Grade Six IEP (1)

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We had our IEP meeting on Friday.  I’ll make a series of short posts about it.

I’ll talk about reading first.  Maddie’s 08/09 goal was to identify 25 dolch sight words.  She had mastered this and moved on to more wordlists.  By “identify”, she would be presented a few words, and when a word was said she was to circle it /mark it.  The last set of words (prob 15 on a sheet), she got only two wrong on the first time seeing the sheet, no lesson or teaching.  So obviously she can read words and there is no disagreement on this.

At home we also do Bichell’s Alphabet Therapy- style flashcards, with tokens and a reward.  I admit to becoming lax in keeping up a data chart, but mainly because it seemed like she knew all of them.  Well, and I’m sort of lazy too.  Anyways, the words I put on the flashcards were just random: airplane, room, grass, horse, sandwich, shoes, apple. 

So the next logical step, to me, is to have her read a line of text and answer a question about it. 

I wish I could come up with a way to determine whether it is easier for her to read pictures/icons with text (ala Writing with Symbols), just icons, or just text.  If just text, what size font?  She usually works in a 20 point font, mainly so there are fewer items on the page and so if she is marking a word/ answer, its a larger target for her to hit. 

Teaching someone who is nonverbal to read always seemed impossible to me.  Maddie amazes me everyday.

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Tags: Angelman Syndrome, AS, ASF, Emilie, emily, goals, grade six IEP, how can you read if you can't speak, Maddie, nonverbal reading, sixth grade IEP, thoughts on IEP