School District/Agency:  Barlow School District

Name and Address:  Edison Township, Va.

Section 1- Background Information

Student Name:          Julian Danna

Date of Birth:2/5/00  Age:    16

Street: 13 Benson Ave.

City:    EdisonZip: 19876

Date of Referral for Committee Review: March 17, 2016
Telephone: 675–8976            County of Residence: Edison Township

Male _X_ Female __ Student ID#: 3467H Current Grade: 11
Dominant Language of Student: English    Interpreter Needed: Yes___ No _X__

Medical Alerts: none

Mother’s Name/Guardian’s Name: Leona

Street Address: same

City:    same    Zip: same

Telephone: same        County of Residence:

Dominant Language of Parent/Guardian: English Interpreter Needed: Yes__ No _X_

Father's Name/Guardian's Name: Malcolm

Street Address: same

City:    same    Zip: same

Telephone: same        County of Residence: same

Dominant Language of Parent/Guardian: English Interpreter Needed: Yes__ No __X_

Section II-Type of Meeting:

A-Initial Evaluation

1. Date of Initial Evaluation Meeting:Marchl 2, 2016

2. Area of Suspected Disability - (NASET Coding System and Guide Level I Diagnosis)-Learning Disabilities

3. Origin of Evaluation used in determining classification:

• In-school ___X____ Non-school Personnel Evaluation_____

4. Components of Present Evaluation:

• Individual Standardized Testing _____X____
• Informal Assessment Measures ____X___ (i.e. Portfolio Assessment)
• Observation ___X___
• Social History ___X___
• Teacher Reports ___X___
• Interviews with Child ___X___
• Review of Medical Records ___X____

5. Specific Areas Covered in Evaluation:

• • Intelligence Testing ___X____
  • Academic Testing ___X___
  • Medical Evaluation ____X____
  • Speech Language Evaluation_______
  • Occupational Evaluation ___X____
  • Other (Be Specific) _________
  • Audiometric Evaluation _______
  • Psychiatric Evaluation _______
  • Psychological Evaluation ____X___
  • Portfolio Assessment ___X____
  • Curriculum Based Assessment _______
  • Authentic Assessment ___X_____
  • Task Analysis ____X____
  • Outcome Based Assessment ________
  • Learning Styles Assessment _____X______

6. Committee Recommendations:

Classification (NASET Coding System and Guide Coding):

Level I-Learning Disabilities                                                            LD

Level II- Dyslexia                                                                              LD 4.00

"Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by variable difficulty with different forms of language, often including, in addition to problems reading, a conspicuous problem with acquiring proficiency in writing and spelling."  

Level III- Dysphonesia Dyslexia                                                      LD 4.07

Specifically, Julian has Dysphonesia Dyslexia. Dysphonic readers have difficulty relating letters to sounds, so their spelling is totally chaotic. They are able to recognize words they have memorized but cannot sound out new ones to figure out what they are. They may be able to read near the appropriate grade level but are poor spellers. This is the largest of the three divisions. This is viewed as a disability in associating symbols with sounds. The misspellings typical of this disorder are phonetically inaccurate. The misreadings are substitutions based on small clues, and are also semantic.

Level IV                                                                                             Not Applicable

Level V                                                                                               Moderate

This suggests that Julian’s disability has a moderate adverse effect on his or her educational performance. He/she should receive special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day.

Level I-Learning Disabilities                                                            LD

Level II- Dyscalculia                                                                        LD 2.00

Arithmetic involves recognizing numbers and symbols, memorizing facts, aligning numbers, and understanding abstract concepts like place value and fractions. Any of these may be difficult for children with developmental arithmetic disorders, also called dyscalculia. Problems with number or basic concepts are likely to show up early. Disabilities that appear in the later grades are more often tied to problems in reasoning.

Level III-Temporal Dyscalculia                                                       LD 2.12

Specifically, Julian has a Temporal Dyscalculia. By definition, Temporal Dyscalculia is a type of dyscalculia specifically associated with difficulties in relating to time, telling time, keeping track of time, and estimating time.

Individuals with Temporal Dyscalculia have numerous difficulties understanding basic principles of time.  These students will often:

• Over or underestimate how long a period of time is (e.g., tell them “10 more minutes” and they will either be back in 2 minutes or come back 30 minutes later)
• State the incorrect time due to position on the clock (e.g., saying “it’s 3:00” instead of the correct time of 9:00; saying “it’s 12:00” instead of the correct time of 6:00
• Lose track of time
• Estimating the amount of time it will take to complete an assignment, homework or exam.

Level IV                                                                                             Not Applicable          

Level V                                                                                               Moderate

This suggests that the Julian’s disability has a moderate adverse effect on his educational performance. He should receive special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day

Level I - Learning Disabilities                                                                      LD

Level II - Organizational Disorder                                                  LD 9.00

Developing good organizational skills is a key ingredient for success in school and in life. Children with this disorder have a very difficult time with routines and systems which provide for appropriate organization.

Level III-External disorganization Disorder                                 LD 9.04

Specifically, Julian has a problem with external disorganization. Children with this type of problem may have desks that are always cluttered and disorganized, notebooks and loss leafs with papers falling out, ripped pages, no awareness of order or neatness, absentminded, and unable to incorporate suggestions dealing with organizational skills. Children with this disorder may have difficulty with organizing their room, clothing, and homework assignments. They very often forget things, misplace things and seem confused with the reactions of frustration on the part of those around them.

Level IV                                                                                             Not Applicable          

Level V                                                                                               Moderate

This suggests that the Julian’s disability has a moderate adverse effect on his or her educational performance. He/she should receive special education and related services outside the regular classroom for at least 21% but no more than 60% of the school day.

Level I-Learning Disabilities                                                            LD

Level II-Visual Processing Disorder                                               LD 12.00

A visual processing, or perceptual, disorder refers to a hindered ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted or processed by the brain (National Center for Learning disabilities, 2004)

Level III-Visual Motor Processing Disorder                                  LD 12.09

Julian has a problem with a type of visual processing disorder specifically associated with difficulties in using feedback from the eyes to coordinate the movement of other parts of the body. An individual with Visual Motor processing disorder will be unable to relate visual stimuli to motor responses in an appropriate way. There is more to eye-hand coordination than coloring, cutting, writing, and catching a ball. This coordination demands more than a normal eye and a normal hand. The difficulties observed will include writing within lines or margins of a piece of paper, copying from a board or book, moving around without bumping into things, and participating in sports that require well-timed and precise movements in space.

Level IV                                                                                             Not Applicable          

Level V                                                                                               Mild

This suggests that the Julian’s disability has a mild adverse effect on his or her educational performance. He should receive a majority of his or her educational program in a regular classroom setting and should receive special education and related services outside the regular classroom for less than 21% of the school day.

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