| Learner Profile | Leesie rarely wrote in school. She is serious about finding her own apartment and wants to apply for a job as a receptionist. The job she wants requires her to record brief messages and do some basic typing tasks. She needs to be able to write a simple, correctly spelled message. |
|---|---|
| Short Term Goal | To write at the 110 level so she can pursue her employment goals. |
| Demonstration | Leesie must take a simple message from five students on her own. She must write the message down with the name of the person that the message is for. |
| Skill and Level | Write simple but complete sentences. |
| Effect of the Learning Disability | Leesie tends to not follow through with written tasks. Her sentences are fragments and the spelling is haphazard. She can spell, but doesn’t apply rules or take the time to search her memory for a specific spelling rule. |
| Accommodation | Leesie’s peers give her feedback about her work. This is important to her. Also, she has learned to use a message pad to record messages. She wrote a list of the correct spelling of everyone’s name and refers to it when taking the message. She has also learned to ask someone to spell a word in their message so that her message can be understood by the reader. |
| Learner’s Words | “I never wrote messages down and then I would forget. I was embarrassed that I couldn’t spell simple stuff like names. But most of all, it was easier to say “sure, okay” and then forget. When I got caught, I would say “Oh I lost it” or “did you say that? Gosh, I don’t remember. Sorry”. I know it looks careless, but I didn’t know how to change it. You know, just having a list of names to refer to and learning how to ask how to spell a word helps. Just using the message pad helped me fill in the name of the person who the message was for. I don’t need to forget, I can do it now.” |