Group+Jason

Group participants:


 * 1) Amy S.
 * 2) Ashlee G.
 * 3) Kristin G.
 * 4) Lorraine E.
 * 5) Susan D.
 * 6) Meghan C.
 * 7) Linda B.
 * 8) Lana B.
 * 9) Alyson B.

Here is some information you will need for this week’s activity. Each group is serving the role of a practicing TVI and you have one student, either, Ana or Jason on your caseload which you are required to review the assessment protocols, and write separate narrative reports (as a group) summarizing the results of these evaluations with any appropriate visual efficiency goals and objectives. Luckily, you have already "done" the evaluations, and all you have left to do is **// t__o write up short narrative reports, determine their present levels of performance (strengths and needs), and suggest a goal and 2-3 objectives for each student (make sure to look at the IEP goals and objectives folder on Blackboard)__ //**__. __ To refresh your memory, you will need to review the assessment protocols and use this report as an example. The total amount of points for this assignment is 25 points: 15 points for the write up (follow rubric on ) and 10 points from self and peers in your group.

The second student, Jason, is a 6 year old (ignore dates on documents), male kindergartener At LaPorte Elementary School who is visually impaired. He is twin and lives with his father and sister. Sometimes he and his sister stay with their grandmother as well. Jason's ethnicity is Caucasian, and he speaks English. However, his speech is mostly echolalic. Jason previously received services from the state preschool for the blind and visually impaired.
 * __ Jason __**

Jason's IEP team is required to conduct an initial evaluation this year. His educational team consists of a general education teacher, a vision service provider/orientation and mobility specialist, two one-to-one assistant, an occupational therapist, a physical therapist, a speech and language pathologist, a school psychologist, and his father. While Jason seems to be functioning as a non-visual learner, he does have residual vision, and thus, an educational vision evaluation is needed. Likewise, he must also have a current medical report on file, which you have done (see attached file). You are also required to summarize information about his medical diagnoses and severity of impairments in layman's terms. It is helpful to consult your textbooks used during your master's program as well as reputable internet sites. The preschool staff has recommended that the educational team have Jason assessed for autism. According to his father, one of Jason's cousins has been diagnosed as having this disability. Behaviors of concern are his echolalic speech, behavioral outbursts when his routine is altered, sensory overload (e.g. screams at the wind), and repetitive stereotypic behaviors (rocking, hand writhing, eye-poking). The district's severe disabilities team has consulted with the IEP team after conducting one observation while he attended the preschool. They do not think that he has autism because they presume that it is normal for a child with a visual impairment to fear the wind so much that they would howl. They also attribute all of his stereotypic behaviors to his vision loss. However, they have suggested that modifications used for students with autism would be appropriate for Jason. At this point, the educational team is confused about how best to work with Jason, and they have decided that a self-contained placement is most appropriate for him.