1. A Case Study Talking to the school social worker and meeting the parents I found the following: Yassin is the second child in his family. His parents don’t have a good relationship. Their conversation lacks respect and understanding. The father always calls Yassin a “failure” because his academic level is lower than his brother. The mother,to Yassin, is a source of stress and blame. Yassin has a speech problem, he is afraid to talk, he can’t express himself. His speech problem and negative attitudes remained and got worse till grade two. Yassin lacks self confidence and joy. His damaged self-image worsened his academic level especially in reading. He could read but below the level. It was observed that,at the beginning of the school year, he was very sensitive and tended to cry whenever he got a test. The teacher had to encourage him a lot, patting his shoulder, hugging, showing excessive emotion to calm him down. He was always asking the teacher “ I am good??”. This repeated question indicates that he doesn’t believe in himself. Being encouraged and involved in kinesthetic activities, he showed better attitude in class. Being praised for any good behavior, made his school time better. Conducting a meeting with his parents, they agreed to meet his needs of encouragement, praise and understanding and to treat him with love and respect. Moreover, they agreed to make use of his love to computer by registering him to a funny reading program to enhance his reading ability.

2. Reason(s) for Plan Taking Stock (interests, strengths, learning preferences, experiences) Times of Personal Best (including social interactions) What’s Available? (check Continuum of Services) Hopes and Dreams (parent, teacher, child) Yassin in grade two has a reading difficulty. He always looks sad & depressed. He loves movements and acting. He is drawn to games and cartoons. He likes to color, cut and paste. He likes computer and doing learning games. Waiting for help from the teacher. Teacher input: l Working w/adults one-on-one l being praised and encouraged l acting Parent input: l playing computer games l Student input: l Doing learning games l watching pictures and videos l After school reading program l Social worker l Motivation sessions l Teachers building a learning community for students’ safety, belonging and enthusiasm l Yassin gains more self confidence. l He overcomes his reading problem. l He develops a better attitude toward school life. l He gains friends He has no friends. Planning Framework Baum & Schader, 2005

3. Grade-level Benchmarks Least Restrictive Environment Talent Development Options Necessary Support on grade level in all areas with exception of reading. Intellectual: reading workshops,phonics lessons and appropriate assignments. Physical: things to manipulate, movements. Emotional: motivation sessions, praise & encouragement. Technology, Computer: guiding parents to register Yassin and get access to www.headsprout.com www.headsprout.com Accessing www.starfall.com in class. www.starfall.com Acting: participation in class plays and improvisation Parent resources (encouragement, consistently giving good self-image, time, $) School encouraging his improvement. Teachers & social worker’s support for developing social skills with age-mates. Outcomes (how is it working?) Getting better in reading. Gaining more self confidence. Feeling safer and happier in school. Starting to better interact with his peers. IEP: Working Design (for Nov./ Dec.) Provided a reading program The teacher reads test questions These needs can be met in the school library and in class Baum & Schader, 2005