References

American Association on Intellectual and Developmental Disabilities. (2013). Definition of Intellectual Disability. Retrieved June 15, 2015, from American Association on Intellectual and Developmental Disabilities: http://aaidd.org/intellectual-disability/definition#.VZ30oni6_ww

Mann, G. (2015, June 28). (S. Tingey, Interviewer)

Mann, J. (2015, June 28). (S. Tingey, Interviewer)

TEDxMidAtlantic (Director). (2012). Let's Talk About Intellectual Disabilities: Loretta Claiborne at TEDxMidAtlantic Let's Talk About Intellectual Disabilities: Loretta Claiborne at TEDxMidAtlantic [Motion Picture].

The facts about COGNITIVE IMPAIRMENTS. (n.d.). Retrieved June 9, 2015, from Siskin Children's Institute : http://www.siskin.org/downloads/FactsonCognitiveImpairment.pdf

Yell, M. L. (2012). The Law and Special Education (3rd Edition ed.). Upper Saddle River , New Jersey , United States of America: Pearson.

How can this help me as a special education teacher?

I have learned a lot from this project and experience. I have learned that I learn really well through case studies so I chose to do a case study and ask questions that may help me to further understand what goes into an IEP and a 504 Plan.
I think that this project will help me as a special education teacher because I took the time to research out and answer some of the questions that may be asked in an IEP meeting or a 504 plan meeting. In doing this research I feel like I will be more comfortable going into an IEP meeting after this project because I feel like I understand them better.
With this project I also got to learn more about intellectual disabilities and how to help my students with them, I was able to learn about many different symptoms, causes, and teaching strategies that can help them to be successful. For me this project was all about helping my students to be able to be successful in their endeavors in school and beyond school whether it be college or a job. To me I want to be the teacher that is really supportive and helps them to find a ways to be successful.
This is also important because it helps me to see a real life experience of an intellectual disability and how it affects their lives. Seeing this real life example helps me to be a lot more excited for my future career and how I will be able to positively affect the lives of my students.
For me a common thread through this project was me wanting to see my students succeed and go on to do great things, this is something that is very important to me, I watched this TED talk which had a big impact on me because she was able to go on and be fearless and accomplish the things that she wanted to do with her life, which I find amazing. This is also a reason why I chose to do a case study on Garth, because I know him well and I know that he is happy and feels successful despite his disability.
This project was really good for me because I feel more comfortable about the knowledge that I have gained after applying it to a case study. Most of all, the best thing about this project was that it made me so excited to be a special education teacher and made me want to get into schools!

What are some goals that can help Garth to find success in the work and school?

During high school Garth had a lot of IEP goals that helped him to work towards necessary skills to help him be successful out of school, then he had goals to help him in his job and to be successful there.
Garth had many IEP goals throughout high school that changed and expanded as he learned more and more about what he could do and what he struggled with. Throughout his schooling some of Garth's IEP goals were really simple like learning to write his name clearly and then the goals got more advanced like early in high school some of his goals were understanding how money works and how to use it then towards the end of high school his goals were things that focused on life skills such as learning how to act appropriately in a job interview, learning and understanding how to grocery shop and the things that should be bought as well as things like identifying where Garth would like to work based on his abilities and what is realistic. Garth's IEP goals helped him to stay on track through high school and helped him to develop necessary skills to use in the real world.
Garth's 504 Plan goals are pretty different than what his IEP goals were. Garth's 504 plan goals related directly to his job and his job performance. Since his goals applied to his job the goals included things such as performing a task in seven minutes instead of eight, or only asking his buddy for assistance four times a day instead of five or six. These goals may not seem as major as his other goals but they did help him to be more successful in what he was doing in his job.
The goals that Garth had helped him to be able to work towards something and to feel a sense of achievement when he did reach his goals. IEP and 504 Plan goals are a very important part of the plans because they help you as a teacher to see progress and know how to further help them.

What accommodations or modifications can be made to most effectively help Garth?

Garth had both accommodations and modifications through his IEP and his 504 Plan, which helped him to be successful and be able to accomplish the things that he needed to and wanted to.
Garth's IEP included many accommodations and modifications. Garth really struggled to read even up until the time that he graduated from high school so he had modifications that helped him to be able to learn without having to read. Since Garth's mental abilities were about that of a six year old the curriculum was greatly modified for him, so that he would be able to continue learning and be able to move along in a pace that fit his specific needs, which often included a smaller project or a completely different project.  Since Garth had many modifications he graduated with a modified degree but he was still really happy because he was able to make it through high school! Garth also had some modifications like being able to listen to recordings instead of reading, and having more time to complete an assignment or a test. These accommodations helped Garth to be able to keep up in the areas that he was successful in and to be even more successful. The accommodations and modifications that Garth received helped him to become a more successful student in his classes.
Garth also received some modifications in his 504 Plan, which helped him in the work place. Garth received modifications like having more time to complete a task, and having a buddy near to help him if it was needed. These modifications in the work place have helped him to be more successful and the more that he works in his job they are finding that he needs the accommodations less.
Garth was able to receive these accommodations and modifications because he was protected by IDEA and is now protected by Section 504.

What is granted to him under Section 504?

Section 504 covers a lot of the same things as IDEA does but after Garth graduated from high school he was then covered by Section 504 because of the ages included. Garth is covered by Section 504 because his disabilites fall under what is covered by Section 504, the act defines who are covered as "any person who has a physical or mental impairment which substantially limits, one or more of such person's major life activities, has a record of such and impairment or is regarded as having such an impairment." Garth has a mental impairment that limits his life activities so he is covered.
Garth receives many things through his 504 Plan, for example he is able to receive accommodations and modifications in his work and because he works for a company funded by the government and they cannot discriminate against him it helped him to get hired.
The thing that it helped the most was is that he was granted accommodations and modifications so that he was able to perform the job and do it to the best of his abilities. This plan is what made it possible for him to be able to continue to find success and be able to do amazing things after he graduated. For some students this plan is used to help them be able to progress and go to college but for some people it is helpful to help them to get jobs and help them succeed in that way, but either way Section 504 helps students to continue to progress and find success.

What teaching strategies can help Garth to be successful?

In my research on intellectual disabilities I was able to identify some specific learning strategies that can be used in general for students with intellectual disabilities. But knowing Garth helps me to be able to identify what may be helpful for him and I believe that knowing the students needs and personality helps us to more successfully identify what the specific student needs to be successful.

For Garth one of the most successful ways to help him to achieve a desired outcome is a rewards system, and we have also learned the M&Ms is the only reward needed. This system has been used in many of his classes along with helping him to perform better at work as well. Garth's teachers realized that if you told him he would get a snack sized pack of M&Ms at the end of a class period if he behaved then he acted much better throughout the class.

Another strategy that helped Garth was giving lots of examples and clear instructions about what he should do. His teachers found that he had trouble visualizing what he was supposed to do, so they found if they gave him a clear example of what he was supposed to do then he was able to do it much more successfully. 

There are many more strategies that can help Garth that include, reducing distractions, having him near a peer that can give him assistance if needed, having someone available to help him with reading and much more. The important part about teaching strategies to help the student is that they are individualized to help the specific student as much as possible. 

What was the role of his services under IDEA?

IDEA grants a lot of services to students with one of the specific disabilities that it covers. Since Garth has a intellectual disability he is able to receive services that helped him out a lot. In answering this question I want to focus on the speech language therapy and the behavioral therapy that he received. 

First the speech language therapy, Garth's mom briefly mentioned it and talked about how it wasn't specifically necessary but it was helpful for him. This service was given to him when it was thought that he had a developmental delay and he was behind and they believed that speech therapy would help him to catch up a little bit. During this they found that it helped his speech a little bit but what really helped him was the social aspect. Garth continued in this service until his speech improved quite a bit and he was able to communicate much better. 

Garth also received behavioral therapy or counseling, and this helped him immensely, he was able to participate better in class and at home. This service had a major impact on his schooling and life in general. I remember times with Garth when he would get really upset about something and because of this therapy his mom had better ways to help him to relax and he had learned and had more experiences trying to relax. This was also evident in the classroom, Garth's teachers were also able to use these techniques to help him to relax and be able to do the things that he needed to. 

The services that students with disabilities are given can have a major impact on their performance and behavior in the classroom and outside of the classroom in their everyday life. These services really can help the students to become able to deal with their disabilities and be able to help themselves more than they would have otherwise.