Jennifer Jennifer is in 10 th grade at All Included High School. She has a learning disability that affects her performance in the subject areas of reading and spelling. Jennifer received specialized instruction in reading and spelling when she was in elementary and middle school, but now her reading is on grade level and her spelling has improved. She would like to graduate from high school and attend college to be a teacher.
Adam Adam is a 4 th grade student with autism. He attends school at All Included Elementary School. He meets the criteria for a student with a cognitive disability. He needs specialized instruction that will provide the language and behavioral structure he needs to be successful. He uses emerging verbal speech in conjunction with picture symbols to communicate. Adam has been making great academic progress; however, his curriculum remains focused on prerequisite skills from earlier grades.
Mark Mark is in 9 th grade at All Included High School. He is a student with Down syndrome, a cognitive disability, and a speech disability. Mark enjoys social interaction with his peers. He needs support in his academic classes to access the general curriculum. Mark will be starting his first job soon at the local grocery store. Mark has plans of graduating from high school with his peers.
The Blueprints of Support Accommodation and Modification Accommodation – a bypass of their disability Modifications – change in content The Continuum of Services LRE starts on far left of continuum Models of Support Range of services, must be individualized for each student
Matt Holloway 512.919.5396 email@example.com JC Sanders 512.919.5420 firstname.lastname@example.org
http://bit.ly/SPSoND Live Binder: Blueprint for Support