Jeremy:

Jeremy is a student attending Jackson Middle School who smiles at times and seems to enjoy rock and roll music when it is turned up really loud! He lives with his mother Joyce and their two dogs, Gizmo and Sassy. His mother reports that he loves the dogs, likes going to the movies and riding horses at the adaptive riding organization in town.

Jeremy.jpg

 

When he entered school, Jeremy received a comprehensive psychological evaluation and was found to have multiple disabilities due to a hearing impairment, impaired language skills, and a severe cognitive impairment. Jeremy wears hearing aids in both ears.   He is able to communicate basic wants with limited language.  He points to objects and uses basic words (eat, drink, more, music, water, play, mom, dad, etc…).  Jeremy is independently mobile, but has a stiff gait.  His fine motor skills are improving, but well below age level.  Jeremy is able to feed himself and eat solid food.  He is able to go to the bathroom independently, but has difficulty with buttoning and zipping his pants.

Jeremy presently is receiving basic functional life skills instruction as well as weekly speech and language, occupational therapy, and physical therapy.  His coursework is delivered in individual and small-group instruction in the special education room. Jeremy participates, with paraeducator support, in general physical education and music classes.

  

 

Age 14

Summary of findings of age-appropriate transition assessment:

On 8/28/2007 Jeremy and his mother participated in a teacher constructed interview regarding his strengths, interests, preferences and needs (interview document and responses can be found in Jeremy's permanent file).

 

Jeremy's mother shared that he does like activities where he can be around animals. Jeremy likes his dogs and he likes horseback riding. She also indicated that she would prefer that he live at home after he completes school, but is concerned about what he will do when she is at work.  Jeremy listened to the interview, but did not provide any verbal feedback.  

 

Jeremy also participated in the ISTAR assessment.  His skills fell within the K -1 level in most areas.  ISTAR results indicate that Jeremy has basic communication, object identification, and independent living skills.

 

For the upcoming year, the team needs to find out what types of supports and assistive technology will help Jeremy be successful in school.

 

What do I already know about this student?

  • Jeremy likes rock and roll music, but it must be loud for him to hear it.
  • He loves animals (dogs and horses).
  • Jeremy participates in the community by going to movies and riding horses at the adaptive riding organization in his community.
  • Jeremy's mother wants him to live at home when he finishes school.
  • Jeremy is a student with multiple disabilities: hearing impairment, speech and language impairment, and a severe cognitive impairment.

 

What else do I need to know about this student?

  • What are Jeremy's capabilities and opportunities for the future?
  • What devices would be appropriate for Jeremy's needs and independence?

 

What methods will provide this information?

  • Assistive Technology Protocol for Transition Planning
  • Parent interview

 

How will this assessment data be collected and used?

Jeremy's teacher will gather information from observing Jeremy and interviewing his mother to complete the Assistive Technology Protocol for Transition Planning. This information will be used to plan for instructional strategies and to determine appropriate supports.

 

 

 

Age 15

Summary of findings of age-appropriate transition assessment:

The Assistive Technology Protocol for Transition Planning given on 9/25/08 and 10/15/08 showed that Jeremy would benefit from an exploration/trial period to look at appropriate assistive technology devices.  He currently uses basic switches and low tech pointing devices with success.  It is recommended that the school work with the local PATINS office to determine what other devices might increase Jeremy's independence.   Jeremy's mother shared in an interview on 9/25/07 that he uses earphones to listen to his music. She also said that regarding mobility, Jeremy can navigate around the house without support and locate items that he wants.  Jeremy is able to, according to mother; pour a bowl of cereal for himself in the morning.  He does not use any basic appliances in the home.  She reported that Jeremy does not  appear to always understand cause and effect (crossing the street, touching hot things, etc…)  and is concerned about supports he may need in his adult life to stay safe and be as independent as possible. She said that she can provide transportation for Jeremy to attend community activities, but not during the week because she has to work. Jeremy's mother understands that Jeremy should pursue the certificate program at his high school.

Jeremy's has shown growth on the ISTAR assessment (dated 4-20-08) in communication and gross and fine motor skills.  He continues to show a deficit in independence and daily functional skills.

For the upcoming year the team will help Jeremy focus on exploring his capabilities and opportunities for independence and future goals.

 

What do I already know about this student?

In addition to the information gathered from the previous year:

  • Jeremy can use earphones to listen to music he likes and to listen to instruction in school.
  • Jeremy can use basic switches and devices
  • Jeremy should explore other AT devices for his communication and independence
  • Jeremy will need supports to achieve his post-secondary adult goals.
  • Jeremy's mother can provide transportation for Jeremy to activities in the evenings or weekends.
  • Jeremy will work toward the certificate program.

What else do I need to know about this student?

  • What are Jeremy's capabilities and opportunities for the future?
  • What devices would be appropriate for Jeremy's needs and independence?

 

What methods will provide this information?

  • Person-Centered Planning – Making Action Plans (MAPS)
  • AT usage and output data collection

How will this assessment data be collected and used?

  • Jeremy's teacher will administer MAPS person-centered planning instrument. Information from MAPS will be used to understand Jeremy's desires and to determine job exploration activities and independent living needs.
  •  Jeremy's teacher will locate at least 2 new devices and try them with Jeremy.  She will keep data on usage and independence.  She will be supported in this by the SLP, and OT.

 

 

Age 16

Summary of findings of age-appropriate assessment:

Information from the MAPS person-centered planning activity that Jeremy participated in on 9/12/09 indicated that he would benefit from job exploration in areas involving caring for animals.  Jeremy tried 2 different AT devices.  He used an iPad for one semester to communicate, identify objects, watch videos, and work/play independently.  This was very successful for Jeremy.  He got excited each time he used the device.  Jeremy was able to hold the device independently and learned to recognize the icons for the activities and programs he wanted to participate in.  Jeremy also explored a verbal communication board with 16 choices of words, activities, and actions.  Though he became more proficient with communicating with the device, it was not as successful (or exciting) as the IPAD.

In the Upcoming year the team will support Jeremy in identifying the courses and activities specific to working with animals and independent living.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Jeremy would like to explore jobs that involve caring for animals.
  • Jeremy was successful with using the iPAD for both instruction and recreation
  • Jeremy continues to show progress both academically and functionally.

What else do I need to know about this student?

What are some job-shadowing and/or work experiences that Jeremy would like to try in the area of working with animals?

  • What are Jeremy's present independent living skills?

What methods will provide this information?

  • Job-shadowing experiences at the local animal shelter and veterinary clinic.
  • Self-care Abilities Listing

How will this assessment data be collected and used?

  • Transition coordinator will set up job-shadowing activities. Information from Jeremy's experiences will help determine work experience placements for next year.
  • Jeremy's teacher and mother will provide information about Jeremy's self-care abilities. This data will provide guidance regarding Jeremy's independent living needs.

 

 

Age 17

Summary of findings of age-appropriate transition assessment:

Jeremy enjoyed his job shadowing experiences at the animal shelter (dates) and the veterinary clinic. He had the opportunity to feed some of the dogs in the shelter with assistance from his job coach.  Jeremy took his IPAD with him to the veterinary clinic.  His teacher and SLP had loaded appropriate icons for tasks, people, and animals.  Jeremy became quite proficient at recognizing people, saying their names, as well as naming animals.

 

Results of the Self-care Abilities Listing (10/13/10) indicate that Jeremy needs some assistance in the areas of personal hygiene and food preparation.

 

For the upcoming year the team will support Jeremy in learning tasks that he can perform at the animal shelter where he does his work experience. The team will also find out how to integrate food preparation skills into the classroom to enhance his independent living skills.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Jeremy liked his job shadowing experience at the local animal shelter and veterinary clinic and will be doing a work experience two hours twice a week at the animal shelter.
  • Jeremy is capable of performing some of the tasks at the animal shelter.
  • Jeremy benefits from having an AT device on his job site.
  • Jeremy will need regular supports in his adult living.

What else do I need to know about this student?

  • What tasks can Jeremy perform at the animal shelter?
  • What supports will Jeremy need?
  • What food preparation skills can be integrated into the classroom?

 

What methods will provide this information?

  • Job Task Analysis
  •  Observation and data collection from Life Skills Family and Consumer Science class (FACS).

How will this assessment data be collected and used?

  • Jeremy's job coach will develop a task analysis for feeding the dogs at the animal shelter. Jeremy's performance on this task analysis will help determine other jobs that he may be able to do at the animal shelter.
  • Jeremy will participate in the Life Skills Family and Consumer Science Class, which works on basic food recognition, preparation, and clean up.  Data will be collected from identified tasks, including level of independence.

 

 

Age 18

Summary of findings of age-appropriate transition assessment:

Jeremy participated in a work experience program at the local animal shelter on Mondays and Wednesdays from 11:00 AM to 1:00 PM each week. He was able to follow the task analysis plan, with some prompting from his job coach, for feeding the dogs at the animal shelter. Jeremy was also provided social stories for each task at work.  Prior to going to work, he would watch these social stories to prompt and pre-teach expectations.  Jeremy was very attentive with this method. 

Jeremy participated in the Life Skills FACS class during second semester.  Observation data indicated that Jeremy was able to recognize where foods were kept, locate foods from visual and verbal cues, open boxes and cans (with assistance), and mix ingredients together.  Jeremy was not successful using the microwave, but was able to use the toaster.  Jeremy was able to set a table correctly, using an outlined placement.  Though he did not like cleaning dishes, he was able to carry his dishes to the sink and run water over them.

For this upcoming year the team will support Jeremy in learning additional tasks at the animal shelter. The team will also work with Jeremy to determine transportation needs and explore adult services in the community.

 

What do I already know about this student?

In  addition to information gathered from previous years:

  • Jeremy can follow the task analysis plan for feeding the dogs at the animal shelter with some supports from his job coach, and pre-teaching with a social story.
  • Jeremy can work for a two-hour period.
  • Jeremy is able to locate basic food items and assist in simple food preparation and clean up

 

What else do I need to know about this student?

  • What other tasks can Jeremy do at his work experience at the animal shelter?
  • How will Jeremy access his work activities after he completes high school?
  • What adult services should be explored to support Jeremy's independence and long term goals?

 

What methods will provide this information?

  • Job Task Analysis
  • Community-based instruction and assessment - Investigate public transportation options in the community
  • Discussion with local Adult Service Agency regarding services for adults in the community

 

How will this assessment data be collected and used?

  • Jeremy's job coach will work with Jeremy and the local animal shelter to develop a job task analysis for another job task at the animal shelter that Jeremy would like. This information will be used to help Jeremy increase his job skills at the animal shelter.
  • Jeremy's IRT (Itinerant Rehabilitation Teacher) will work with Jeremy and his mother to assess transportation options for Jeremy in the community. This information will help determine how Jeremy can get to his job or volunteer work at the animal shelter when he completes school.
  • Information from Jeremy's Transition IEP and Summary of Performance can be shared with the appropriate agencies to determine if Jeremy should remain in high school for more education and training or receive outside services.

 

 

 What Do You Think?

What would you have done idfferently in Jeremy's case? Why?

What other questions do you have about this case?