Introduction
Special education services are designed for any child with a particular disability to benefit from special education. Some of the services include speech-language services, transportation, psychological services, social work services, physical therapy, school nurse services, and counseling services. Children with delayed skills can also get special services that provide individualized education programs free of charge in public schools. The individualized education program has described the team’s goals during the school year and the outstanding support needed for those children to benefit. Regarding special education services that needed to be provided in schools, I assessed Eu’Ziah Dashiell in aid of monitoring his progress and helping him to come up with solutions to specific problems.
Identification of at Least Fifteen Letters of Alphabet
In identifying letters, Eu’Ziah struggles to remember alphabetical letters and sounds; therefore, he needs more practice in phonological awareness skills. When he was assessed to recognize upper and lower alphabetical letters, he got twenty out of fifty-two letters correct. In identifying sounds, he scored six out of twenty-six letter sounds appropriate. I presented an alphabet puzzle board to Eu’Ziah, and he identified the alphabets in their order only when he put the puzzle letters together in alphabetical order. However, he was unable to identify more of the letter sounds. If he is shown more than one letter, he gets mixed up and can hardly identify the letters. Eu’Ziah also confuses the lowercase and uppercase letters, names of the letters, and their sounds. In helping Eu’Ziah identify more letters, I am working at a pace that supports him, including repeating the same letter activity, hoping that he will make progress soon.
Identification of Numbers 1-10
Eu’Ziah will identify at least numbers 1-10 expressively or receptively three out of five times. He cannot memorize counting from one to ten during class time and assessment. He can hardly identify numbers 5, 7, 8, 9, and 10 and struggles with writing numbers eight and five and 9backwards. If he is unsure of recalling the numbers, he will look at his peers’ papers to copy to make sure he writes the correct answers. When trying to memorize the numbers, Eu’ziah loses focus and has to be reminded to continue with his assignment. To help Eu’Ziah to have the ability to identify more numbers from 1 to 10, I will show teach him to memorize one number to another foe several times and also ask some questions on the order of the numbers to aid him to recall their sequence (Lemons et al., 2018). I will also help him write the numbers he struggles to write by showing him the starting point of writing the numbers and making sure he repeats the same severally to understand.
Answering ‘WH’ Questions Regarding a Story or a Book
Eu’ziah will answer ‘WH’ questions about a story or book three out of five times. During group activities, as the whole class discusses stories being read to them, I get excited when Eu’ziah tries to stay active when asked a question and answers other children. He becomes upset when he misses some of the answers regarding the story though he seems to be encouraged to give himself more time to think about the detail. Eu’ziah loves many characters and is encouraged when he recalls that those characters have other friends in the stories who also want attention. Eu’Ziah cannot complete the answering goal without rereading and being encouraged to rethink the details over and visual images when the story is being read to him. He is encouraged to remember more details of the story, like the characters and particular places. I encourage Eu’Ziah not to be shy in asking me any question since I assure him that he will even enjoy more on the future stories.
Participation in Non-Preferred Activity Assessment
Eu’Ziah will participate in a non-preferred activity at least ten times without avoidance behaviors, for three out of five times. Eu’Ziah hardly stays focused during class, and he has to be frequently given redirections. He is easily distracted and noisy during class time; hence, he cannot complete assignments independently; therefore, he has to be assisted by the staff. Eu’Ziah loses interest quickly shuts down, and therefore he will not do his classwork and will not complete his task without the assistance of the staff. To help him be attentive and participate in class, I will allow him to have brief, regularly scheduled exercise breaks and find opportunities to make Eu’Ziah active. I will also be attentive to certain positive behaviors and praise them, including staying seated and quiet during class time.
Using a Coping Strategy Assessment
When Eu’Ziah is given a frustrating situation, he will use a coping strategy three out of five times instead of undesired behaviors. He has demonstrated several behaviors of hitting himself on the head and running on the classroom furniture and door. Occasionally, he does not want to participate in classwork, and he rolls around on the floor, throws books, and talks back when redirected; hence does not listen to what he is being told. During this kind of behavior from Eu’Ziah, I am primarily steady and consistent to ensure I provide a safe environment for him to prevent the occurrence of any form of injury. During those episodes, I ask Eu’Ziah to acknowledge his feelings by using a regulation zone chart or worksheets to improve self-control and develop some problem-solving abilities.
Using that regulation chart will help him recognize the times he is in a different state called zones, whereby each of the zones is represented to him using a different color in the regulation zone chart. When using the regulation zone worksheets, he will learn how to use tools or strategies to either stay in a zone or move from one zone to another (Lemons et al., 2018). Eu’Ziah learns how to read others’ facial expressions and recognize a wide range of emotions, perspectives regarding how others see and react to their behavior, and their insight into events that trigger their less-regulated states. When Eu’Ziahs’ behavior arises, I address the disruption individually, directly, and immediately to everyone.
Conclusion
Special education services are essential to children with disabilities and also to those that have slow learning skills. The services can help a child have self-control over certain behaviors and gain educational skills as others regardless of their disability. Eu’Ziah being a child with low learning skills, I have deployed several individualized educational skills to help him recognize his behavior and have self-control of it. Some of the skills he can use to improve his progress in school include learning to memorize numbers, frequent repetition of alphabetical letters, and use of regulation charts to hem him when shifting zones.
Reference
Lemons, C. J., Vaughn, S., Wexler, J., Kearns, D. M., & Sinclair, A. C. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3), 131-143.