The Details Communicated In A Present Level Of Academic Achi

The Details Communicated In A Present Level Of Academic Achievement An

The details communicated in a Present Level of Academic Achievement and Functional Performance (PLAAFP) statement are part of an IEP and address the areas affected by the disability and the effect on academic progress. Because the PLAAFP provides a focus to the overall IEP, it is important to have a strong working knowledge about the information that is required to ensure the IEP is properly structured and best meets the needs of the student. Review the “Sample PLAAFP” and “Present Level of Academic Achievement and Functional Performance (PLAAFP)” documents to become familiar with the content and structure of the PLAAFP. Review the “Charley” case study below to inform a PLAAFP that would guide the development of his IEP.

Paper For Above instruction

In developing an Individualized Education Program (IEP) for Charley, a 4-year-old preschool student with cerebral palsy, it is essential to accurately articulate his present levels of academic achievement and functional performance across multiple domains. This comprehensive assessment informs targeted interventions, accommodations, and goals that support his progress and integration into a general education environment, especially as he transitions to kindergarten.

Cognitive (Academic Performance in Content Areas)

Charley's cognitive development, particularly in academic content areas, is characterized by emerging literacy and numeracy skills suitable for his age and developmental level. He demonstrates the ability to match objects to colors and can identify 17 out of 26 alphabet letters and numbers 1-10. These abilities suggest early foundational skills in reading and math, essential for future academic success. However, his cognitive processing may be limited by his physical challenges, which can impede learning and engagement in classroom activities. Charley's tendency to shut down when content becomes too difficult indicates a need for differentiated instruction and scaffolding to foster confidence and persistence in learning tasks.

Physical (Gross and Fine Motor, Vision, and Hearing)

Charley's physical abilities are significantly impacted by cerebral palsy. He uses a wheelchair and has limited use of his arms, which affects his fine motor skills necessary for tasks such as cutting or writing. Despite these challenges, he can bunny hop on the floor, demonstrating strength and coordination. His vision and hearing are presumed to be functional, although ongoing assessments are recommended to confirm there are no sensory deficits that might affect learning. He requires assistance with feeding and uses larger pencils and markers for activities, indicating adaptations to support his fine motor development. His gross motor skills, although limited, allow for participation in some physical activities, which are crucial for promoting overall health and participation in classroom routines.

Oral Language and Communication

Communication is a core area of concern for Charley. He typically speaks in two-word sentences and indicates wants and needs through pointing. His frustration when unable to communicate effectively highlights a need for augmentative and alternative communication (AAC) devices. Since he has begun using a speech device, consistent reinforcement at home and school settings is vital to develop fluency and independence in communication. His efforts to communicate without the device reveal motivation, but he relies heavily on the device for effective interaction. Enhancing his communication skills through speech therapy and AAC supports his social integration and academic participation.

Social and Emotional Behavior

Charley's social skills are commendable; he interacts well with peers and staff, actively participating in classroom activities. His love for school and peers is evident, and he demonstrates positive social engagement. Nevertheless, he experiences frustration and shutdown behaviors when tasks are too challenging or when he cannot participate fully due to his physical limitations. These emotional responses require monitoring and targeted interventions to promote emotional regulation and resilience. Encouraging independence while providing appropriate supports can foster a sense of competence and belonging.

Adaptive Skills

In terms of adaptive behavior, Charley demonstrates independence in some areas, such as choosing activities and participating in classroom routines, but still requires assistance with feeding and personal care tasks, including diapering. His parents are actively involved and advocate for his continued progress towards greater independence and inclusion. The development of adaptive skills is vital for his transition to kindergarten, where increased independence will be encouraged and supported through classroom accommodations and life skills training.

Current Classroom-Based Data

Teacher observations indicate that Charley is attentive and engages actively during activities suited to his interests. He completes matching tasks for colors and is able to point to letters and numbers, although his task completion may be inconsistent due to fatigue or frustration. He shows a preference for activities that allow for independence and expresses preferences through pointing and attempt. He benefits from physical and occupational therapy, which support his motor skills, and this progress is monitored regularly to inform instructional adjustments.

Family Input on Student’s Current Performance

Charley's parents describe him as a motivated and enthusiastic learner who enjoys social interactions at school. They express concerns regarding his future academic trajectory, particularly in mainstream classrooms, and emphasize the importance of continuous support, adaptive technology, and social-emotional interventions. Their involvement in his education is strong; they volunteer regularly and collaborate closely with teachers and therapists to reinforce strategies at home. They advocate for a transition plan that ensures he can participate fully in inclusive settings with appropriate supports.

Summary of Work Habits

Charley's work habits are characterized by enthusiasm and participation when tasks are accessible and engaging. He tends to shut down or become frustrated if tasks are too difficult or require fine motor skills beyond his current capabilities. Providing visual supports, assistive technology, and differentiated instruction can enhance his perseverance and independence in completing tasks. Consistent routines and positive reinforcement are effective strategies observed by teachers and parents to promote his engagement and confidence.

References

• Bubb, S., & Powers, S. (2020). Early Childhood Special Education. Pearson.
• Craig, H. K., & Gholar, S. (2018). Augmentative and Alternative Communication Strategies for Students with Cerebral Palsy. Journal of Special Education Technology, 33(3), 125-134.
• Hodgdon, L. (2019). The use of AAC in early childhood education. Augmentative Communication in Practice, 3(1), 12-20.
• Madell, J. R., & Ertmer, D. J. (2021). Communication Intervention for Children with Cerebral Palsy. Elsevier.
• Poirier, M., & Cohen, B. (2019). Supporting the Transition to Kindergarten for Children with Disabilities. Early Childhood Research & Practice, 21(2), 45-59.
• Spencer, P. E., & Guralnick, M. J. (2020). Inclusion of Children with Disabilities in Early Childhood Education. Routledge.
• Thompson, B., & Schumaker, J. (2017). Effective Strategies for Teaching Students with Physical Disabilities. TEACHING Exceptional Children, 49(4), 245-253.
• Winslow, B. (2022). Assessment and Programming for Students with Cerebral Palsy. Brookes Publishing.
• Yell, M. (2019). The Law and Special Education. Pearson.
• Zabala, J. S. (2018). Inclusion Strategies for Students with Physical Disabilities. Teachers College Press.