Recommendations

Through testing, observations, and interviews it can be concluded that Colton is eligible for Part C
services. These services can be provided in the home as well as in the Preschool lab. Colton applies
for these services because he is in the below average range in each of the developmental domains:
communication, social/emotional, adaptive behavior (self-help), motor and cognitive. It is
recommended that he be kept in in this placement and receive special services in the classroom and
at home.

For the Professionals:

 Create and begin implementing the IEP for Colton with services focused on the parent’s main
concerns in communication and fine motor skills.
 Continue to provide Colton with services such as speech, occupational, physical and
equestrian therapy.
 Stay in regular contact with Colton’s parents to inform them of progress that he is making in
regards to his goals.
 After 3 months in the Preschool Lab experience, reassess Colton to note any improvements
that he has made.

For the Parents:

 Continue to observe Colton in the home and in visits to the Preschool classroom in regards
to his progress in each of the developmental domains.
 Continue to encourage Colton to work on his communication by using sign language while
asking questions such as “What do you want to eat?”
 Give Colton opportunities to practice his fine motor skills through activities such as coloring,
and threading beads onto a shoelace.
 Follow up on Colton’s progress regularly with the professionals and teachers that work with
Colton outside of the home.
 Continue to model appropriate behavior and correct inappropriate behavior that is seen in
the home.

For the Classroom:

 Implement activities into the lesson plans for each day that promote speech development.
These activities can include: reading books, singing songs, and answering questions.
 Implement activities into the lesson plans for each day that promote fine motor
development. These activities can include: throwing, drawing, grasping, pinching and
painting.
 Consistently ask Colton questions about his play such as, “What are you playing with today?”
to encourage his speech development.
 Where necessary, provide fine motor assistance using hand-over-hand techniques to
encourage fine motor development.

Summary
Colton is a 3 year and 11-month-old boy. When he was born, he was diagnosed with Down
Syndrome, but he did not receive a prenatal diagnosis due to finances in the family. Under the
Individuals with Disabilities Education Act (IDEA), Colton is categorized as having an intellectual
disability. Colton is below average in each of the developmental domains which includes:
communication, social/emotional, adaptive behavior (self-help), motor and cognitive. His parents are
particularly concerned about his fine motor skills and communication skills. Colton can communicate
using approximately twenty different words and fifty different signs. When he is unable to
accomplish a task on his own, he often will grab the hand of an adult and pull on them. In regards to
Colton’s social and emotional skills, he participates regularly in parallel play with peers in the
Preschool classroom as well as at church and in the home. His motor skills were seen in the
Preschool classroom as well as in the home. Colton can jump, run, walk up stairs and throw a ball. He
is unable to catch a ball or cut using scissors. During the Battelle assessment, Colton’s cognitive
abilities were made apparent as he matched eight blocks together with their correlating colors.
When the examiner asked Colton to identify certain objects hidden in a larger picture, he was unable
to do so. Colton’s self-help skills include: an ability to unzip his jacket, take off his shoes and clothes,
wash his hands and throw garbage in the trash can. He is not yet potty trained. Colton has been
participating the Preschool Lab at Brigham Young University—Idaho. This will give him the
opportunity to work on his goals in each of the developmental domains as well as receive Part C
services based off of his eligibility.