Name: Kinisha Lewis

Date: 12/14/21
Professor Gersch
Assignment: Case Study

Student is a 15 year old female in the 9th grade with a classification of a learning

disability. Her and her family are not from the United States, they are from Pakistan and speak

Urdu. She is placed in an Integrated Co-Teaching (ICT) Class for her four core classes and has no

related services. Her attendance for the year has been good. Heera's mother describes her as

being appropriately independent for her age. She practices appropriate hygiene, completes

chores, like washing the dishes, and takes care of her basic activities of daily living. Heera

travels independently in the neighborhood and gets along well with members of her family. In

most of Heera's classes, she is performing well. She can follow directions independently and is

not afraid to ask for help when she needs it. She often struggles to understand certain concepts

within her classes and needs to be re-taught or explained to her again for comprehension. She

can express her ideas well and can problem-solve through most issues at hand. She is a sociable

and mature student. Her strengths is that she is very well mannered and friendly within her

classroom environment. She stays organized during the day. She follows classroom rules and

procedures. She gets along well with adults and peers. She also enjoys reading non-fiction books

and is currently reading a chapter book for this month.

 The assessments used in the evaluation were the Wechsler Intelligence Scale for

children- Fourth Edition (WISC-IV) and the Wechsler Individual Achievement Test- 3rd Edition

(WIAT-III). The WISC-IV is a comprehensive cognitive and intellectual battery yielding both IQ

scores, cognitive functioning profiles, and an assessment of learning strengths and weaknesses

of children aged 6 years 0 months through 16 years 11 months. The WISC-IV consists of 1o core

subtests each measuring various aspects of intelligence. The Full Scale IQ is derived from four

indices: Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed.

The results of testing are charted below:

1. Verbal Comprehension Index- Low Average

2. Perceptual Reasoning Index- Borderline

3. Working Memory Index- Low Average

4. Processing Speed Index- Borderline

5. Full Scale Index-Borderline

The Wechsler Individual Achievement Test-III is an individually administered academic

achievement test that assesses academic abilities in four domains: Reading, Mathematics,

Written Language and Oral Language. Her results are below:

 The results from the assessments relate to the current IEP in the academic and

social/emotional domains because the assessment shows that the student is struggling with her

basic reading and it also showed that her reading skills are low. Academically she needs a lot of

scaffolds and extra time in order to accomplish any writing task. Despite her academics, socially

she is very pleasant and loves to help others. She has specific goals which are:

1. Student will explain scientific explanations built by combining evidence that can be

observed what people already know about the world.

2. Student will perform all four academic applications to apply properties to generate

equivalent forms of rational numbers and square numbers.

 3. Student will be able to identify and describe the difference between primary and

secondary sources.

4. Student will be able to formulate paragraphs using TEA (topic sentence, evidence,

analysis) structure.

Reviewing the goals, I can see that the goals do not really align to her assessment results. If she

is struggling with basic reading then she will struggle to formulate paragraphs without some

form of scaffolds or chunked text. Looking at the goals, I can see that her assessment results was

not really indicated in her goals and her goals should be improved.