Duchenne Muscular Dystrophy free essay sample

The annual goal should be developed with the expectation that the student can achieve mastery successfully during the Individual Educational Plan timeline. Each annual goal should have three components which are the condition, observable behaviors, and how well the student must perform the task/activity. The short term goals with the objectives are benchmarks in the necessary progress towards the mastery of the annual goal. The short term objectives need to be stated in behavioral terms in accordance to what the student will do and the criteria to determine successful completion of the short term objective. The type of criteria is determined based on grade level, rate, time, percentage, or a descriptive statement. In measuring all goals for mastery, the measurement needs to be very specific to the student, needs to be entirely objective, quantifiable, and clear. Accommodations and additional supports need to be identified on the Individual Educational Plan to provide the level of support that promotes student success. We will write a custom essay sample on Duchenne Muscular Dystrophy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Current level of performance The student who is a 13 year old male is a very enthusiastic and happy boy who loves to read, be around people, and listen to music. Currently, though he is in the 7th grade, he is performing in the 5th grade level in areas of reading and math. As his arm and leg muscles are very weak, his fine motor movements are impaired and as a result he writes poorly and is bound to a wheel chair for mobility. His receptive skills are better but his expressive skills are not very clear. Sometimes, the student gets frustrated when he has a hard time accomplishing the task and throws angry outbursts at peers and teachers. The special education teacher and the physical and occupational therapists work with him closely to support his educational, physical, and unctional needs in all possible ways. Short Term GoalsThe student will write clearly and legibly 3 out of 5 times when provided a topic to write. Objectives * The student when given a sentence to write will write few words clearly legibly 2 out * of 5 times in two month period. * The student when given a topic to write will write most of the words in the sentence * clearly and legibly 3 out of 5 times in four month period. * The student when given a topic to write will write most of the sentences in the passage clearly and legibly 4 out of 5 times in a six month time period. Short Term GoalsThe student will engage in meaningful conversation with peers and others or participate in challenging tasks when provided opportunities for social interaction and cooperation with peers and others. Objectives * The student when given an opportunity to take turns playing a bingo math game will take turns 2 out of 5 times in a two month period. * The student when given an opportunity to take part in group projects will successfully take part playing the challenging game 3 out of 5 times in a four month period when verbally praised by teachers. The student when given an opportunity to take part playing most of the scrabble or bingo game for reading and math skills will take part with ease 4 out of 5 times in a six month period when rewarded tokens or point system as a reinforcer. Short Term GoalThe student will actively participate in his adaptive PE class most of the time by picking the ball and throwing at a target. Objectives * The student when asked to pick up the b all will pick up the ball 2 out of 10 times in a two month period. The student when asked to pick up the ball and throw the ball at a target will throw the ball 5 out of 10 times in a six month period. * The student when asked to throw the ball at a target will throw the ball 7 out of 10 times by the end of the year. | Goals and objectives are very essential for the student to achieve success academically and socially. Teachers need to set long term and short term measurable goals and plan on how to implement these goals systematically by setting clear objectives to maximize the learning potential for the student. In other words, goals and objectives set the outline in he IEP based on the current performance of the child in all areas in order for the special needs services to be delivered to the child in a set way in a given time period. Some of the long term and short term goals and objectives were set for the student with DMD. As the students’ muscle tone is weak with poor muscle strength, his fine motor movement is impaired. As a result, the student has poor hand writing that is very illegible, has trouble using manipulatives, and probably has trouble doing some of the activities in the classroom that require fine motor movements. To strengthen his fine motor movement to improve his handwriting, the student was asked to accomplish a few short term goals that includes writing a sample clearly and legibly over a given time period. First, when given a sentence to write the student’s goal is to write few words clearly legibly 2 out of 5 times in two month period. Then, when given a topic to write the student will write most of the words in the sentence clearly and legibly 3 out of 5 times in four month period. Finally, when given a topic to write the student will write most of the sentences in the passage clearly and legibly 4 out of 5 times in a six month time period. The next goal for the student is to enable him to engage in meaningful conversation with peers and others or participate in challenging tasks when provided opportunities for social interaction and cooperation with peers and others as these individuals are often isolated by peers. In order to accomplish the goal, first, the student was given an opportunity to learn to take turns playing a bingo math game and engage in meaningful conversation 2 out of 5 times in a two month period. Then, when given an opportunity to take part in group projects the student will successfully take part playing the challenging game 3 out of 5 times in a four month period when encouraged and verbally praised by teachers. Finally, when given an opportunity to take part playing most of the scrabble or bingo game to enhance the students’ reading and math skills, the student will interact with peers and others, have fun, and take part with ease 4 out of 5 times in a six month period when rewarded tokens or point system as a reinforce for his active participation. The last goal for the student is to actively participate in his adaptive PE class most of the time by picking the ball and throwing at a target to strengthen his muscle tone and improve his self-esteem. First, in order to accomplish this goal successfully, when asked to pick up the ball the student would pick up the ball 2 out of 10 times in a two month period. Then, when asked to pick up the ball and throw the ball at a target the student will try to throw the ball 5 out of 10 times in a six month period. At last, when asked to throw the ball at a target the student will throw the ball 7 out of 10 times by the end of the year. Duchenne Muscular Dystrophy and Its Progression Muscular Dystrophy is an inherited disease, which means it is passed through a person’s genetics. Duchenne muscular dystrophy is one of the nine types of muscular dystrophy and is more prominent in males than females. Duchenne MD is one of the most rapidly worsening types of muscular dystrophy and is caused by a defect in a particular muscle protein. Symptoms appear before the age of six and can be detected during infancy (A. D. A. M, 2012). Individuals diagnosed with Duchenne Muscular Dystrophy are muscle weaknesses beginning with the legs and pelvis, but may spread to the arms and back, difficulty with gross-motor skills, frequent falls, and fatigue. Since this type of MD is progresses rapidly, many individuals use leg braces by age six and most have completely lost the ability to walk and need to use a wheelchair by age twelve (A. D. A. M, 2012). Unfortunately, there is no known cure for Duchenne MD. However, treatments are created to increase and maintain movement in muscles. Physical therapy and orthopedic therapy are used in treatments for this disease. Activities that encourage and maintain movement are suggested as treatment. There are other complications that are concurrent with Duchenne MD. These complications include: pneumonia, respiratory failure, deformities, cardiomyopathy, and mental impairments. Respiratory failure is one of the most common complications of Duchenne and often causes death by the age of twenty-five (A. D. A. M). How The Disease Affects The Progress In Different Curriculum Areas Since the disease shows that boys affected by DMD display a higher degree of social isolation, had poorer peer relationships, and had greater levels of anxiety and depression (Nereo, 2003), children may have difficulty in all areas of curriculum. These symptoms may also lead to behavior issues in the classroom which will further isolate the child and cause a decrease in the productivity of their educational goals. Children with DMD may also show some cognitive, speech and learning delays associated with the disease so this can affect all subject areas. They also have decreased strength in their limbs and core area so this would affect their sitting posture which can lead to reduced attention that can also affect all subject areas. Since the disease often causes fatigue in children, they may not be able to do certain activities in the classroom. Physical education class may be very difficult for a child with this disease. Since there may be respiratory and cardiac problems the child would not be able to participate in high levels of activity. Accommodations for Academics The student with will need to be seated in the front of the class and with a peer buddy to accommodate them. This helps with focus, and the peer buddy is also a great assist for reminders, and staying on task. The student will also work with his peers and engage in all assignments with the rest of the class. Allowing the student to participate in all assignments is rewarding, as well as educational. The student will also need extra time to complete class assignments, projects, and exams. In additions, the student should take exams in a quiet room. Alternate assessments should be given for state testing requirements when applicable. All written assignment will be reduced in the amount required. The student will be able to write with a pencil that is weighted down. In addition the student should have an extra set of books for home to allow him not to have to take them back and forth. It is also a great idea to allow the student to point or verbally give responses whenever possible. The teacher will also provide the student with non-verbal instruction to demonstrate the assignment, such as a model and visual aid. The content of the assignment should also be adapted according to the student strengths. It is common for the student to have negative behaviors during transitions; therefore a posted schedule of daily activities is posted. Also, the teacher will have pictures of the current students in the class performing the activities as cues for transitions. The student will need to be allowed frequent breaks to avoid sensory overload. In addition, the student will need extra time to go from class to class, or transition. Accommodations for Physical Needs The teacher uses a weighted down pencil to assist the student with all writing assignment. This helps with grasping, and getting the lead on the paper. He will need to participate in adaptive Physical Education class, in order to help with muscle strengthening. In addition, he will also work with an occupational therapist to promote more specific exercises. The student will use a wheel chair ramp for the bus with adult supervision being provided for loading and unloading. He also will require assistance in the cafeteria, and adapted lunch tray with handles may be provided to allow for more independence. The student will be allowed to use the computer with speak, and type when possible. Other Accommodations: * Computer software for a typing program * Bus aide on the bus * Bus pick up and drop off at his house * Peer buddy to assist him with non-predictable issues that may arise Applicable Skills That Should Be Taught * Decoding is likely to be a weakness (due to poor phonological processing); also comprehension which will impair the use of ‘top-down’ processing. Therefore, a careful analysis of reading skills and strategies is valuable * Speed amp; accuracy of single word reading * Reading comprehension * phonological skill * cognitive development * Life skills * Social skills Other Supports That May Be Necessary A student with Duchenne may need the following and other related services: †¢ Transportation Services †¢ Physical Therapy †¢ Occupational Therapy †¢ Speech Therapy †¢ Counseling Services †¢ Social Work Developmental and Corrective Services †¢ Assistive Technology Conclusion Duchenne Muscular Dystrophy is a very rapid, form of muscular dystrophy involving rapidly worsening muscle weakness, because of a defect in the muscle protein. This can lead to a respiratory failure, muscle weakness in areas such a s the arms and legs, motor skill difficulty and often extreme fatigue. It is essential that educators put together an IEP that encourages the child’s educational success, despite the physical difficulties for the child. The IEP must have attainable short and long term goals and objectives that need to be measured and monitored frequently. The IEP should also include the appropriate skills that need to be taught, any accommodations that the child may need in their educational environment and any additional services that may need to made available to the child. This disease is hard enough for the child, it is the job as educators to make sure that the proper educational plan is in place so that they child can experience a positive learning environment. This team has developed IEP goals that address his academic needs, while taking into account his physical needs, in creating an Individualized Educational Plan that best meets his needs for academic achievement.