Adams Assessment Report and Special Education Need - 825 Words

Adams Assessment Report and Special Education Need (Case Study Sample) Content: Adamà ¢Ã¢â€š ¬s Assessment Report and Special Education NeedName:Institution:Adamà ¢Ã¢â€š ¬s Assessment Report and Special Education NeedAdam Gallery, the 11-year-old boy in grade 6.5, is displaying anxiety and is thought to be having a learning disability in many areas of academics. This observation from different people and evaluation helps to address this problemTable of the summary of Adamà ¢Ã¢â€š ¬s Assessment Report.Assessment Report Summary Suitability of the assessment Appropriateness of the evaluation tool to the student Teacher assessment. (Mr. Robinson) Adam displays withdrawn moods and anxiety in class. He does not sustain attention in class and slow in all activities compared to others. Academically, he is below average on many levels of reading, comprehension and writing with complete disability in math calculations. Observation of anxiety, being slow and withdrawal symptoms greatly affects math ability. These observations are related to that Adam ca nnot take the time to commit math facts to memory hence making errors. Coupled with low reading and comprehension ability, word-problem solving is difficult. The teacher can assist Adam is by giving him individual attention, breaking learning into smaller steps that he can follow, using a more detailed diagram, drawings, illustrations, and videos. Learners like Adam can learn better by helping him focus since he is already organized and careful. Father assessment Adam was born and normally developed like other children and the same conditions with normal behavior. For a year under observation, Adam is reserved, lacks concentration, easily gives up on difficult tasks and isolates himself. He is inattentive, anxious and withdrawn. Adam, according to the father, has a health condition that does not require medication. Adam may be having an inherited condition that affects brain development as shown by sluggishness, anxiety and withdrawal symptoms. Adam can be assisted at home encouragi ng persistence in classwork. Also, Adam can be assisted to get enough exercise, sleep, and nutrient rich diet to help him concentrate, focus and work hard. Self-assessment Adam says that he does not interact with others, organized but slow, anxious and easily distracted during learning. Tasks involving mathematics, speed, and oral expression is tough to him while others involving comprehension, reading, basic writing and listening being manageable. Adam is slow academically and totally impaired in mathematics. An outstanding characteristic here is slowness. His social skills are poor and need to be encouraged to play and socialize with others. Classroom Assessment. Adamà ¢Ã¢â€š ¬s activities are observed to be off task. Other behaviors are inattentiveness, anxiety and withdrawal symptoms. Adam performs most activities off task and loses concentration. He can be assisted by following in a step-by-step example and encouraged to follow. Increasing rigor in activities can help. Intelle ctual Ability assessment Adamà ¢Ã¢â€š ¬s intellectual ability is within the normal range with others of his age. This assessment implies that his mental ability is normal and can do tasks like others of his class. This assessment places him at the same level as others. Cognitive ability assessment Adamà ¢Ã¢â€š ¬s cognitive ability is within the normal range. Performing cognitive tasks, simple vocabulary, fluency, flexibility in thinking and focusing on stimuli are average. His average ability in cognitive tasks gives him the ability to understand what he is being taught. Adam is teachable and with closer attention can improve in cognitive tasks. Academic achievement Adam performs dismally in many areas of academics. These are: Listening and comprehension, Knowledge of subjects like sciences, history, geography and others, basic writing, reading comprehension, written expressions, math calculation skills and reasoning, phonological awareness, reading fluency and application of aca demic skills His academic achievement is poor to negligible which indicates his learning difficulty. Adamà ¢Ã¢â€š ¬s performance is very low he cannot perform future tasks with more complexity as he progresses. He can be left to regulate their learning to reflect his performance. Informal Writing Evaluation Adamà ¢Ã¢â€š ¬s writing ability is manageable in several aspects such as handwriting, punctuation, and vocabulary. Adam is confident in writing. Although adequate, it requires improvement since its below average Adam can be helped by reducing hand fatigue and helped focus on the organization of words and spelling games. Part TwoSeeking Consent for Special EducationAdam grew up and normally developed just like other children of the same age. However, as he progresses through his education, he began manifesting learning disabilities that require special education. This difficulty is evident in many areas of learning such as listening and comprehension, knowledge of subjects like geography, sciences, history and others, basic writing, reading comprehension, written expressions, math calculation skills and reasoning, phonological awareness, reading fluency and application of academic skills. . From the academic achievement evaluation, key areas that enable Adam to learn and progress shall offer total inhibition to his advancement in the future rendering him totally unable to fit into the normal classroom.Adam has been struggling in school until now in the 6th grade when his progress is getting worse. He needs a change of placement to a different environment due to unmet social and emotional needs, and the inability to cope up with the academics. From the academic achievement evaluation,...