Violet Years Enrolled Question & Answer Guide (With Explanation)

This type of question evaluates analytical and critical thinking skills.

What This Question Is About

This question relates to violet years enrolled and requires a structured academic response.

How to Approach This Question

Use appropriate theories and support your answer with clear reasoning.

Key Explanation

This topic involves violet years enrolled. A strong answer should include explanation, application, and examples.

Original Question

Violet is now 8 years old and enrolled in 3rd grade at Carrollton Elementary School. She was fit with bilateral hearing aids at 6 weeks of age, but it was quickly apparent that she was not receiving much benefit from them. At 9 months of age, she received bilateral cochlear implants from Dr. Alphonzo at Children’s Healthcare of Atlanta. She enrolled in Auditory Verbal Therapy from AVC in Atlanta and graduated from that therapy when she was 3. According to her most recent assessment, Violet has speech and language within normal limits. On the OWLS-II, she received a SS of 95. Her GFTA-3 SS is 92. Violet did great in Kindergarten, but this year teachers have noticed that she is beginning to fall behind. Teachers note that she says “Huh?” a lot and sometimes doesn’t follow directions. Her teachers tell you that she nods her head a lot, although they aren’t sure she understands everything being said to her. She is slightly behind in reading, and is starting to struggle with social studies and science as well. You are the SLP at Violet’s elementary school. You are working with a team including a general education teacher, a DHH resource teacher, and the parent. Describe your first interaction with the IEP team. What questions do you need to ask? What information do you need to provide? What recommendations do you make? In addition fill out charts below to prepare for IEP I. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Results of initial or most recent evaluation and results of state and district assessments: Description of academic, developmental and/or functional strengths: Description of academic, developmental and/or functional needs: Parental concerns regarding their child’s education: Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities): Measurable Annual Goals: Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability. ( Make sure this aligns with SMART GOALS 1. 2. STUDENT SUPPORTS To advance appropriately toward attaining annual goals; to be involved and progress in the general curriculum; to be educated and participate with other children in academic, nonacademic and extracurricular activities, the following accommodations, supplemental aids and services and/or supports for school personnel will be provided: Instructional Accommodations Classroom Testing Accommodations Supplemental Aids and Services Supports for School Personnel

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