Parent Interview (May 6, 2016): Ms. Cher Haley, Keith’s mother, was interviewed on May 6, 2016 to ascertain impressions of Keith’s progress at school. Ms. Haley noted a positive change in Keith’s math ability. She explained that there is much more structure in math and as long as Keith knows what he is dealing with, then he knows what to do. Ms. Haley explained that Keith still struggles, but he has also improved. Ms. Haley indicated that Keith’s memory issues stand out. “To be able to remember what word is what is very difficult for him,” she noted. His writing is also low. Ms. Haley asked, “if [Keith] has a learning issue that causes him difficulty with remembering words, then how can we expect him to write it?” She continued, “he needs someone assisting him and guiding him so that he can express himself.” Ms. Haley indicated that he is doing okay socially, but he tends to get teased by other children since he is beginning to stand out in terms of academics and considering that he is bigger than other children. Ms. Haley noted that it is difficult for him to keep up with other children. He always attempts to participate and raise his hand, but generally does not know the answer. Ms. Haley continued, “it is not that he’s having a hard time, it is that the other children are shunning him.” She stated that other children tend to call him “dumb” or “stupid.” Socially, when outside of school settings he gets along fine. In a school setting he tends to get teased. Behaviorally he’s okay. Ms. Haley indicated, “I noticed that his frustration from his learning difference tends to make him angry. He tends to want help. If he’s not given the answer, he tends to shut down.” She also explained that if Keith has something to look forward to, he will persist without getting upset. Ms. Haley stated that Keith needs more structure than what he is presently receiving. When he does work and it is incorrect, he needs to be corrected; otherwise, he’ll actually think it is correct. When he does get things correct on his own then he needs to be praised. She concluded by stating that she does not believe Keith is “mentally retarded.” She is concerned that if Keith is placed into a program for children with intellectual disabilities then this will be harmful to Keith’s progress. Ms. Haley explained that “Keith may just shut down” if placed in such a program because he will realize that there is something wrong with him.
Student Interview (April 27, 2016): Keith was interviewed to ascertain impressions of his progress at SPS. When asked whether he enjoys SPS Keith stated “yes.” When asked what he likes about SPS, Keith stated that he likes homework, reading and recess. Keith was asked what he does best at school and he stated, “listening to the teachers.” Keith also stated that he enjoys playing outside. Keith indicated that he does not get into trouble at school. He mentioned that his strengths include math and homework. Keith explained that his needs include homework. Throughout the student interview, Keith was difficult to understand and had difficulty with answering questions posed to him. It was quite apparent that Keith faces considerable communication delays and struggles with answering questions that are abstract.
Teacher Interview (May 4, 2016): Ms. Jenny Lincoln, Keith’s second grade teacher, was interviewed regarding Keith’s academic, behavioral, emotional, adaptive, and social functioning. Ms. Lincoln first discussed Keith’s issue with communication noting that he struggles with both expressing and understanding language. She mentioned that Keith struggles to understand the distinction between friendly and unfriendly intent. She noted that Keith often misinterprets social cues. Ms. Lincoln noted that Keith is both oversensitive and undersensitive to social stimuli. She mentioned that other children sometimes try to provoke Keith. Ms. Lincoln explained that Keith is aware of his own deficit and employs strategies to try to hide them. Some of these strategies can be functional in one way (e.g., get him out of work; have him be a leader at something in school) but maladaptive in another (e.g., alienate him from other children). For instance, Ms. Lincoln commented that Keith attempts to frequently be first in line and will bump into and push other children. Ms. Lincoln noted that Keith tries to engage socially with other children, but other children often have difficulty understanding what he is saying. Ms. Lincoln explained that Keith is a friendly child and knows how to approach a group of children, but struggles with sustaining social contact with them. Ms. Lincoln explained that Keith is very good at emulating other children’s behavior, which allows him to blend in with them to some degree. Regarding academics, Ms. Lincoln explained that Keith cannot read or write. She noted that sometimes he struggles with letter recognition and he cannot blend sounds. Ms. Lincoln indicated that Keith knows his one and two digit numbers and can count by fives and tens. Ms. Lincoln explained that Keith is skilled at trying to appear like his peers. She also mentioned that Keith is a friendly child who likes to draw and do art. Ms. Lincoln explained that Keith requires support for difficulties with academics, social progress, and speech.
Teacher Interview (May 6, 2016): Ms. Jessie Miller, Keith’s special education teacher, was interviewed regarding Keith’s academic, behavioral, emotional, adaptive, and social functioning. Ms. Miller noted that Keith really struggles in school. She explained, “he spends most of his day really trying hard to access the curriculum.” Ms. Miller indicated that Keith’s teachers also try really hard to assist him. Ms. Miller indicated that Keith’s ability to retain and express language is low. Keith is still writing with imaginative spelling which is reminiscent of beginning of kindergarten level. Still, Ms. Miller explained that Keith has worked extremely hard to get where he is. She continued, he gets exhausted even to accomplish this. Ms. Miller noted that Keith can only match about 30 % of the letters to their beginning sounds. He can recognize, mostly, his letters but still gets confused on the “b,” the “q,” and the “t.” He can count to 100 with teacher cues, though he might skip numbers along the way. Ms. Miller indicated that his ability to count to 100 is not consistent. He’s about 80 % accurate with that. Ms. Miller stated that keeping track of verbal instructions is difficult for Keith. Ms. Miller was next asked about Keith’s social progress. She explained that Keith has a very difficult time reading social situations. For example, Keith does not recognize his role in incidents with other children. He always wants to be first in line, and he’ll push other kids and not recognize that this behavior makes children angry. Ms. Miller explained that children are resentful of him pushing to get to the front of the line. Another child will push back and Keith does not recognize why the other child pushed him back. Ms. Miller noted that Keith really wants to connect with other children, but tends to do so in an assertive and aggressive way. Ms. Miller indicated that Keith is a fairly assertive child and getting him to recognize reciprocal (give and take) interaction has been a struggle for him. He is able to emulate other children’s behaviors to look fairly typical for his age. This is strength. Ms. Miller indicated that Keith’s primary focus is on blending in with other children. She also noted that he is becoming extremely aware of the fact that he is different. As a result, when extra support is offered to him, he does not want it. Ms. Miller explained that this may be a signal to him that he is different. Ms. Miller explained that Keith’s needs include comprehension of everyday routines (e.g., classroom; social) and academics across all areas. Ms. Miller indicated that Keith’s pace of growth is very slow, and his receptive and expressive language skills are very low. Keith’s strengths include his capacity to emulate other children his age, and his strong social motivation which inspires his ability to emulate and engage with other children socially.