiency, does he/she need a unique education organization to attend to his/her language demands as they relate to the IEP? Not applicable For a student who is blind or visually impaired, does he or she require instruction in Braille and the use of Braille? Not applicable. Does the student require a details device or service to deal with his or her interaction needs? No. In the case of a student who is deaf or tough of hearing, does the student require a details device or company in consideration of the students language and also interaction requirements, methods for direct communications with peers and expert personnel in the students language and communication mode, scholastic level, and also the complete range of requirements, consisting of avenues for direct instruction in the students language and interaction mode? Not applicable. Does the student need an assistive innovation and or service? No. If yes, does the committee recommend that the devices be used in the students home? Blank. Measurable yearly objectives. The complying with goals are recommfinished to enable the student to be involved in and progression in the general education curriculum, attend to other education and learning demands that result from the students disability, and prepare the student to fulfill his or her postsecondary goals. Annual goals: what the student will be supposed to attain by the finish of the year in which the I E P is in effect. First annual goal. Karl will certainly usage addition and also subtractivity within one to hundred to deal with one- and two-action word difficulties. Criteria: meacertain to identify if goal has actually been completed. Criteria for first goal. 75 percent accuracy 8 out of 10 times. Method: just how development will be measured. Method for initially goal. Classroom assessments and worksheets. Schedule: When development will certainly be measured. Schedule for first goal: eincredibly 2 weeks. 2nd annual goal: Karl will usage organizational aids provided by the teacher. Criteria for second goal. 80 percent of the moment for 3 of 5 days. Method for second goal. Thstormy student occupational samples provided by the teacher. Schedule for second goal: eextremely week. Recommended unique education programs and solutions. Two items noted. First special education and learning regime or services: consultant teacher solutions. First service shipment recommendations: straight. First frequency (exactly how regularly provided): two days a week. First duration (length of session): one hundred and twenty minutes. First place (wbelow company will certainly be provided): Throughout math, reading, and writing. First projected start or organization dates: September twenty second. Second unique education regime or services: reresource room program. Second business shipment recommendations: instruction on operational skills and math problem solving. Second frequency: 3 days a week. Second duration: one hundred and also eighty minutes. Second location: Reresource room. 2nd projected start or service dates: September twenty second. Wechsler Individual Achievement Test Third Edition (W I A T Three). Subtest: Listening comprehension. Percentile Rank: 75 percent. Subtest: Oral expression. Percentile Rank: 80 percent. Subtest: Reading comprehension. Percentile Rank: 80 percent. Subtest: Spelling. Percentile Rank: 75 percent. Subtest: Essay composition. Percentile Rank: 70 percent. Subtest: Math problem resolving. Percentile Rank: 20 percent . Subtest: Numerical operations. Percentile Rank: 25 percent. Subtest: Math fluency. Percentile Rank: 20 percent. New York State Math Assessment. End of Grade 3. Testing area: Number feeling and also operations. Performance level: Level 1: Not meeting state learning standards. Testing area: Algebra. Performance level: Level 1: Not meeting state learning standards. Testing area: Geomeattempt. Performance level: Level 2: Partially meeting state learning requirements. Testing area: Measurement. Performance level: Level 1: Not meeting state learning standards. Testing area: Statistics and probcapability. Performance level: Level 2: Partially meeting state learning standards. Skill assessment: informal checklist. Student name: Karl L. Assessor: Mr. Fiske, Special Education Teacher. Skills Assessed: Organizational Skills and also Study Skills. First task: Karl complies with classroom routines. Needs work. Second task: Karl keeps track of products and assignments and also knows where to find them as soon as he requirements them. Needs occupational. Third task: Karl remembers once assignments are due and also passes them in complete and on time. Needs occupational. 4th task: Karl checks his occupational and follows suggestions provided by others. Completes via prompting. 5th task: The job-related Karl produces is neat, specific, and also legible. Needs occupational. Sixth task: Karl knows exactly how to prioritize and also construct a arrangement of action. Completes through prompting. Seventh task: Karl understands future oriented job requirements, such as time administration. Completes through prompting. Eighth task: Karl is able to visualize the finish goal of a task and decide on actions that will certainly efficiently assist him reach that goal. Completes via prompting. Ninth task: Karl pays attention to others and listens once spoken to straight. Needs work-related. Tenth task: Karl understands and also follows written directions. Completes separately. Eleventh task: Karl understands and follows dental directions. Needs occupational. Exhilittle bit 3: Work Sample and Teacher Observations Name: Karl L. Math Mixed Skill Rewatch Worksheet. Find each distinction, sum, or product. Question one. 9 plus 8 amounts to 17. Inquiry two. 5 plus 7 equates to 12. Concern 3. 20 minus 6 amounts to 12. Concern four. 15 minus 7 amounts to 6. Question five. 114 plus 5 equals 17. Question 6. 6 times 7 equates to 40. Read the complying with sentences and also deal with the problem. Concern salso. Sarah, Kyana, and also Ricarexecute are counselors at the Clear Lake Summer Camp. The camp is 215 miles from Sarahs home, 364 miles from Kyanas house, and 307 miles from Ricardos residence. How much closer does Sarah live to camp than Kyana? 307 plus 215 plus 364 equates to 579 miles. Teacher observations. Karl and his reading team operated on Charlottes internet this particular day. When he sat dvery own with his analysis group, Karl realized that he lugged his book and notebook, yet not his homework or a pencil. Karl returned to his desk and also began rifling via it. He then relocated over to his backpack and discovered he left his homework-related at home. Karl rejoined the team, who currently started reviewing answers to the understanding questions they had for homeoccupational. Two students gave their answers to the team and also started to controversy the answer. When they asked Karl for his opinion, he blushed and admitted that he wasnt paying attention. Throughout the last percentage of the group, students took turns analysis aloud. Three children took a turn before Karl. On his turn, he was 2 pages behind, and didnt know where they left off. The others were frustrated, proved him where to start reading, and Karl read his percentage of the chapter. I gave the students their homeoccupational assignment, which includes a worksheet to finish. After the team, Karl put every one of the analysis group materials right into his desk. Ms. Rushton, Classroom Teacher.