Recommendations

Recommendations Motivation- Amy needs motivation and the best way to spark motivation is through support. We suggest that Amy gets this support from the general education classroom. This would consist of her going to get specialized help, preferably on a daily basis. This teacher can help Amy to make sure that she is staying on task. This may happen in a couple ways. The teacher may have to re-teach or make sure that Amy understands all concepts in class. Another way is making sure Amy is getting all of her work done on time and staying focused. The later method would be most beneficial for Amy's education. We are also lead to believe that Amy is not doing work because she knows the results. She believes that the same thing will happen each time she sits down to take a test. She will not be able to focus and she may become frustrated as an example. If she already has her mind made up of what will occur it will be much more difficult for her to work on any assignment she has this notion for.

Breaking work up- It seems that Amy has a hard time staying on task. A way to eliminate this problem is by breaking up her work. Give her small chunks at a time instead of laying one large assignment in front of her. If an assignment needs to be done in a tighter time frame let her work on it, but give her breaks.

Time limits- Amy does not do well under time constraints. This partially has to do with her inability to focus. We recommend Amy is given an extension on her work. The extension may not be for a longer work time, but so that she can add breaks. This ties into breaking up her work.

Outlining homework- An easy way to keep Amy on task is to outline her homework. Since it was previously suggested Amy have special support from a teacher, this would be a task they would work on together. They would go through and make sure that Amy knows all of the work that she needs to complete as homework. They may go as far as breaking down how much of an assignment Amy will finish before taking a break. The teacher may then check the next morning to make sure that Amy is on task with her homework.

Diabetes- Amy’s struggle with diabetes is clearly her largest downfall. It seems that the inability to keep her diabetes regulated is affecting her school work. There are a few steps in this process. -Amy needs to be able to take care of her own diabetes. This will be a realization that Amy and her parents will need to work on together to make sure that they are both prepared for this step. -Amy should have a shadow working with her on this transition. This would start at home and make sure that Amy has the hang of it. Once Amy feels comfortable she will go into school and be able to take care of her own diabetic needs. Amy's shaow will have will also work with her at school and for the first few days make sure that she is handling this properly. Eventually Amy will be able to handle all of her diabetic needs on her own and will only seek help from the nurse if something irregular occurs.

-Amy needs to work on her task analysis. She has difficulty using her prior knowledge or newly acquired knowledge to solve the next step of a problem. This shows in her math and writing.

-Amy needs to be able to take her tests with her teacher support. In this room the teacher should take a test away from Amy if she is not concentrating on it and give it back when Amy is ready and able to focus.

-We would like to see a CBM administered. This would occur every two weeks for one whole quarter. This would include an informal measurement on Amy’s math calculations and writing samples. Before these tests are given the teacher should document what material was recently covered and test Amy’s blood sugar levels.

-We would like for the recommendations we have set forth for Amy to occur for one quarter. After this quarter is over Amy will take the formal assessments that were previously given to her again. If there is variation in these results then special education will be needed.

-Adjustments to Amy’s recommendations can be made after analyzing the CBM’s.