Hassan uses a picture schedule to independently follow the

 

Hassan
is a 16-year-old Somali American male in 10th grade who currently
attends Washburn High School in Minneapolis, Minnesota. Hassan is diagnosed
with Autism and came to the U.S in December, 2014. His mother reports that
Hassan did not have formal education prior to coming to the U.S from Kenya. He
was isolated from his peers and spent all his life living at home with his
mother and siblings. 

 

Hassan
follows directions accompanied by both visual and verbal prompts/cues (20%).
Hassan is familiar with following a daily routine. He uses a picture schedule
to independently follow the classroom routine (80%). Social stories are being
utilized to improve receptive understanding of social (pragmatic) situations
(i.e lunch with peers, hallway behavior). Hassan often demonstrated appropriate
eye contact when spoken to by an adult; however, Hassan’s eye contact is more
consist when he has initiated the communication.

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Expressively,
Hassan uses pictures and a voice output communication device with physical
prompts to indicate his preference when given a choice of activity or item.
Hassan is working on requesting on food/drink from a field of 4 pictures (70%)
and requesting activity or an item from a field of 4 pictures (60%).

 

Hassan
rarely independently initiates communication using his AAC device. Hassan
usually initiates communication by approaching someone and touching them on the
arm or the hand. Currently, phase 1 strategies of the Picture Exchange
Communication System are being implemented (100% assistance from facilitator is
required). Hassan’s preferred reinforces include music, books, singing,
swinging, noise makers and his towel. In addition, Hassan is able to recognize
all pre-primer sight words and is able to point to the correct word when given
four words on separate cards. Currently Hassan is learning about Kindergarten
sight words, reading comprehension, numbers from 1-30 and life skills.

 

Hassan’s
communication disability adversely affects his ability to participate within
his educational program. It significantly affects his ability to develop
age-appropriate social skills and friendships and to independently function
within society.         

 

Hassan’s
need for adapted reading passages and inability to read and comprehend grade
level reading passages impact his ability to independently perform successfully
in all content areas. 

 

I
submitted a hard copy of the signed consent form in person to the instructor in
class on 9/25/2017. I chose this student because I work with his mother. I
decided that working with this student will allow me to do my project after
work hours without missing work.