Summary of James Jackson Case Study IEP

Liana Dombrowski
Viterbo University
EDUC 614

James is a very pleasant and well-mannered young man in the 10th grade. James is
admired for his excellent in sport, especially soccer, by his peers. James is shy and often
will keep to himself, seldom does he interact with his peers. In a small group setting,
James is willing to participate when he is familiar and comfortable with the subject. James
advocates for himself well and will ask for help as needed. Currently, James has been
able to maintain average to above average grades in all academic classes. James
strengths include his general education courses of geometry and physical education.
Occasionally he can be discouraged in his academic efforts when he comes across
difficulties or something that doesnt interest him. James has a bilateral moderate to
severe hearing loss, poorer for the left ear. While wearing his binaural FM receiver, James
is able to gain significant audibility. James is better able to communicate with the services
from Mr. Stevens his interpreter. James can produce intelligible speech when he
concentrates. He willingly corrects mispronunciations when given correct modeling.
Jamess hearing loss will continue to have an adverse effect on his communication skills
and ability to achieve in the classroom without intervention. James does not wear both of
his hearing aids while using the FM transmission device in the classrooms.
Paul Weiss, hearing impaired teacher states that James brings all of his work to class
and is anxious to complete it before the end of the day. James also uses his planner to
write down assignments. James completes homework and assignments with assistance
from his interpreter or teacher of hearing impaired. Ms. Pam Chang, the school
psychologist, states that she works with James and his classmates weekly on social
skills instruction where James is always a willing participant. Mr. John Stevens,
interpreter, has observed that James does an excellent job advocating for help when
needed during class and is trying to take notes on his own.
I choose to advocate for James to be mainstreamed into a science class. James has
been successful in current mainstreamed courses of math and PE. James will be in a
team taught science class with his interpreter. With average to better than average
grades, this move will allow James to interact with his hearing peers to help increase his
social skills, thus reducing his isolation. I chose science because of the nature of how
the class dynamics allow students to interact with hands on activities in lab experiments
and cooperative learning opportunities. In turn, I believe participating in another general
education class will help with Jamess self-esteem. Mainstreaming may also lead to
more interactions with general education students including peers who may be on the
school soccer team.
According to the article by Kathleen A. Arnoldi, At least half (53%) believed that the
primary reason for non-use was social.If a student is resisting using their hearing
devices, be sure that the devices are working properly, comfortable and that the student
and staff clearly understands the benefit and use. One goal I have chosen for James
related to his quote is geared towards correcting his behavior of not wearing both
hearing aids.
A second goal I selected for James is to improve and increase his socials skills. James
will participate in a related service from the school psychologist: a group social skills

class that would meet weekly for one hour. In the article by Melanie Doyle, M.Ed. and
Linda Dye, M.A. Promote self-advocacy and activities that foster inclusion. A
mainstreamed pupil may need more formal instruction on how to interact socially with
his/her normally hearing peers. This mainstreaming will promote social interactions to
create friendships and includes preferred seating in front and by a friend.
One part of the ACT Aspire accommodations I did not include in the IEP for James was
the request for afternoon testing. Typically schools test students in the morning. In this
case study there was no mention of a beneficial reason why to give James preference
to an afternoon setting.
In addition to the supports provided in the IEP for James Jackson, I would have the
following suggestions to offer to the parents that would not be included in the IEP:
James could join the lunch bunch. This club meets twice a week in a special education
teachers classroom to help build friendships between general education students and
special education students. I would encourage James to join the school soccer team.
Being part of the soccer team could help to build peer relationships and can lead to
more friendships in general education classes.
I believe the most important factor in the success of mainstreamed students with special
education needs in the area of hearing impaired is a teacher who shows compassion to
the students communication needs and is willing to be supportive and flexible.
References:
Karen L. Anderson, PhD. "Social Needs & "I Hate My Hearing Aids!" - Success For Kids
With Hearing Loss." Success For Kids With Hearing Loss. N.p., 20 Feb. 2012. Web. 22 Apr.
2015.
Kathleen A. Arnoldi. "From Building Skills for Success in the Fast-Paced Classroom."
Success For Kids With Hearing Loss. 2011. Web. 22 Apr. 2015.
Doyle, Melanie, M. Ed., and Linda Dye, M.A. "Mainstreaming the Student Who Is Deaf of
Hard of Hearing." (n.d.): n. pag. Web. 21 Apr. 2015.