Helping Others Meet Life’s Challenges Coordinator of Community Services

Use the information below to write a narrative under Section A and Section B below.

Student B Age: 16 Disability Category: Multiple Disabilities (Intellectual Disability and Cerebral Palsy) Race/Ethnicity: Caucasian Pertinent family characteristics: Lives at home with mother and sisters. His mother is a teacher at the local high school; His Father lives in the same town and works as a mechanic.  Student B is a 10th-grade student in a suburban high school. He receives special education services as a student identified with Multiple Disabilities (Intellectual Disability and Cerebral Palsy). Based on Stanford Binet-5, Student B has a full-scale IQ of 50.

Student B’s mother reports that at home, Student B likes to play Uno with his family, watch tv (sports), garden with his mom, and hang out with the family pets, a ferret and a dog. His jobs at home include helping to clean his room and feeding the pets, but she thinks he could do more to help out if she and his sisters supported him. Student B’s sisters say that he likes to hang out with them at home, especially when they have friends over or are doing homework. Because Student B’s mom works at the high school, Student B stays at school until she finishes her workday. During this time, Student B likes to watch the school athletic team’s practice, especially volleyball (one of his sisters is on the team) and basketball. Though Student B does not live with his dad, he sees him most weekends and enjoys spending time at the auto shop where his father works. He likes to talk to the other mechanics and customers. Three days a week, a personal care attendant from United Cerebral Palsy comes into the home for three hours to assist Student B in his daily living needs including bathing and preparing for bed. Student B’s mother provides these supports during the rest of the week. Student B is able to manipulate his electric wheelchair semi-independently. He has difficulty maneuvering through tight spaces including classroom and store shopping aisles, and he often asks for help. 

Student B has strengths in the area of math. Student B is able to tell time with a digital clock and compute basic 1- and 2-digit addition and subtraction problems without regrouping.  On the most recent MAP-A test, Student B scored proficient in social studies and in mathematics.  In the area of reading, Student B is able to pronounce one-syllable words. He has difficulty pronouncing multi-syllable words and words with consonant digraphs. Using a computer with an adaptive keyboard, Student B is able to spell out some one-syllable words and type simple sentences with some missing punctuation and capitalization. Student B receives instruction in both the general education and special education classrooms. He receives reading, writing, and math instruction in the special education classroom. Student B also participates in electives in the general education classroom. He has taken PE, food preparation, choir and weight training. He enjoys these classes and has paraprofessional support to interact with his peers. Student B enjoys attending all sporting events at the high school. He particularly likes basketball and can be found in the gym watching practice until his mother finishes her work at school. One of Student B’s strengths is being social; the volleyball team members refer to Student B as their number one fan. Student B recently started as manager of the basketball team.  

On the Picture Interest Career Survey (PICS) the pictures represent individuals working in a variety of settings and at various skill levels. The PICS user is asked to choose one picture out of the three presented in each item. Student B’s main interest areas were Human Services (social) and Health Science (social). The Vineland Adaptive Behavior Scale was administered, and Student B scored as follows: Communication, 40; Daily Living, 55; and Socialization, 50, Ab Quotient was 48. His highest areas were in receptive communication, play and leisure time, and gross motor skills. The areas he scored lowest on were socialization, expressive communication and written communication, community living skills, and fine motor skills. 

Student B has had a few on-site work experiences through school. He is learning how to use the cash register at the school café, which is run by a vocational class for students with disabilities. He has also been a volunteer office assistant for the afterschool program secretary where he makes simple copies and puts information in the teachers’ mailboxes. His vocational teacher has set up a checklist system that he uses in order to stay on task and get all of his work done. At this time, Student B is not paid for either work experience, but he enjoys the tasks, especially if they include interaction with other people.    Student B and his family would like him to live in an apartment with appropriate supports after he graduates from high school. They would like to see him become more independent in his daily care skills and choose healthy foods for snacks and breakfast. His mom would also like to see him participate in community-based supported employment experiences that could lead to part-time paid job. 

Home Living          

Follows daily living routine (e.g., personal hygiene, dressing, selecting clothes)  ☐ Yes  ☒ No

 Purchases, prepares, and stores food; maintains healthy diet     ☐ Yes  ☒ No 

 Performs light household maintenance (e.g., cleaning, unclogging drains, or toilets)  ☐ Yes  ☒ No

 Appropriately makes and receives telephone calls    ☒ Yes  ☐ No   

 Follows disaster safety routines for fire and natural disasters   ☒ Yes  ☐ No   

Household & Money Management       

 Creates and maintains checking & savings accounts      ☐ Yes  ☒ No  

Manages money (e.g., counts money, makes change, budgets and monthly bills)  ☐ Yes  ☒ No

 Evaluates cost of services (e.g., banking, telephone, leasing, credit cards, loans)  ☐ Yes  ☒ No

 Locates & acquires place to live (e.g., finds housing, understands rental agreements)  ☐ Yes  ☒ No

Sets up living setting (e.g., organizes furniture, arranges for utilities and services)  ☐ Yes  ☒ No

Transportation         

Selects appropriate method of transportation   ☐ Yes  ☒ No      

Possesses required transportation documentation (e.g., driver’s license, bus pass)  ☐ Yes  ☒ No 

Organizes transportation (e.g., carpool partners, door-to-door bus or cab service)  ☐ Yes  ☒ No  

Navigates throughout community using preferred mode of transportation    ☐ Yes  ☒ No  

Law & Politics         

Knows how to participate in voting and political decision-making  ☐ Yes  ☒ No    

Understands basic local, state, and national laws ☐ Yes  ☒ No        

Understands rights as a person with a disability ☐ Yes  ☒ No       

Community Involvement        

Locates & participates in leisure, recreation, and community activities ☒ Yes  ☐ No     

Locates and uses community services (e.g., stores, banks, medical facilities, recreation facilities, health department, police department, social services) ☐ Yes  ☒ No

Completes paperwork for medical treatment, community services, insurance, etc. ☐ Yes  ☒ No  

Plans and acquires wardrobe (e.g., select appropriate clothes, compare prices)  ☐ Yes  ☒ No

Responds appropriately to environmental cues (e.g., signs, sirens)  ☒ Yes  ☐ No   

Personal Safety and Interpersonal Relationships     

Performs basic first aid and seeks medical assistance when appropriate    ☐ Yes  ☒ No 

Practices community safety routines (e.g., when to talk to strangers, avoiding unsafe locations, locking doors, asking for directions)  ☒ Yes  ☐ No

Understands when it is appropriate to call 911 ☒ Yes  ☐ No       

 Knows CPR and when it is necessary ☐ Yes  ☒ No         

Maintains relationships with family and friends; establishes new friendships  ☒ Yes  ☐ No  

Understands the concepts of sexuality (e.g., physical self, reproductive process, dating, relationship, marriage).  ☐ Yes  ☒ No

Makes informed choices regarding sexual behavior ☐ Yes  ☒ No       

Self-Advocacy         

Expresses strengths and needs; asks for accommodations when needed  ☐ Yes  ☒ No              

Expresses preferences appropriately, identifies long- and short-range goals ☐ Yes  ☒ No         Assertively advocates for self in situations outside of school   ☐ Yes  ☒ No             

Responds appropriately to typical exchanges with others (e.g., saying hello, being bumped or brushed against, making small talk, sarcastic remarks, etc.) ☒ Yes  ☐ No        

 Resolves conflicts through discussion, reasoning, & compromise    ☐ Yes  ☒ No        

Health and Wellness

 Knows how to obtain healthcare   ☐ Yes  ☒ No        

Knows how to access healthcare    ☐ Yes  ☒ No     

Can administer own medication   ☐ Yes  ☒ No

Practices healthy habits (exercise, eating, buckles seatbelt, etc.)   ☐ Yes  ☒ No  

Demonstrates an understanding of basic medical care for common illness (colds, etc.)  ☐ Yes  ☒ No 

Additional Independent Living Skills      

Student B has a basic sense of right and wrong ☒ Yes  ☐ No

Student B can independently manipulate his electric wheelchair ☒ Yes  ☐ No

A. Using the information above, please complete a narrative for each section below

a. Medical, developmental, and mental history, including current medications. 

b. Nutritional status 

c. Emotional and behavioral status

e. Living situation.

 f. Personal support systems. 

g. Individual’s goals and preferences

h. Environmental, social and functional status

i. Educational history. 

 j. Finance

k. Health education

 l. Social support. 

m. Any additional service needs. 

B. Brief Summary (Please provide a summary based on the information you entered above)

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