Assignment 1: Student Assessment

Table of Contents
Student Identification Information 3
Educational history 3
Personal and social history 4
Medical or health history 4
Educational achievement 5
Psychological data 5
Personal interests and preferences 6
Family interests and preferences 7
Community participation 7
Developmental, daily living, and independent living skills 7
Key questions to be addressed for this child 7
Rationale 8
Informal assessment instruments used 8
Rationale 8
Results of informal assessments used 9
Implications of results of informal assessments 9
Recommended formal instructions 9
Rationale 10
Evidence of sensitivity to gender, cultural issues, etc. 10
Recommended transition interventions with rationale 10
Goals 10
Reference 11

Purpose of Report:
They have struggled with school since junior high when anxiety and depression were diagnosed. H does not have any documented learning disabilities but did poorly in school due to missed days, skipped classes, and lack of desire. H felt her anxiety was heightened when at school. Prior to junior high, H had exhibited good grades in school and got along well with peers.
When H was asked about scholastic goals she responded that she was interested in attempting to take college classes. She shared feelings of apprehension of starting at a college campus. H preferred to go to community college first as she anticipates it will be smaller and easier to manage her anxiety. H also shared, when asked about her grades, that she had performed poorly and graduated with a 2.5 GPA. H expressed shame that she would not get into a university with her current GPA.
When H was asked about her career interests she shared that she was unsure and felt that she was interested in having a consistent schedule and a job that was predictable in nature. H expressed that she felt her anxiety could be managed better with a static schedule. H said she was interested in an office job. When H was asked about the idea of visiting an office or reading about different clerical positions she said she wanted an office job that had a high salary. It seems that H has to further evaluate her specific interests to better crystallize a
H asked if working with animals as a veterinarian or teaching pre-school children would fall into the helper category. When it was confirmed that they did, H appeared interested in furthering her knowledge about the professions. H was asked about her feelings towards schedule and predictability and explained that the careers she was interested in had enough structure and set hours. When further probed, it seemed that H was actually reluctant to choose a career that had unpredictable hours rather than unpredictable events-which would be likely to occur in a veterinary or teaching