Case Brief 7.

1
(Appropriate Education and IEP)
This case focuses on Thomas Ross, a 9th grade student with multiple
moderate to severe disabilities. These disabilities include visual impairment,
cognitive delay, central auditory processing disorder, speech and language delay,
and occasional seizures. Thomas is fully integrated in a regular classroom
environment with a full-time aid, but follows general education curriculum, as
agreed upon and encouraged by Thomas parents. In this case, Ali Young, Thomas
special education teacher, discusses his IEP and the reasons for which she does not
believe that it is adequate.
The problem, as Young states, is that Thomas IEP does not provide an
appropriate education, and she believes that Thomas would be better suited in a
more specialized environment in order to prepare him for life after graduation.
Thomas is currently earning As and Bs in most classes, but his grades are based on
effort and the academic work is modified beyond recognition. Young believes these
grades are not an accurate measurement of Thomas knowledge, and states that he
is not being given adequate transition services for post-graduate life.
I believe that Youngs assessment of Thomas IEP is correct, especially when
looking at the IEPs goal statements and the current levels of performance. The first
goal reads that Thomas should be reading literature appropriate for high
school aged students, but current levels of performance reveal that Thomas is
currently only able to function on a 2nd-grade level in reading. Another
goal statement says that Thomas should be able to complete addition and
subtraction problems using 3 and 4 digits, while he is currently only able to do
problems with 2 digits. The IEP also shows that Thomas current level of
independent functioning is low, stating that he needs the support of an aide or adult
at all times for both academic tasks and general maneuvering. The IEP may have
been written individually to meet Thomas needs, but it has not been changed since
the 4th grade and is not giving goals that will give him success later in life.
Thomas current IEP is designed to meet his parents desire that he is able to
socially interact with his peers and be in a normal and least restrictive environment.
This is a legitimate request, and has paid off according to the social/emotional
current level of performance. This issue now is that Thomas has nothing in his plan
regarding his transition to postgraduate life. According to law, IEPs must consider
post-graduate plans and integrate a plan by the time the student is 16 years old. At
this point, there has been no indication that Thomas IEP will change to meet these
needs. Thomas is showing effort, but is not showing skills necessary to be
successful after graduation.
I believe the special education teacher is correct in this case. While having
Thomas integrated socially is good, it is of much higher priority at this point to shift
the focus of his educational program to postgraduate success. The IEP needs to be
adapted and performed with proper procedures in order to have the best outcome
for the child.