please show me a sample IEP of a mentally retarded child?
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I have two special needs children, each with an IEP.  My son IS diagnosed MR (mentally retarded), and it IS a diagnosis still used, although many professionals prefer developmentally disabled.  \n\nAbout.com has an example of the information that might be on an IEP, but the goals vary greatly depending on the individual child.
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What age/grade level are we talking about here? Is this child recieving special services (resource room, speech-language therapy, etc.)?  If the child is not linking sounds to symbols, how can you say that he/she has good phonological awareness? Does he/she blend and segment sounds well orally?\n\nIf you're a regular education teacher, ask around to find a good special education teacher in your district who is well grounded in reading remediation. Ask them for a consult for interventions you can incorporate into your classroom curriculum.\n\nIf you're a special education teacher and asking this question, what the heck program were you in that let you get by and graduate without learning basic remediation methodology? Sorry, but that would be the program's fault, not yours, and you should go yell at them for a while. Then you should go find a program that's decent and learn about effective techniques.\n\nIf the child is under the age of 9, it could very well be that he/she is not developmentally ready for reading. Refer him/her for special education support under "Developmentally delayed." If the child is over the age of 9, a program such as Hooked on Phonics, a tutoring system such as the Orton-Gillingham approach, etc. may be helpful. Refer the child for special education support under Speech-language or under specific learning disabled.
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Try going to wikipedia.com or this site. http://www.kids-iq-tests.com/sitemap-2.html
697676
www.microsoftword.com go to the templates section and they have letter samples for you there good luck
558210
If his score is 60, then he does need special programs to help him learn at school. They should also have done an "adaptive skills" screening. In order for him to be "mentally disabled," he must also have a big delay in learning life skills (such as dressing himself) and/or in social skills and communication.\n\nRemember that, by law, your son will have to be retested every three years.\n\nA person CAN learn to think quicker, and build his/her memory skills. However, a test that is given correctly, and that gets a person to show their top level of skill, is a good measure of how that person will do in school without supports. A person's IQ score CAN change over his/her lifetime, but usually only around 10 points or so. \n\nWith some kids, different testers get very different results. This is especially true with a child who is sensitive to his environment.\n\nThe point here is that whether the score is a "true" one or not, your child is struggling in school. He needs extra help right now to succeed. If you want to get a new test done independently, the school MUST pay for it. However, if the test comes back with him NOT needing special education support, your son will fall farther and farther behind.\n\nThe big question is whether the program they are designing in his IEP fits his needs.\n\nYou will want the following:\n\n--an excellent special ed teacher. Do not just think that because the teacher is certified in special ed, that he/she is a "good" teacher. Ask other parents about him/her. Ask several parents, because every teacher has that one parent who hates him/her....and you want to know if the teacher is generally good with most of his/her students.\n\n--if your son is continuing to be in some activities with the regular ed classes, you need a very open regular ed teacher with excellent skills. You also need a regular ed teacher who is willing to listen to and work with the special ed teacher.\n\n--regular therapies, especially Language therapy with an SLP. If he is "mentally disabled," then communication skills are affected. If he is not seeing an SLP, make a written request for a speech-language evaluation.\n\n--Academic goals that move your son toward the regular ed curriculum. Remember that these goals are what they want to see your son do after one year in the program. A bad goal says, "Student will make gains in reading." A good goal says, "Student will decode and comprehend text at the 1.0 grade level with 70% accuracy, as measured by standardized tests, teacher-made tests, student product, and teacher observation."  Some districts use this, "Student will show measurable gains toward the 2nd grade level in reading decoding and comprehension, etc." which is also OK.\n\n--Modifications that help him learn. Seating close to the teacher, re-stating instructions, "chunking" or task analysis of skills being taught, manipulatives, multi-sensory instruction, etc.\n\n--Does your school/district focus on moving students back into regular ed classes if they gain the skills they need in special ed, or are they "parked" for life? If you are in a district that "parks" kids, you need to move. It means the district, as a whole, does not expect high achievement from your son. If they do have a history of moving kids into regular ed classes as they reach grade-level skills, you're in a good overall program set for your son.\n\nFind other parents with children in special ed programming in your district, and talk about it with them.
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Didn't her IEP transition plan include connecting you (and her) with adult support agencies?  It should have!\n\nTry these links:\n\nhttp://www.handsandvoices.org/articles/misc/voc_rehab.html\n\nhttp://www.dhs.state.il.us/\n\nhttp://www.disability.uiuc.edu/\n\nhttp://www.nichcy.org/pubs/outprint/ts8txt.htm (read the transition information carefully!)\n\nhttp://www.ncset.org/publications/viewdesc.asp?id=2842\n\nhttp://www.nichcy.org/pubs/outprint/ts6txt.htm
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Try this web site it is the one I use\nhttp://www.kidzone.ws/prek_wrksht/dynamic.htm
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u can donate to Tammana organization( for mentally retarded)\nAction for autism sarita vihar\nAli yavar jung Lazpat nagar & many you can find
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Because their primary difficulty is with auditory information, you want to provide constant visual information and hands-on practice when giving instruction in content areas. \n\nWork with your speech therapist to coordinate prompts and activities to build the student's auditory processing skills.\n\nMake sure you pace your speech and tone to keep the child's attention during auditory instruction/interactions.\n\nAsk your student to repeat back what you have said, and repeat information patiently until the child has it right.\n\nhttp://ericec.org/digests/e634.html (see the bottom of the webpage)\nhttp://www.aboutourkids.org/aboutour/articles/capd.html\nhttp://pages.cthome.net/cbristol/capd.html
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Hmmm... I would suggest contacting the testing agency.  They have ones that you can take on the computer for those with disabilities.  All you ahev to do is type the correct letter answer as opposed to filling in the blanks.
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Try http://www.kids-iq-tests.com. They have iq tests for all ages and lots of information about iq tests.
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Do you mean mild/moderate learning disability, or mild/moderate mental retardation? Also, are you a parent or a teacher? I am writing the rest of this response as if to a new teacher who may be teaching special education on a waiver and hasn't had the methods courses that a special ed teacher would get in a good training program. Or someone with a sped degree from an, ahem, not-so-good sped teacher prep program.\n\nIf you are a parent, talk with your child's special ed teacher about home activities to support the skills being worked on in class.\n\nAcademics:\n\nFor mild/moderate Learning Disabilities (NOT MR), remember that these kids have normal smarts. Actual content instruction should be at grade level, especially for science and social studies. Content should be presented with lots of small-group hands-on activities, videos, interactive computer, and read alouds (you do the reading). For math, task analyze computation skills and take them through step by step until they master each skill; use manipulatives whenever possible. To task analyze, break each skill down into it's most basic steps, and don't teach the next step until the first is completely mastered (unlike regular ed, where a partial understanding is sufficient because full comprehension is expected to develop from repeated use in learning more advanced steps). To deal with their language disability interference in problem solving, do word problems out loud together.\n\n If their LD is language-related, you need to do a phonics-based approach using short passages to build comprehension. Don't stop after the basic phonics.... also include rules like "empty e," where the e doesn't do anything and the other vowel is short (have, give, etc.), the 5 double vowel expectations (boat, bread, great, country, oil), the 4 sounds of "y," and so on.\n\nSite to Start: http://www.interdys.org/\n\nFor nonverbal LD, work on simple patterning, organization, and memory skills, using content area materials.\n\nSite to Start: http://www.nldline.com/\n\nFor mild/moderate MR students, work academics at their developmental level, with activities incorporating simpler elements of grade-level standards. Assess and develop hands-on activities for life skills and communication, using task analysis to break things down into the most basic steps, building mastery a step at a time. MR students also don't generalize independently, so once you teach something in one place (e.g. handwashing at your classroom sink), take it to other locations (e.g. the sink in the bathroom, another classroom, etc.).\n\nSite to Start: http://ericec.org/faq/mr-lifsk.html\n\n\nBehaviors:\n\nFor any kid, you need to determine where he/she is along Piaget's and Erikson's models. That will help you determine your approach. You should provide clear and simple rules (no more than 3 or 4), a set list of consequences and rewards, and consistent application of those consequences and rewards. A child with more severe behaviors or a need for serious social skills instruction requires a Behavior Intervention Plan, and your school psychologist can help you with that, especially as a member of your IEP team.\n\nPiaget: http://www.funderstanding.com/piaget.cfm\n\nErikson: http://web.cortland.edu/andersmd/ERIK/sum.HTML\n\nBehavior Intervention Plan: http://www.mpf.org/SPIN/FAQ%20Sheets/BehInterPlans.html\nhttp://www.resa.net/behavior_intervention/
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Try this site I found the other day.  Try making some fun sentences:\nhttp://commtechlab.msu.edu/Sites/aslweb/browser.htm\n\nGood luck!
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http://www.udel.edu/bkirby/asperger/
705164
call the school psychologist, or the district psychologist. they have a certain amount of days to respond, and provide testing once the request is made...you might have to fill out a request for testing form...make copies of everything you give out. do some research for your state/county on what the laws are regarding educational testing. document any/all phone calls and follow up verbal requests with written requests. don't forget to also call the school superintendent if you need to. i've worked in spec. ed for many years, and raised a special needs child...i've literally had to take the district to court (several times) for failing to provide my son with the educational assistance/tools that were written into his i.e.p. (individualized educational plan). there are also advocacy groups, and parent coordinators through the mental health system, in most counties.\nin my experience, school districts can be very non-parent friendly. you may come up against officials who say there is no money for testing your child, etc...they are not above trying to make a parent feel guilty either...don't buy into it. nobody cares about your child like you do, and if you don't push the issue, your child will not get the help he is entitled to.  i hope this was helpful...very best of luck to you. you can also go to dr.phil's website to get more ld, a.d.d., adhd, dyslexia, etc. info from dr. frank lawless.
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The school has a speech therapist.  My daughter has a language disability and takes speech therapy at school.  It is free of charge and they are trained professionals that can help you.  The school must test and provide this to you under the "no child left behind act".  Don't let this bother you.  No 2 people are the same.  We all talk different, look different and learn different.  The people that treat you as if you are of lower intelligence ..well lets just say that is there disability.  Stand up for yourself and show them what you know when they try to give you extra help.  Show them you are not afraid and how smart you are.
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It sounds like he desperately needs a trained Gifted Education teacher to provide him with adequate supports.\n\nThis sort of problem is common in the Gifted, and most regular education teachers don't have the training to handle it effectively. Are you living in a state where Gifted education is under the special education umbrella? If so, get him in for an IEP immediately. If not, look up your state DOE gifted education policies, and get him help.\n\nhttp://www.hoagiesgifted.org/underachiever.htm\n\nhttp://www.metagifted.org/topics/gifted/underachievement/\n\nhttp://www.brainy-child.com/expert/gifted-underachiever.shtml\n\nhttp://www.kidsource.com/kidsource/content/underachieving_gifted.html\n\nhttp://www.medem.com/MedLB/article_detaillb.cfm?article_ID=ZZZEW4HOBAC&sub_cat=18