Hearing Issues Does the student have a hearing loss? If so, describe the nature and degree of student’s hearing loss. Does the student have personal amplification? If so, describe. Examples include cochlear implant(s) or hearing aid(s). Is the student a consistent wearer of a personal amplification system? Does the student report dysfunction of his/her personal amplification system, when appropriate? Motor Issues Does the student have motor issues that impact educational performance including the ability to sit, stand, and move within the classroom and within the school building? Describe the student’s ability to make transfers (e.g., to and from the wheelchair, to desk chair, to toilet). Does the student have sensory challenges? If so, describe. Does the student have fine motor deficits? If so, describe. Does the student’s medical condition result in limited strength, vitality, alertness and thereby limiting productivity? Does the student require assistance with activities of daily living (e.g. dressing, toileting, feeding)? Does the student’s medical condition restrict activity at school? Do mobility issues require safety precautions (e.g., bus, playground, gym)? How does the student currently use assistive technology or special equipment? Present Level Area: Social & Emotional Status Social and Emotional Status includes functional performance information about the student’s social skills, interpersonal behavior, personal skills, self-related behaviors, sensory self-regulation, emotional behavior, organization and executive skills, environmental access/mobility skills, and independent living skills. General Guiding Questions The following questions guide the development of the present levels. The list is not exhaustive, but rather serves as a prompt to identify current educational performance and to document baseline performance. Select questions that are relevant to student’s needs and disability. Interpersonal Relationships How does the student interact with age peers (e.g., social conversation, group activities)? How does the student build and maintain friendships? How does the student display interpersonal behaviors such as accepting authority, coping with conflict, gaining attention, making conversation, playing in organized and informal activities, engaging others, respecting property (own or others)? Self-Regulation
Hearing Issues Does the student have a hearing loss? If so, describe the nature and degree of student’s hearing loss. Does the student have personal amplification? If so, describe. Examples include cochlear implant(s) or hearing aid(s). Is the student a consistent wearer of a personal amplification system? Does the student report dysfunction of his/her personal amplification system, when appropriate? Motor Issues Does the student have motor issues that impact educational performance including the ability to sit, stand, and move within the classroom and within the school building? Describe the student’s ability to make transfers (e.g., to and from the wheelchair, to desk chair, to toilet). Does the student have sensory challenges? If so, describe. Does the student have fine motor deficits? If so, describe. Does the student’s medical condition result in limited strength, vitality, alertness and thereby limiting productivity? Does the student require assistance with activities of daily living (e.g. dressing, toileting, feeding)? Does the student’s medical condition restrict activity at school? Do mobility issues require safety precautions (e.g., bus, playground, gym)? How does the student currently use assistive technology or special equipment? Present Level Area: Social & Emotional Status Social and Emotional Status includes functional performance information about the student’s social skills, interpersonal behavior, personal skills, self-related behaviors, sensory self-regulation, emotional behavior, organization and executive skills, environmental access/mobility skills, and independent living skills. General Guiding Questions The following questions guide the development of the present levels. The list is not exhaustive, but rather serves as a prompt to identify current educational performance and to document baseline performance. Select questions that are relevant to student’s needs and disability. Interpersonal Relationships How does the student interact with age peers (e.g., social conversation, group activities)? How does the student build and maintain friendships? How does the student display interpersonal behaviors such as accepting authority, coping with conflict, gaining attention, making conversation, playing in organized and informal activities, engaging others, respecting property (own or others)? Self-Regulation
IEPGuidanceDocument2015-16.docx