Running head: ARTICLE CRITIQUE 1

Article Critique – Jaime Will Have a Friend

Kiara Maldonado

Fresno Pacific University

ARTICLE CRITIQUE—JAIME WILL HAVE A FRIEND 2

Article Critique – Jaime Will Have a Friend

The article being critiqued is, “ By June, Given Shared Experiences, Integrated Classes,

and Equal Opportunities, Jamie Will Have a Friend,” this article was not only informing of

disabilities and IEP’s, but was also very heart warming and touching. This article talked about

setting IEP goals, as academic goals are a main focus in an IEP, this article explained how they

wanted to add another focus and goal for Jaime, which was developing social skills and

developing friendships. This focus was brought to attention because Jamie’s mom felt as he was

lonely and had no friends. This was backed up by literature she read on children with disabilities.

She wanted Jamie to continue working on his academic skills but she wanted to alter the focus to

developing social skills as her reading lead her to understand that friendships can help Jamie live,

work, and play in the mainstream of their communities. Another reasoning of making developing

relationships the main focus is because his educational and emotional well-being was at risk.

Therefore, it made it logical to include it in his IEP, with the addition of counting to ten, ability

to write is first and last name with 80% accuracy, and initiate interactions with a peer.

Setting and following intact strategies will help meet the goal. By creating opportunities

for friendships is strategies that will help Jamie meet his goal. Opportunities were created for

Jamie to get more time with his peers, for example instead of getting pulled out of class for

speech his speech therapist adjusted her services that allowed time with him in small groups in

his science class. Peer support and problem solving activities were strategies that were used in

classroom to get Jamie and his peers more involved. For example, when Jamie did not want to

wear his hearing aids for several days his friends brought orthodontic retainers and eyeglasses to

wear to show everyone has to wear special equipment. Cooperative learning groups was also
ARTICLE CRITIQUE—JAIME WILL HAVE A FRIEND 3

another strategy used in his general education classes that were formed on shred nonacademic

interests. This promoted a sense of belonging.

Next, achieving goals and objectives was covered. Jamie’s academic goals were

incorporated into general education classroom. For instance, when children were assigned

seatwork Jamie also had to work at his seat while working on parallel tasks. His math learning

was incorporated through tasks such as taking attendance, counting present and absent students,

and counting correct answers on weekly math tests. These are all great ways of teaching and

learning in ways that make Jamie involved and focused on his subject in learning parallel to his

general education course.

Forming Friendships was talked about next in the article; they made friendship a theme in

the sixth grade classroom, with the emphasis of treating every living thing with respect. Children

were required to write their meaning of friendship. This gave the opportunity for each child to

see what that really meant and to be open to establish relationships with one another. Jamie

began to develop casual relationships throughout the year, as well as, close relationships with

three boys.

At the end of the year Jamie’s IEP objectives were met past the desired goal. As he

established close relationships and learned and progressed academically Jamie even went above

and beyond were he ran for student council and won. Because he would be moving out of

district planning for transition took place. Where his IEP meeting gained a few people, his

friends. That would help within the team to make suggestions and goals to help Jaime’s

transition into Junior High School.