Instructor Resources

Chapter 5

Case Study Answer Key Articulation: Think, Write, Share

Think back to the case of Eliana. Answer the following questions.

• Explain how Eliana’s speech is impacting her educationally.
  • 90% intelligibility is not age appropriate. At her age, she should be 100% intelligible (e.g., understood 100% of the time).
  • She is beginning to experience a negative social-emotional impact with her friends commenting on her speech, as well as her self-consciousness.
  • Her participation in class is diminishing.
• Would she qualify for services in school? Why or why not?
  • She is expressing errors on /r/ in English and Spanish, which should be developed before the fifth grade.
• What difference vs. disorder do you notice with her articulation?
  • As Eliana is a Spanish speaker, we must consider whether the speech sounds in error are in Spanish, as well as English. Looking at the chart on page [XX], we can see that /th/ is not present in Spanish. Therefore, the errors in that sound are a dialectical difference rather than a disordered speech sound. /r/ is present in both English and Spanish, and Eliana produces errors in the sound in both languages, thus qualifying as a disordered speech sound.
• How could a special education teacher collaborate with the SLP to meet this student’s needs?
  • The teacher could talk with the SLP about books, conversational dialogue, and other ways to support Eliana in the classroom through class discussion and activities about celebrating uniqueness and accepting challenges.
  • The teacher could provide Eliana with verbal reminders/cuing in the classroom as appropriate.
  • The teacher should understand what Eliana needs to feel confident in participating in classroom discussions.

Language: Think, Write, Share

Think back to the case study of Eric. Then answer the following questions.

• Do you support having the SLP look further into his language skills during the evaluation? Please provide your rationale for why you would or would not support the evaluation.
  • Yes! Although it seems that he has some age-appropriate skills, it may be good to see what current levels he is demonstrating, as compared to his peers at this time. We would then know whether he can be appropriately dismissed, or if there are areas of need that should be supported.
• What additional information would be beneficial for the team to know to comprehensively understand his current skill level before developing the plan?
• Even if he does not qualify for speech-language services following the evaluation, what could you do to support Eric’s growing language skills in your special education classroom?
  •  Model what positional concepts are challenging for him. Use the words often in a variety of contexts to help him generalize.
  • Provide him with extra wait time to consider the new positional words before jumping in to show him what you mean.
  • Use gestural cues to support your verbal directions – Talk to the SLP about what they may recommend.
• Eric has difficulty understanding what is meant by “ocean animals,” “vegetables,” and “tools.” What element of language is he having difficulty with?

(b) Semantics – These are vocabulary words!

Fluency: Think, Write, Share

Think back to the case study of Julian. Then answer the following questions.

• Why do you think Julian’s stuttering has recently increased?
  • Increased emotional stress due to the move
  • Increased emotional stress due to new school/peers
• Who will be involved in this evaluation planning discussion?
  • Social worker for socio-emotional needs
  • School psychologist/evaluator to determine whether reading evaluation is appropriate
  • Reading interventionist to provide current reading levels on reading progress
  • Speech-language pathologist for fluency concerns
• What classroom support should be provided for his social-emotional needs?
  • Books, conversational dialogue, and activities to support Julian in the classroom through class discussion and activities about celebrating uniqueness and accepting challenges
  • A slow rate of speech during classroom discussions
  • Taking pressure off Julian to share in class – Consider having him talk only when he is prepared rather than “cold calling.”
  • Have him give classroom presentations/speeches only to the teacher rather than the whole class.

Voice: Think, Write, Share

Think back to the case study of Alex. Then answer the following questions.

• Explain what might be causing Alex’s vocal hoarseness.
  • Yelling
  • Talking loudly
  • Loud noises during play
• Explain what the next steps would be for the team regarding Alex’s voice concerns.
  • Getting more medical attention
  • Educating the family about voice disorders
  • Gathering more information about Alex’s voice
• How can special or general education teachers and staff collaborate with the SLP and support this student’s communication needs?
  • Implement interventions for vocal quality for a series of weeks to see whether his quality will improve with general education support.
  • Collaborate with the SLP about ways to support his voice at home and add these into the accommodations during the IEP meeting.
  • Open an evaluation for the SLP to formally assess Alex’s vocal quality.
  • Implement a voice chart.
  • Encourage Alex to hit a pillow or do something more appropriate other than yelling when frustrated.
  • Teach Alex other expressive play rather than pushing/abusing their voice.
  • Work strategies into managing behavior, reduce yelling/crying through sensory breaks, five-point scales, address behavioral issues as a team.

AAC: Think Write Share

Think back to the case study of Denise. Then answer the following questions.

• What current forms of AAC is Denise already using?
  • Unaided AAC: signs, gestures, body language, facial expressions
  • Aided AAC: technology (i.e., typing on the computer/iPhone)
• What steps should the team take during times of communication breakdowns?
  • Ask the SLP about an AAC trial or evaluation.
  • Prompt Denise to “try a different way” with other materials.
  • Give her other options about how to respond (e.g., low-tech AAC, visuals).
• How might you incorporate Denise’s interests into learning to functionally use AAC to improve her communication?
  • Have a paraprofessional model how to use the device during high interest times of the day: art, reading, and social times. The paraprofessional or other staff can incorporate core (the most important) words or other high-frequency vocabulary terms.

Chapter 6

• What are Elsa’s strengths and interests? Area(s) of need?

Elsa’s strengths include her intelligence, caring nature, and potential for academic excellence. She also enjoys spending time with friends and participating in physical activities such as swimming, running, and skating. Additionally, Elsa is invited to social events such as play dates and birthday parties, suggesting that she has good social skills.

However, Elsa also has areas of need that are impacting her academic and social functioning. She has difficulty focusing and sitting still in class, often requiring reminders to stay on task. Her impulsivity and emotional reactivity cause her to demonstrate attention-seeking behaviors, leading to concerns about her social maturity. Her family has a history of ADHD, mental health concerns, and academic excellence. She was diagnosed with ADHD and received special education services under the disability category of Other Health Disability (OHD). Elsa’s difficulty falling and staying asleep may also be impacting her functioning during the day. Overall, Elsa’s areas of need center around attention, behavior, and emotional regulation.

• What school, community, and cultural factors might be impacting Elsa?

At school, Elsa’s difficulties with attention, impulsivity, and emotional regulation could be impacting her academic performance and relationships with peers and teachers. Her teacher notes that Elsa can be easily led and influenced by others and can act socially immature, suggesting that she may be struggling to navigate social situations effectively. The teacher’s recommendation for a Functional Behavioral Assessment (FBA) suggests that the school is taking a proactive approach to understanding Elsa’s behavior and designing appropriate supports. Additionally, Elsa’s special education services and IEP show that the school is working to provide her with the necessary accommodations and modifications to support her learning.

In the community, Elsa’s participation in physical activities and social events shows that she has access to opportunities for social interaction and physical activity. However, her difficulties with impulsivity and emotional regulation could be impacting her relationships with peers outside of school. Additionally, Elsa’s difficulty falling and staying asleep may be impacting her ability to participate in extracurricular activities or spend time with friends.

Culturally, Elsa’s family’s history of ADHD and academic excellence could be impacting her perceptions of herself and her academic abilities. Additionally, the way in which Elsa’s caregivers and teachers respond to her behavior may be influenced by cultural beliefs and expectations. It is important for the school and Elsa’s caregivers to consider cultural factors that may impact her education and behavior, and ensure that appropriate support is provided.

• How does Elsa’s behavior differ from typical development regarding the following aspects: (1) cognitive, (2) social-emotional, (3) communication, (4) motivation, and (5) learning? Provide a rationale grounded in information from the case study connected to the information shared in this and earlier chapters. Also, are there strengths/needs for Elsa that fall into the executive functioning category? If so, add a specific label (e.g., self-awareness – notices social cues).

Cognitive: Elsa’s difficulties with attention and impulsivity suggest that she may have challenges with executive functioning, which is a set of cognitive processes that include planning, organizing, initiating, and self-monitoring. Elsa’s struggles with maintaining attention and following instructions are not typical for her age, as most seven-year-olds can sustain their attention for longer periods and follow multi-step instructions with relative ease.

Social-emotional: Elsa’s behavior differs from typical development in terms of social-emotional functioning. Her tendency toward attention-seeking behavior, emotional reactivity, and aggression suggests that she may be struggling to regulate her emotions effectively. Elsa’s social immaturity, as noted by her teacher, also indicates that she may be having difficulty navigating social situations appropriately.

Communication: There is no information provided in the given context to suggests that Elsa has communication difficulties.

Motivation: Elsa’s motivation is not described in detail in the given context. However, her tendency toward attention-seeking behavior suggests that she may be motivated by external factors such as receiving recognition or attention from others.

Learning: Elsa’s difficulties with attention, impulsivity, and emotional regulation are impacting her learning. She has received special education services under the disability category of Other Health Disability (OHD) since late kindergarten, suggesting that her challenges are significant enough to require additional support. Additionally, her difficulty falling and staying asleep may be impacting her alertness and ability to learn during the school day.

• Then, explain how/why you think Elsa qualified as a student with OHD?

Elsa qualified as a student with Other Health Disability (OHD) due to her significant challenges with attention, impulsivity, emotional regulation, and disruptive behavior. According to the Individuals with Disabilities Education Act (IDEA), students with OHD are those who exhibit “limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment.”

In Elsa’s case, her difficulties with attention, hyperactivity, and emotional regulation are impacting her ability to be alert and attentive in the classroom. She is easily distracted and often interrupts others and blurts out answers, which disrupts the classroom environment. Her difficulty following instructions and remembering routines also suggests that she may have difficulty with executive functioning, a set of cognitive processes that are critical for success in the classroom. Additionally, her difficulty falling and staying asleep at night may be impacting her alertness and ability to learn during the school day.

Overall, Elsa’s challenges with attention, hyperactivity, and emotional regulation are impacting her ability to access and benefit from her education. Therefore, she has been identified as a student with OHD and is receiving special education services to address her unique needs.

• Briefly self-assess your executive functioning skills by reviewing the above list or completing this online executive functioning assessment. Reflect on your results and consider how you may have been impacted in the past or present by your feelings. What potential bias do you notice in this assessment?

Responses will vary.

• What was new or surprising to you about these misconceptions and causes of ADHD?

Responses will vary.

• Discuss the causes of ADHD and misconceptions with a few of your friends or members of your family (choose friends or family members who know little about ADHD), and ask them what they think the cause of ADHD is. Also, ask them to explain their answer/thinking. Based on what they share, why is this likely the case? How did you or would you respond?

Responses will vary.

• Imagine you are on your way to the light rail after school. A colleague is with you, complaining about a student in your class with ADHD. How might you gently shift the conversation to a focus on the student’s many strengths and genius? Draw on the work of Gholdy Muhammad.

One way to shift the conversation toward the student’s strengths and genius is to draw on the work of Gholdy Muhammad, who advocates for a strengths-based approach to teaching and learning. Here are some suggestions:

Acknowledge your colleague’s concerns: Start by acknowledging your colleague’s frustrations and concerns about the student. Show that you understand and empathize with their perspective.

Reframe the conversation: Gently shift the conversation toward the student’s strengths and genius. For example, you might say something such as, “I hear your concerns, but I also want to highlight the many strengths that this student brings to the classroom. They have a unique way of thinking and problem-solving that can benefit our class.”

Provide specific examples: Share specific examples of the student’s strengths and achievements. This could be academic achievements or social/emotional strengths. For instance, you might say something such as, “I’ve noticed that this student is very creative and comes up with unique ideas in class discussions. They also have a great sense of humor that brings joy to our classroom.”

Connect with the student’s interests: Show how the student’s interests and strengths can be leveraged to engage them in learning. For example, if the student is interested in technology, you might suggest incorporating more tech-based assignments in your class.

Emphasize the importance of a strengths-based approach: Explain how a strengths-based approach can benefit all students, not just those with ADHD. Highlight the scholarship of Gholdy Muhammad and others who have shown that focusing on strengths can improve academic outcomes and boost students’ self-esteem.

Overall, by gently shifting the conversation toward the student’s strengths and genius, you can help your colleague see the positive aspects of the student and open up new possibilities for their success in the classroom.

• Jot down some of your identities. How have they impacted you (e.g., school, community, family)?

Responses will vary.

• List some identities you notice Elsa holding. How might these identities impact (positively and negatively) her ADHD diagnosis and ensuing support?

Elsa’s identities as a daughter and a student with academic potential may motivate her to work hard and excel in school, despite her challenges with attention and impulsivity. Her identity as a friend and a member of her community may also provide her with a social support system that can help her cope with her ADHD symptoms and build resilience.

Elsa’s identity as a young girl may contribute to gender biases in the diagnosis and treatment of ADHD, as girls are often underdiagnosed and undertreated, compared to boys. This may lead to delayed or inadequate support for her ADHD symptoms. Additionally, Elsa’s identity as a student with special needs may result in stigmatization and social isolation, which can negatively impact her self-esteem and academic progress.

It is important for Elsa’s caregivers, teachers, and support team to be aware of these potential impacts and work to address them in a proactive and supportive manner. This may involve providing inclusive and culturally responsive support that considers Elsa’s unique identities and experiences. It may also involve addressing any biases or stigma that may arise around her diagnosis and working to create a supportive and empowering learning environment.

• What assets could Elsa’s teachers include in her school day/instruction to support her success?

There are several assets that Elsa’s teachers could include in her school day/instruction to support her success. Here are some examples:

Accommodations and modifications: Elsa’s IEP should include specific accommodations and modifications to support her learning and behavior. For example, these might include preferential seating, frequent breaks, extra time on assignments, and visual aids.

Positive reinforcement: Teachers can use positive reinforcement to encourage Elsa’s desired behaviors such as following directions and staying on task. This might include praise, rewards, or a token economy system.

Sensory integration: Many students with ADHD are sensitive to sensory input and may have difficulty regulating their reactions to stimuli. Teachers can incorporate sensory integration strategies, such as fidget toys, weighted blankets, or calming music, to help Elsa regulate her sensory input.

Movement breaks: Students with ADHD often benefit from frequent movement breaks to help them release excess energy and refocus their attention. Teachers can incorporate brief movement breaks into their instruction, such as stretching or jumping jacks, to help Elsa stay focused.

Social skills instruction: Elsa may benefit from social skills instruction to help her manage her emotions, develop positive relationships with peers, and build self-awareness. This might include social stories, role-playing, or group therapy.

Individualized instruction: Teachers can work with Elsa one-on-one or in small groups to provide individualized instruction that meets her specific needs and learning style.

Parent and caregiver involvement: It is important for teachers to collaborate with Elsa’s parents and caregivers to ensure that they are aware of her progress and can provide consistent support at home. Teachers can also involve parents and caregivers in the development of her IEP and behavior plan.

By incorporating these assets into Elsa’s school day/instruction, teachers can help support her success in the classroom and beyond.

• Do you believe that it is ethical to prescribe stimulant medication to children? Why or why not? What are the risks associated with withholding stimulant medication from children with ADHD?

Responses will vary.

• How should society balance the need to treat individuals with ADHD using stimulants with public health concerns about the abuse of these same medications?

Responses will vary.

• At conferences, a caregiver asks you if you think their child should start medication for ADHD. How would you respond?

A sample response might be: I cannot provide medical advice or make specific recommendations regarding a child’s medication. However, I can provide some general information that might be helpful for the caregiver to consider when making this decision.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects children and can persist into adulthood. It is characterized by symptoms such as inattention, hyperactivity, and impulsivity, which can significantly impair a child’s functioning and academic performance.

The decision to start medication for ADHD should be made in consultation with a qualified healthcare professional, such as a pediatrician or child psychiatrist, who can evaluate the child’s symptoms and medical history, as well as discuss the potential benefits and risks of medication.

It is also important to consider non-pharmacological interventions that may be helpful in managing ADHD symptoms such as behavioral therapy, parent training, and academic accommodations.

Ultimately, the decision to start medication for ADHD should be based on a comprehensive evaluation of the child’s symptoms, functioning, and individual needs, in consultation with a healthcare professional.

• Imagine you are working with a student with ADHD who will soon begin their transition planning. As their IEP manager, you want to support them. Explore the Office for Students with Disabilities (OSD) webpage at Normandale Community College. What information would you find helpful/useful? How would you use this webpage with a student with ADHD?

Responses will vary.

• You may access services from OSD. If you have, how has that experience been for you? Strengths? Ideas for improvement?

Responses will vary.

• What were the supports listed in this section that Elsa received?

It is not explicitly stated in the information provided what supports Elsa received, other than that she has been receiving special education services since late kindergarten under the disability category of Other Health Disability (OHD). However, it can be inferred that Elsa may be receiving some form of academic support to address her difficulties with reading and writing, as it is mentioned that she could not print her surname and recognized only a few pre-primer words. Additionally, Elsa is receiving social skills instruction related to self-management, as this is listed as a current support in her IEP.

Based on the information in this section, how might the existing supports be improved, and what additional supports should be added? Provide a rationale for your recommendations.

Based on the information provided, the existing supports for Elsa should be reviewed and adjusted to better address her needs. Her current IEP includes social skills instruction related to self-management, which is a good start, but there are additional areas that need to be addressed to support her success.

First, given Elsa’s difficulties with focusing and sitting still in class, additional support should be provided to help her stay on task. This could include accommodations such as frequent breaks or a sensory diet that includes physical activity breaks throughout the day. Additionally, providing her with a quiet workspace or alternative seating arrangement may help her focus better in class.

Second, Elsa’s emotional reactivity and aggressive behaviors should be addressed through the development of a behavior intervention plan (BIP) that outlines strategies and supports for managing her behavior. The proposed Functional Behavioral Assessment (FBA) can help identify the underlying causes of her challenging behavior and develop a comprehensive plan to address them.

Third, Elsa’s academic needs should be addressed through additional educational supports. Given her difficulties with reading and writing, it may be helpful to provide her with a structured literacy program that explicitly teaches phonics, decoding, and reading comprehension strategies. Additionally, providing her with assistive technology, such as text-to-speech software or speech-to-text software, may help her access the curriculum more effectively.

Fourth, it may be beneficial for Elsa to receive counseling or therapy to help her manage her emotional impulsivity and to develop coping strategies for dealing with frustration and stress.

Finally, it is essential to ensure that Elsa’s parents and caregivers are informed and involved in her education and treatment plan. Providing them with regular updates and opportunities for collaboration can help them support Elsa’s progress, both at home and in the school setting.

Chapter 8

Case Study & Think, Write, Share Answer Key

• What are Tokala’s strengths and interests?
  • Loves to play basketball, computer games, and watch videos
  • Proud of his Native American culture and enjoys attending related events and music
  • Wants to make friends
  • Reading (at grade level)

• Area(s) of need?
  • Social interactions
  • Transitions
  • Self-regulation (not explicitly listed but might want to investigate more)

• What school, community, and cultural factors might be impacting Tokala?
  • Perhaps a mismatch between his home culture and that of his school (e.g., primarily White middle class)
  •  Important to note that he is proud of his culture and successful in school when learning is connected to it (e.g., music class)

• Explain how/why you think Tokala qualifies as a student with EBD?
  • Federal criteria: a, b, and c
  • Minnesota criteria: c along with two settings, home, and school

• What other information would you want to help in making this determination?
  • The cultural mismatch between home and school; are the expectations so different that they cause Tokala to struggle in school?
  • How does Tokala interact/respond when attending cultural events and gatherings with his family?

• Which of the misconceptions about students with EBD surprised you? Explain.
  • Answers will vary.

• Create a scenario regarding a teacher sharing a misconception about Tokala with you in the hallway after school. Then share how you would respond.
  • Possible scenario: (Teacher 1) – “I heard Tokala is a handful at home and just does whatever he wants so no wonder he won’t listen to us at school.” (Teacher 2) – “I believe his caregivers are doing the best they can. We need to support and help them deal with any challenges they are experiencing in the home environment. Share resources and make connections to community agencies.”

• How would you characterize Tokala’s behavior? Explain.
  • His behavior appears to fall in the externalizing category, as Tokala shows aggression toward peers and adults, which has become dangerous, leading to disciplinary action.

• How does Tokala’s behavior differ from typical development regarding the following aspects: (1) cognitive, (2) social-emotional, (3) communication, (4) motivation, and (5) learning? Provide a rationale grounded in information from the case study connected to the information shared in this and earlier chapters.
  • (2) Aggression or self-injurious behavior (acting out, fighting)
  • (3) Communication (difficulty with turn-taking, initiative, sharing, requesting, or responding)
  • (2) Immaturity (poor coping skills)
  • (5) Learning difficulties (academically performing below grade level, academic achievement can be uneven – does well in reading)
  • (1) No noted impacts related to cognitive realm
  • (4) Behavior difficulties likely impact motivation

• How does childhood trauma impact development and learning?
  • See Impact of Trauma section

• Identify potential traumas that might impact Tokala’s emotional or behavioral well-being.
  • His biological mother is not part of his life (left, abandonment)
  • Potential caregiver stress impacting responses to Tokala
  • Historical trauma

• List some identities you notice Tokala holding.
  • Native American
  • Male (not sure of pronouns – thinking “He/His,” so cisgender)
  •  Athlete
  • Musician

• How might these identities impact his emotional and behavioral well-being? Tokala’s teacher’s perceptions of him?
  • Cultural gap – leading Tokala to be misunderstood and marginalized, impacting his mental health
  • Leading to the teacher’s observations and interpretations of his behavior being shaped by implicit biases

• What assets could Tokala’s teachers include in his school day/instruction to support his success?
  • Build his interest in his culture beyond music class
  • Also, perhaps provide opportunities to showcase his love of basketball and videos

• What were the behavioral supports that Tokala received?
  • Individual social skills instruction

• Based on the information shared in this section, how might the existing supports be improved, and what additional supports should be added? Provide a rationale for your recommendations.
  • Begin by conducting an FBA to include observations/data collection by those from the Native American Community (e.g., Native American liaison, cultural support specialist, etc.); this will ensure that interpretations of the behavioral data are not shaped by implicit bias
  • Once the function of Tokala’s behavior is determined, then the team should create replacement behaviors that serve the same function as the problem behavior
  • Teach replacement behaviors via social skills intervention, which includes a shaping plan to support generalization
  • Targeted intervention to address academic deficits – could be an inclusive model such as co-teaching
  • Regular interaction with the Native American liaison, cultural support specialist, etc. and opportunities to learn and practice his culture
  • Professional development for staff regarding the impact of culture on behavior and strategies to support students

Chapter 10

• What are Nolan’s strengths and interests? Area(s) of need?

Nolan’s strengths include his outgoing personality, love for sports, participation in activities with his peers, and his ability to understand complex concepts if they are presented in multiple ways. Despite struggling with reading, writing, and math, Nolan enjoys participating in learning activities with his peers and is eager to share his knowledge. Nolan also has access to adaptive technology, such as an adaptive keyboard, to help him with written assignments.

Nolan’s needs include intensive reading and math instruction, and frequent prompts to help him stay on task due to his tendency to be easily distracted. He also needs to preview content and receive background-building support in the special education classroom before participating in science and social studies lessons with his peers. In addition, Nolan receives occupational and speech therapies to help him with physical coordination and communication. His caregivers and teachers work collaboratively to provide coordinated support, and they are already thinking ahead with respect to Nolan’s transition to middle and high school, including concerns about his academic progress, employment, friendships, living arrangements, and sexual maturation.

• What school, community, and cultural factors might be impacting him?

Nolan’s family moved from Mississippi to the Midwest. There could be cultural differences as a result between his home and school. There could also be the potential for stress on his caregivers as a result of moving to a new environment.

• Find someone in your community who grew up in the 1960s or earlier; even the early 1970s would work. Interview them about their perceptions and experiences with people with ID. Compare and contrast their account with the above section. Then write a brief reflection.

Answers will vary.

• Explain how/why you think he qualifies as a student with an ID. What questions or concerns do you have about this?

Academic and functional needs, along with low IQ (however, the use of IQ is problematic)

• Which of the misconceptions about students with ID surprised you? Explain.

Answers will vary.

• Create a scenario in which a student in your classroom comes up to you after lunch and asks you a disability-related question related to Nolan. Others in the class, including a student teacher and paraprofessional, overhear their question, and all eyes are now on you. Then share how you would respond.

Answers will vary — should include addressing the question and not be deferring/avoiding the issue

• How does Nolan’s development differ from what is typically expected regarding the following aspects: (1) cognitive, (2) social-emotional, (3) communication, (4) motivation, and (5) learning? Provide a rationale grounded in information from the case study connected to information shared in this and earlier chapters.

Cognitive development: Nolan’s cognitive development is delayed, compared to what is typically expected for his age group. His IQ score is in the range of mild intellectual disability, and he struggles with reading, writing, and math. He performs at a first-grade level despite being in the third grade. This delayed cognitive development impacts his ability to learn and retain new information, which requires additional support and specialized instruction.

Social-emotional development: Nolan’s social-emotional development appears to be on track, as he enjoys participating with his peers and has a close friendship with his teammate, Milo. However, he may struggle with social skills in some areas, as evidenced by his participation in a social skills group with the school counselor.

Communication: Nolan has had early intervention services for speech and language since he was three weeks old. He still requires support for communication and uses an adaptive keyboard for written assignments. He also receives occupational and speech therapies to improve his communication skills. However, Nolan’s ability to understand complex concepts, when they are presented in multiple ways and formats other than print, is a strength that can be leveraged to support his learning.

Motivation: Nolan’s motivation seems to be impacted by the structure of the school day, which can be challenging for him. He can be easily distracted and requires frequent prompts to help him stay on task. However, his caregivers report that he is eager to learn and share what he knows with others, which indicates a level of intrinsic motivation.

Learning: Nolan’s learning is impacted by his delayed cognitive development and specific learning needs. He requires specialized instruction in reading and math and uses an adaptive keyboard for written assignments. However, he seems to enjoy participating in learning activities with his peers, indicating a desire to learn and engage with the material.

• Identify potential traumas and intersectionality that might impact Nolan.

Nolan’s experience of having Down syndrome can be seen as a form of intersectionality that could impact him. This is because he faces unique challenges related to his cognitive and physical development that are often stigmatized in society. He may experience discrimination or bias due to his disability, which can impact his self-esteem and overall well-being.

In addition, Nolan’s family moved from Biloxi, Mississippi to Minnesota just before his birth to be closer to his paternal grandparents. This could have been a significant change for his family, and it is possible that Nolan’s parents experienced stressors associated with relocating and adjusting to a new environment. This type of family-related trauma can impact children’s well-being and development.

Moreover, Nolan’s experience of having a developmental disability and his participation in the Special Olympics and adapted physical education could also expose him to various types of physical and emotional trauma. For instance, he may experience injuries or accidents related to his participation in sports, or he may encounter bullying or harassment from his peers.

Lastly, as Nolan transitions to middle and high school, he may experience additional trauma or stress related to the academic and social demands of these settings, as well as concerns about his future and what lies ahead for him as an individual with a disability. It is essential to ensure that Nolan has access to appropriate support and resources to navigate these challenges successfully.

There is the potential for the culture of the Midwest to be different from that of his family, who moved from the South .

• In your community, what traumas and impacts of intersectionality have you observed in people with intellectual disabilities? Or even in films? Popular media?

Answers will vary.

• Based on the information in this section, evaluate the support Nolan received during early childhood. How could those supports have been improved, and what additional supports could have been considered? Provide a rationale for your recommendations.

Nolan received early intervention services for speech and language, owing to a HelpMeGrow referral made by his pediatrician, which was delivered four times a month during in-home visits. This was a great support for him, but it is unclear whether he received any other supports during his early childhood.

In-home special education services, including (but not limited to) occupational therapy, could have provided Nolan’s caregivers with strategies for working on developmental delays.

• Now, do the same for his elementary (current) supports. How could those supports have been improved, and what additional supports could have been considered? Provide a rationale for your recommendations.

In school, Nolan is supported by a paraprofessional and receives intensive reading and math instruction in a special education classroom for 60 minutes a day. He also receives content previews/background-building support in the special education classroom before participating in science and social studies lessons with his peers. Nolan participates in adapted physical education and occupational and speech therapies. He has a Lunch Bunch social skills group with the school counselor every other week to strengthen peer relationships.

Nolan’s parents meet with his IEP manager and third-grade classroom teacher weekly via Zoom to stay on top of communication and expectations for his progress. Collaboration is a high priority and key to Nolan’s success.

Despite the supports that Nolan receives, he still struggles with reading, writing, and math. His parents worry about his academic progress, as well as his future prospects, including employment, friendships, living, sexual maturation, and so on. To improve Nolan’s supports, it may be beneficial to provide more assistance with his reading, writing, and math skills. For example, a more intensive reading program may help him improve his reading level.

• How would you address the concerns of Nolan’s parents regarding transition? What steps could the school begin taking at the start of the next school year? How could they build on his assets?

Finally, Nolan’s caregivers worry about his transitioning to middle and high school. Thus, it may be helpful to provide more support and guidance for his transition to these new settings. Perhaps his transition plan could start at the beginning of middle school (sixth grade) instead of waiting until the eighth grade, which is a common practice. Additionally, more social opportunities outside of school, such as through community organizations, may be beneficial for Nolan’s future prospects.