Brittany Godfrey
4/24/2015
Case Study
IEP Analysis for Ronald
Strengths: Ronald has a very positive attitude, which is a huge strength when
struggling with a disability. He is semi-independent, in that he is able to cook for
himself, clean up after himself, and get dressed in the morning. While he needs
some assistance, he tries to do things for himself, which is great! He works hard in
his classes and is able to participate fully with the assistance of technology and
adult interaction. He also has an “awesome drawing style” which is an amazing
talent!
Needs: Ronald struggles with being distracted by things he likes during classroom
instruction time. While he does a lot of his own personal hygiene routines, he
does need prompting and to have his clothes laid out ahead of time. He has
difficulty communicating with others, but the incorporation of an assistive
communication technology has helped combat that issue. If he starts to play
with his scissors or pencil, that’s a sign that he doesn’t understand the task, and is
a notification for the teacher to step in. He participates in PE, but his endurance
could use some work in the long run.
3 Activities per Goal:
Goal 1: Ronald will apply functional math skills such as counting and 1 to 1
correspondence, with 75% accuracy on documented opportunities.
 During the morning routine, Ronald will practice counting by having the
responsibility to count out how many days have passed in the current
month. For example, on the 12th, he would count 1-12. This is a great
opportunity especially since he can practice the night before since he’ll
know what’s coming.
 As a math station, Ronald will have two die. He will roll them both, then
compare the number of dots to one another. For example, the rolled 6 is
more than the rolled 3. The teacher can construct a worksheet where he
can record the numbers as well as the comparisons.
 Using Unifex cubes and flashcards, Ronald will be able to create a rod of
cubes that is the amount on the flashcard. As extra practice, he will take
the rod apart and count each block as he does so.
Goal 2: Given picture supports, Ronald will read and comprehend a variety of
fiction and nonfiction materials with 80% accuracy by May 2013 with two or less
teacher prompts.
 Place 2 step written directions on tasks that Ronald is already confident in,
then let Ronald explain other tasks he knows how to do using his assistive
technology device.
Brittany Godfrey
4/24/2015
Case Study


Have a silent signal that when Ronald hears a key vocabulary word in
reading passages or in daily conversation that he can quickly do to
acknowledge the word and show you that he’s paying attention. I would
use jazz hands or something along those lines to show that he recognizes
the word.
Using picture supports, send Ronald on a scavenger hunt around the
school using specific directions that are concise and easy to follow. Leave
a small reward at the end of the scavenger hunt for him to find if he
completes the directions successfully!
Goal 3: Ronald will increase physical fitness level in at least two areas in
documented opportunities by May 2013.
 Using students from around the school, Ronald will be introduced to all of
the sports the school has to offer by participating in an athletic fair, which
will be open to all students. He can sample various sports to find one that
interests him so he can get more physical activity in than just walking on a
treadmill or around the track. Once he has a particular sport he likes, we
can work to get him practicing with the team, or just doing exercises
related to that sport. Perhaps inquiring about which Special Olympics
sport he enjoys most would make this easier.
 Ronald will go on a nature walk approximately ¾ of a mile in length to find
real life objects to use in the hands-on science labs that he enjoys. He will
bring the objects back to the science teacher and experience the real
life application of science instruction while getting exercise at the same
time!
 Work with Ronald’s Special Olympics coach to see what skills can be
practiced during gym class to encourage more physical activity without
sticking him on the treadmill. Ways to increase his walking endurance and
speed could include base running, dribbling basketballs, shuffling across a
tennis court, etc. Showing Ronald the benefits of being physically fit and
how it can impact his success in sports can encourage him to workout on
his own, not just in gym class.
Goal 4: Ronald will use spoken words, pictures and/or voice output device to
communicate in school, activities with no prompts by May, 2013.
 In order to help all of the students remember important personal
information, students will create their own personal business cards on the
computer. They must include name, birthday, address, phone number,
and parent’s phone numbers. Ronald can be equally as successful as the
other students in this task by inputting the information by typing or copy
and pasting from his assistive technology.
Brittany Godfrey
4/24/2015
Case Study


Ronald will write end of week reports of 3-5 sentences each, using his
assistive technology to summarize his highs, lows, and excitement for the
upcoming week.
Starting a club within the school, general education students will get the
opportunity to come to have lunch with some of the students with special
needs. Ronald will practice being able to produce 3-5 word sentences by
holding conversations with these general education students
3 ways to support accommodations without singling out the student:
 Clarified and reading directions- this is a best practice that teachers
should always be doing, so I think having a policy in the classroom where
if a student doesn’t understand something, they can ask for clarification.
That way Ronald won’t feel left out if he needs to have something
repeated.
 Visual schedules and supports- 3rd grade is not too high of a grade to use
visual schedules for the entire class. I would have the schedule on the
board in pictures and in writing, so no one knows any different that Ronald
is using the pictures instead of the words.
 Oral administration of assignments, tests, and quizzes- For each
assignment that Ronald needs read aloud, the teacher could ask if
anyone else in the classroom would like the opportunity to take the test in
a smaller setting, and take those students into another room to read the
test aloud.
 I genuinely think creating a classroom where students are supportive of
Ronald’s needs will make singling him out a non-issue. If students
understand the Ronald just needs a little extra help, I don’t think there will
be any malicious backlash. Also, the more students that help him be
successful, the less singled out he will feel.
Additional Recommended Supports:
 I would suggest adding a goal that spoke to helping Ronald build his
independence. He does most personal hygiene routines with prompting,
but I think working towards making it second nature and being able to
pick his own clothes would be a step in the right direction.
 I also think Ronald would benefit from preferential seating away from
distractions caused by his interests.
What else would I like to know?
 Does Ronald suffer from any sort of tantrums?
 What does his distraction look like? (dozing off, walking around, etc)
 Why does Ronald need oral administration of assignments when he
doesn’t have hearing problems?