Student A

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Longitudinal Curriculum Development Program Plan

Student A













Student A
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Description of the Student:
Student A is in second grade and is placed in a self-contained classroom. She is
pushed into her general education classroom twice a day. Student A is also included in
specials, library and lunch. She has a fraternal twin sister that also attends the same
elementary school as her. Student A also lives with her mother and cat.
When you walk in the classroom, Student A can light up the room with her smile!
Student A loves attention from adults, her peers and especially boys. Whenever there is a
boy around her, she sits up straight in her chair and will try to impress him. Every second
grade class sits together at certain tables for lunch. Student A takes turns sitting at
different tables because her peers from different classes always want to sit next to her.
Student As favorite lunch includes chicken salad, pudding, peaches, pears and a
chocolate chip cookie. She is not a big fan of bread. As soon as someone walks in the
room, or when Student A enters a new setting, she is the first one to say, hi. Student A
can also say bye, but she does not say it as frequently as hi. She can also say mom.
If she wants your attention, she will say, ay. Student A will make sure she gets her
wants and needs communicated. When Student A is pushed into her general education
classroom, she uses an AAC device (Vantage Lite) to communicate. When she is eating
lunch, she will refuse food by turning her head, moving her head back or purse her lips.
She will point, reach, or vocalize. For example, during lunch, if she wants her juice that is
not on her tray, she will reach for it. Another instance is when she is finished eating; she
will lift her tray up towards me indicating she is done, or even lift her tray half way up in
the direction of the garbage can.
Student A uses a wheelchair. When she is on the floor, she can crawl. At home,
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Student A does not use her wheelchair because her house is not accessible. Student A is
always on the floor crawling and playing with her sister. When it is time for her to get
back in her chair, she can get in her chair by herself. Student A can also wheel herself
around and reposition her wheelchair when needed. Student A also uses a stander, a
walker and uses a wheelchair where she sits on her knees for P.E. Student A eats
breakfast and lunch in a wooden chair with a tray that helps her sit up straight while she
is eating.

Description of Current Residential Environment and School Environment:
Student K lives in a one-story, two bedroom house with her mother and her twin
sister. The home is located less than a mile away from her school. The home is raised
slightly above the ground so there is a ramp for Student A to use to get her wheelchair
into the house. There is a large front yard with plenty of grass for Student A and her sister
to play on. The hallways and the doorframes in the home are not wide enough for Student
A to fit her wheelchair into, so she usually crawls around on the floor in her house. The
front room of the house serves as the living room where there are sofas, large chairs, and
a TV. A unique thing about the sofas and chairs in this house are that they all have
blankets on the armrests. Student As mom says she puts the blankets there so that
Student A can rest on there and it will not be too dangerous. The toys and TV are close to
the ground so that Student A can reach them without getting help from her sister or her
mom. In the kitchen, there is a table and chairs. One of the chairs has a booster seat,
where Student A sits when she eats. Student As mother explained that she cannot sit up
on her own, so when they eat she sits in the seat so she is sitting straight up. There are
Student A
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some cabinets in the kitchen that are close to the floor and that is where Student As
mother puts the snack food so Student A can reach them on her own. Student As mother
explained that she also uses a booster chair during bath time. The sink is too high for
Student A to reach so her mom brushes her teeth for her, but then gives her the tooth
brush to brush on her own. Student A and her sister play with their toys in the hallway
and in their shared bedroom. The hallway is always covered with stuffed animals and
different toys that the girls have been playing with. Student A is able to move throughout
her home by pushing herself around on the floor because her wheelchair could never fit
into the house.
Student As current classroom is a self-contained classroom. Student As
classroom uses the TEACCH Model. There is a full bathroom in the classroom with a set
of drawers that hold extra clothing for all of the students in the class. There is a sink right
outside of the bathroom where the students picture schedules are poster. This is also
where the students brush their teeth. The teachers desk is right next to the sink. The
room has various dividers, bookshelves, and filing cabinets that section off different parts
of the room. There is a 1:1.independent working station, a listening station with books on
tape, and a computer station. There is also a station that is used when a student needs a
time-out, but when there are no time-outs in progress it is used as a reading corner.
Description of the Future Setting:
Three years from now Student A will have moved onto a new school. She will be
attending Franklin Middle School in Champaign. There are two options for the kind of
classroom Student A can be a part of. Franklin Middle School has a self-contained
special education classroom and a functional life skills classroom. When she was asked
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about the functional life skills class Student As mom was against having her in that kind
of class. She does not want Student A learning in a different environment than her sister.
We were unable to talk with a staff member from Franklin Middle School, but we were
able to interview a current middle school student, a middle school parent, and a middle
school teacher about the skills and activities that typically developing students at that age
are engaging in. It was difficult to determine what skills Student A will be able to engage
in at that time because she will have had major spinal surgery. If that surgery is
successful it can drastically change her extent of movement, and it may allow her to
participate in more activities. As of now, we expect Student As middle school placement
will be very similar to her current placement. She will spend part of her day in a self-
contained classroom, eat lunch with her peers, and spend the rest of her day in a general
education classroom.

Domestic Domain IEP Objectives:
1. In the home setting and during school, the student will use a washcloth or towel to
wipe drool or food off of her face. Mastery will be when the student can do wipe
her face in five out of five opportunities.
2. In the home and in the school bathroom, the student will move the toothbrush
back and forth along her teeth and brush them. Mastery will be determined when
the student performs this skill in 10 out of 10 consistent opportunities.
3. When sitting in her bathtub booster seat in the home, the student will use a
washcloth with soap and water to wipe her arms and torso. Mastery will be
determined when the student can perform 100% of the steps in the task analysis.
Student A
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4. During mealtime, the student will hold a knife by the handle and cut easy-to-cut
food by moving her arm back and forth along the food. Mastery will be
determined when the student can complete this task in 12 out of 12 opportunities
5. When putting on her jacket at school, the student will put her arms through each
of the armholes and pull the jacket onto her back. The student will perform this
skill on 15 out of 15 opportunities for mastery to be determines.
6. When getting dressed at home, the student will push her legs into the leg holes of
the pants and point to her pants when she is ready for someone to help with the
final steps of getting the pants on. Mastery will be determined when the student
performs 100% of the steps in the task analysis on 10 consecutive opportunities.
7. When putting on her jacket, the student will use both hands to push the buttons
together on the jacket. Mastery will be determined when the student perform
100% of the steps in the task analysis on 10 consecutive opportunities.
8. At home or at school when she is moving around on the floor without her
wheelchair, the student will use a cloth to wipe down and dust shelves that are in
her reach. Mastery will be determined when the student performs this skill after
she is asked to do so on 5 consecutive opportunities

I chose 8 different domestic objectives for Student A to work to master over the
next three years. Teaching eight different objectives is a challenging goal, but with
direct instruction and motivation I believe this student will be able to reach these
goals. Many of the objectives in this list can be clustered together and taught at the
same time, so this will make it easier for the student to master these skills.
Student A
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The first objective is important for Student A because she drools quite a
bit and as she gets older her peers may not be as comfortable with her having drool on
her face. Currently when Student A drools one of her teachers or a teachers aid will
wipe off her fact, but she can learn to wipe her face on her own. This objective can
also be clustered with the objective where Student A will learn to wipe off her arms
and torso in the bathtub, as well as the objectives where the student will learn to wipe
off and dust shelves. The same arm movements that the student must learn to wipe
her face will also be beneficial when she is cleaning her body and wiping down
shelves that are in her reach.
The objectives where the student will learn the skill of brushing her teeth
and using a knife to cut easy-to-cut food can be clustered together. The student will
have to use the same palmer grasp to hold onto the knife and the toothbrush. These
skills can also be taught during similar times as well, because after the student cuts
their food and eats she will have to brush her teeth. I hope that the student will be able
to use the arm movements they have been taught from the previous objectives will
also help them to fulfill these two objectives.
Finally, the 3 objectives where the student will strive to learn how to
participate in dressing can be clustered together. These skills can all be taught in the
home, at school, and sometimes out in the community. It is important that the
students mother and her teachers work together to make sure they are pushing
Student A to do what she is capable of, rather than just dressing her without any
participation.

Student A
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Community Domain IEP Objectives:
1. When having lunch at McDonalds, Taco Bell, at home, or in the school cafeteria,
the student will use a spoon and fork to feed herself pre cut up pieces of food.
Mastery will be determined when the student performs 100% of the steps in the
task analysis on 7 consecutive opportunities.
2. When asked where she is hurting or where she feels sick, the student will point to
the body part that is causing her pain. The student will perform this skill on 7 out
of 7 opportunities.
3. When asked by her physical therapist, teacher, or other professional a yes or no
question, the student will nod or use her communication device to answer the
question with her preference. The student will do this 12 out of 12 opportunities
in order for the skill to be mastered.

It was a little more difficult to develop IEP objectives for the community domain
because the Students mother did not provide us with much information about her
daughters participation in different activities in the community. During the interview
when we asked about the different activities she does in the community, she would
bring the conversation back to the skills her daughter could do inside the home. We
were able to identify the students favorite restaurant and some of the professionals
she goes to see on a regular basis. Student As mother told us that she really enjoys
eating at McDonalds and Taco Bell. She also will sometimes accompany her mom to
Walmart or Target, but she just sits in the cart with her sister. Student A visits the
doctor and the dentist at least once a month and she sees the physical therapist once a
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week. The three objectives that I have written will help the student to have more of a
role in her favorite restaurants and in her medical visits.
The first IEP objective can be taught and practiced over several different
domains, but the students mother said that she would like to her to be able to do this
at home and when they are out for dinner. At school, the student uses adapted utensils
to feed herself, but her mother does not want her to use them. She has been trying to
teach the student to use normal sized silverware in the home and at different
restaurants. Her logic behind this decision is that her daughter will not carry adapted
silverware with her to every restaurant she goes to, so she needs to be able to use the
silverware that is available to her. It is a little disappointing that the students mother
does not want her to at least start with the adaptive utensils, but that is her choice and
the objective reflects the choice she has made.
The second and third objective can be taught together because they can be used in
similar settings. Student A visits the doctor and dentists office very often. The
doctors are trying to get Student A to gain weight so she can receive surgery to
realign her spine, but she is not gaining the weight fast enough. As a result of her
scoliosis Student A experiences different levels of pain in different parts of her body.
The students mother and teachers want her to be able to point where she is hurting.
Student A also has a gum disorder, so her dentist would benefit from knowing what
part of Student As mouth is hurting the most. Student As physical therapist would
also like her to answer yes or no when she asks Student A about different exercises
and activities she does during her physical therapy sessions. The physical therapist,
teachers, and other professionals could give Student A better care if she is able to tell
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them if she does like something or if she does not like something. Student A can nod
her head and she also has a simple communication device whit both a yes button
and a no button, but she does not know the difference between the two. In order to
get her to achieve this objective, her teacher will need to give her explicit instruction
about the difference between the answer of yes and the answer of no.
Leisure Domain IEP Objectives:
1. At school or at the library, the student will click and move a computer mouse
according to the task analysis to play a computer game on 10 out of 10
opportunities.
2. After playing will toys at home or at school, the student will put the toys back into
their original place by picking up the toys and placing them there. The student
will perform this skill on 8 out of 8 opportunities.
3. When read and presented a list of age-appropriate movies playing at the movie
theater, the student will point to the choice that she most wants to see. The student
will perform this skill in 5 out of 5 opportunities.

I was able to develop three IEP objectives for the leisure domain with the
information that we gained from the students mother and teachers. According to her
teachers, they have been trying to get Student A to work with a computer mouse in
the classroom and in the school library. If the student can master the skills of moving
the mouse around and clicking it when she is supposed to, she will be able to
participate in different educational and online computer games that are available at
school. I do not believe the student has a computer in her home, but she can also learn
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to use the computer at the local library. This would also be a great activity she can do
with her twin sister.
When we were welcomed into Student As home we walked into a room full of
toys and stuffed animals. Every weekend morning Student A and her sister will empty
out their toy chest and play with the toys all day. According to Student As mother
this is one of her favorite activities, but towards the end of the day Student As sister
and mother are the ones who clean up the mess. Student As mother and teacher think
that she has the ability to clean up some of the stuffed animals on her own, but she
has not been given instruction on how to do so. Student A can also be taught this skill
in the classroom. When she pulls out different supplies she needs to be taught to clean
up her mess on her own, rather than having someone else clean it for her.
The final objective is something that I see Student A achieving within the next
two years. When the choices are read off and pointed to by her mother, teacher, sister,
or another person, Student A should be able to select the choice that she wants by
pointing to it. This skill can be used for all kinds of choice making activities, not just
attending the movies.