Recommendations

The data that has been gathered from the observations, interviews and test results indicate that Colton is
developmentally delayed. Colton’s delays meet the requirements for eligibility for Special Education
services. In accordance to the IDEA act, Colton will be provided a Multidisciplinary team to create an
Individual Education Plan (IEP) which will delineate appropriate goals and accommodations for him in
his current and future academic settings. It is strongly suggested that Colton’s parents work closely with
the MDT to develop realistic goals that can be achieved in the classroom and in the home to amend his
current developmental skills.

For the professionals:

● Continue to offer speech therapy to build communication skills in both the expressive and
receptive realms.
● With the assistance of Colton’s parents, set long term and short term goals for verbal
communication with the speech therapist that can easily be monitored.
● Every month or two, continue to assess Colton for growth in the cognitive domain to monitor
further progression.
● Promote meaningful participation of Colton’s parents as equal members of the team.
● Invite Colton’s parents to make notes to share in the meetings of the growth he has made in any
or all the domains that they have observed in their home.
For the parent:
● Model verbal communication in the home through self-talk to assist Colton in his development.
● Continue to give Colton opportunities to practice self-help (adaptive) skills such as brushing his
teeth, putting on and taking off his shoes, washing his hands, and feeding himself.
● Encourage make believe play by himself and/or with others along with parallel play.
● Come prepared to share experiences, observations, concerns, or questions that pertain to Colton at
each meeting.
● Continue to be patient and loving towards Colton in his developmental progression.
For the classroom:
● Establish a routine Colton can learn and follow each day.
● Set and explain explicit expectations to Colton through the use of verbal and visual cues.
● Continue to build an inclusive classroom environment where Colton will have plentiful
opportunities to develop his communication and social interaction skills with and among his
peers.
● Encourage Colton to develop his verbal communication skills by asking questions that require a
multiple word response and through modeling of self-talk.
● Learn and use some more of the basic signs of sign language that can be used while verbally
communicating with Colton.
● To assist Colton in his fine motor development, incorporate multiple activities each day that will
aid wrist and finger strengthening; using scissors, shoveling dirt outside, threading large beads,
sticking pipe cleaners through a noodle strainer, drawing...etc.
● Encourage Colton’s independence in the classroom by allowing him to explore and make
decisions without the constant assistance of a teacher.