Katherine Prescott has a pre-existing diagnosis of a learning disability. In kindergarten, Katherine was evaluated and diagnosis with autism. In addition, Katherine is an English Language Learner. Both of her parent speaks Spanish and minimal English. Katherine only opportunity to practice English is in school. Due to Katherine’s pre-existing diagnosis, her learning disability does not effect the goals that was stated on her IEP.
Katherine's pre-existing diagnosis of a learning disability will impact my goals and objectives, lessons design and/or assessment plan.
As for the objectives and worksheets, Katherine will be expected to retell the story in sequential order. Instead of asking Katherine to recall the story based on memory, Katherine will be given a worksheet with the list of events that happened in the story. Katherine will have to cut and paste the events in order. I will use Katherine's classwork as a work …show more content…
Based on my pre-assessment, Katherine has yet to master the goals established on the IEP. This provides me with the opportunity to create four lessons to improve her comprehension and sequential skills. I will create two goals that will tackle reading comprehension and retelling the story. For each story, I will focus on her comprehension skills and the following day on retelling the story in sequential order.
Katherine Prescott has an IEP plan that stipulates required accommodations for co-existing circumstances. Katherine‘s accommodations for testing are extended time, breaks, separate location/ room , on task focusing prompts, revised test directions and revised test format. Paraprofessional support/reteach and class work