Leon Is Five Years Old And Slated To Enter Kindergarten

Leon Is Five Years Old And Slated To Enter Kindergarten In 5 Months H

Leon is five years old and slated to enter kindergarten in 5 months. He has been diagnosed with cerebral palsy, and has moderate developmental delays. He has an IEP for DD (Developmentally Delayed), Language and Speech services. Leon's speech is comparable to a two-year old, and he has difficulty with fine motor tasks. Leon gets frustrated easily, and throws tantrums when he is frustrated or doesn't get something he wants. Leon currently receives speech and language therapy while he attends an ESE preschool program. He gets weekly OT (Occupational Therapy) through the ELKS program. His parents and teacher are very worried that he will not do well in kindergarten. You are in charge of exceptional education services at your school. What are the first steps you would take in order to ensure that Leon receives the most appropriate and beneficial support possible as he begins kindergarten?

Paper For Above instruction

To ensure that Leon receives the most appropriate and beneficial support as he transitions into kindergarten, a comprehensive, collaborative, and person-centered planning approach should be adopted. The initial steps involve establishing a multidisciplinary team, implementing person-centered planning, and setting specific, measurable goals tailored to Leon's unique needs. This systematic approach helps to align interventions with his strengths and challenges, ultimately facilitating a smooth and supportive entry into kindergarten.

Forming a Multidisciplinary Team

The first step is assembling a multidisciplinary team comprising professionals who possess expertise relevant to Leon’s profile. This team should include special education teachers, speech-language pathologists, occupational therapists, school psychologists, and Leon’s parents or guardians. The collaborative efforts of these stakeholders ensure a holistic understanding of Leon’s capabilities, challenges, and preferred modes of learning (Friend & Bursuck, 2019). Regular team meetings allow for the exchange of insights, progress monitoring, and adjustment of instructional strategies. Engaging parents as active participants also fosters consistency between home and school environments, enhancing the effectiveness of interventions (Skerbetz & Smith, 2013).

Implementing Person-Centered Planning

Person-centered planning emphasizes identifying Leon’s strengths, preferences, and aspirations to develop educational goals that are meaningful to him (Hersh & Carroll, 2017). This process involves conducting interviews with Leon’s family, observing his interactions, and considering his interests. Techniques such as MAPS (Making Action Plans) or PATH (Planning Alternative Tomorrows with Hope) can be utilized to visualize his goals and preferred activities. These strategies help to focus on what Leon can do, rather than solely on his disabilities, fostering a positive approach to his development and inclusion (Gordon et al., 2017). By centering planning around Leon’s voice, educators can tailor support strategies that motivate him and promote engagement.

Identifying Goals and Target Behaviors

Based on the insights from the team and person-centered planning, specific goals should be established in collaboration with Leon’s family and educational team. Goals should be SMART—specific, measurable, achievable, relevant, and time-bound. For Leon, goals may include improving his fine motor skills, increasing expressive language, and managing frustration through developing coping strategies (National Research Center on Learning Disabilities, 2017). Target behaviors such as requesting help appropriately, using simple signs or words to communicate needs, and calming himself during frustrations should be prioritized. Interventions should incorporate evidence-based practices like visual supports, social stories, and sensory regulation strategies to address these behavioral targets effectively (McLeskey et al., 2014).

Furthermore, ongoing assessment of progress is essential. Collecting data on Leon’s response to interventions allows for timely adjustments, ensuring that support remains aligned with his evolving needs. Emphasizing positive behavior support and consistent routines can help Leon develop self-regulation skills and reduce tantrums (Simonsen et al., 2018). Engaging Leon actively in goal-setting and decision-making fosters a sense of ownership, increases motivation, and enhances the likelihood of successful outcomes (Truesdale-Kennedy et al., 2018).

In conclusion, the first critical steps to support Leon’s transition involve establishing a cohesive team, employing person-centered planning to spotlight his strengths and aspirations, and meticulously identifying goals and target behaviors that address his developmental and behavioral challenges. These strategies create a foundation for individualized instruction and collaborative support, ensuring Leon’s successful entry into kindergarten and promoting his overall development and well-being.

References

• Friend, M., & Bursuck, W. D. (2019). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson.
• Gordon, M., Wendel, L., & Gauthier, M. (2017). Person-centered planning for students with disabilities. Journal of Special Education Leadership, 30(1), 23-31.
• Hersh, R., & Carroll, J. (2017). Person-centered planning with young children and families. Infants & Young Children, 30(3), 203-215.
• McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2014). Inclusion: Effective Practices for All Students. Pearson.
• National Research Center on Learning Disabilities. (2017). Developing effective goals for students with disabilities. NRCLD.
• Skerbetz, M. D., & Smith, S. (2013). Family-professional partnerships in early childhood education. Early Childhood Research & Practice, 15(2), 1-14.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2018). Evidence-Based Practices in Classroom Management. Journal of Positive Behavior Interventions, 20(3), 151-163.
• Truesdale-Kennedy, M., Nash, S., & Clarke, A. (2018). Promoting self-determination skills in preschool children with disabilities. Early Education and Development, 29(4), 543-557.