Case Study Review

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Case Study Review

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10/30/2020 8:12:18 PM

Due Date:

11/01/2020 10:00



Number Of Pages:

3     Double-spaced (900 words)

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Course Work

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Ricardo is a student with many issues. After you read the case, write a paper, at least three pages in length (excluding the cover page and references) that answers the following questions: Prior to the meeting, what could Ricardo’s teachers do to help his mother feel valued as a member of the IEP Team and to better understand her role in developing the IEP? What additional information could Ricardo’s mother provide that would help the team better understand his academic and social needs as a student who is an English language learner and whose primary language in the home is Spanish? What do you see as important for Ricardo to learn in school? Number your answers, but do not restate the questions in your response. Be sure to support your answers with citations from the text and any other sources you use, and follow proper APA style. Case Study: Ricardo, a first-grader at Bloomington Hill Elementary School, has recently been referred by his teacher, Ms. Thompson, to the school’s prereferral team for an evaluation. During the first few months of school, Ricardo has continued to fall further behind in all content areas, and he has difficulty connecting with his peers. This is his first year at Bloomington Hill Elementary School, and he didn’t have any school records when he enrolled. From the beginning of the year, Ms. Thompson noticed that Ricardo has very little language production, and some repetitive characteristics that caught her attention. Ricardo does not engage with the other students in the class and becomes frustrated when his peers attempt to use the tools that he is using. Ms. Thompson structures her curriculum around cooperative learning centers, which seem to work for most students, but not Ricardo. It was clear to Ms. Thompson that Ricardo’s language development was delayed as well. He had a very limited expressive vocabulary and had some difficulty following directions if more than one or two steps were involved. Ms. Thompson contacted Ricardo’s mother, Maria Galleghos (a single parent), to inform her that she would like to refer Ricardo for an in-depth evaluation to determine is he is on the autism spectrum. A representative from the school would be calling her to explain what the evaluation meant and to get her approval for the necessary testing. The school psychologist, Jean Andreas, made the call to Ms. Galleghos. During the phone conversation, Ms. Galleghos reminded the school psychologist that the primary language spoken in the home was Spanish, even though she and his siblings spoke English, too. Ms. Andreas indicated that the assessment would be conducted in both Spanish and English to determine whether Ricardo’s delays were related to a disability or perhaps to problems with English as a second language. Having received written approval from Ricardo’s mother, the school’s prereferral team conducted an evaluation of Ricardo’s academic performance. The formal evaluation included achievement tests, classroom performance tests, samples of Ricardo’s work, behavioral observations, and anecdotal notes from Ms. Thompson. Additionally, Ms. Thompson and Ms. Galleghos completed the Autism Behavioral Checklist (ABC). An interview with Ms. Galleghos was conducted as part of the process to gain her perceptions of Ricardo’s strengths and problem areas and to give her an opportunity to relate pertinent family histor y. The evaluation confirmed his teacher’s concerns. Ricardo was more than two years below what was expected for a child his age in both reading and language development and showed a deficit in social relation, language and communication skills, and social and adaptive skills on the ABC. Ricardo’s difficulties in these areas did not seem to be related to his being bilingual, but the issue of English as a second language would need to be taken into careful consideration in developing an appropriate learning experience. The team determined that Ricardo qualified for special education services as a student with autism spectrum disorder. Once again, Ms. Andreas contacted Ms. Galleghos with the results, indicating that Ricardo qualified for special education services. Ms. Andreas pointed out that, as a parent of a student with an identified disability, Ms. Galleghos had some specific legal rights that would be further explained to her both in writing and orally. One of those rights is the right to participate as a partner in the development of Ricardo’s individualized education program (IEP). Ms. Andreas further explained that a meeting would be set up at a mutually convenient time to develop a plan to assist Ricardo over the next year. Please use this textbook as a reference: Hardman, M.L., Eagan, M.W., & Drew, C.L. (2017). Human exceptionality: School, community, and family. Cengage Learning. You can download a free copy at:

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