Case Study: Lilly

A case study on “Lilly” is presented here to illustrate how a student with significant
disabilities can be incorporated into the context of general education activities. The case
study includes:
• a general description of Lilly,
• IEP goals and objectives related to her specific needs, and
• a general education lesson plan illustrating how Lilly’s needs are met within the
context of the general education setting/activity.

Features of the lesson plan include:

• GLEs that the general education students are to address,
• An Extended Standard that Lilly is to address, along with the complexity level,
• IEP objectives Lilly can address within the context of the lesson,
• Potential GLEs that Lilly might be able to address, and
• Green and blue colored font which specify accommodations and modifications for
Lilly.

Description of Lilly
Lilly is a 4th grade 10-year-old student who is eligible to participate in LEAP Alternate
Assessment Level 1 (LAA1). She has an exceptionality label of severe mental disability
with a secondary exceptionality of speech/language impairment. Her related services
include speech, OT, PT and APE.

In general, Lilly is functioning at the early symbolic level. Although Lilly does not
communicate verbally, she is beginning to use pictures and picture symbols to respond
academically, indicate choices, and express wants and needs. She uses a daily picture
schedule to prepare for transitions within her environment. She can identify the letters in
her name and the numbers 1-10, and can discriminate between two pictures. Lilly uses a
touch screen to access the computer and has been exposed to low tech voice output
communication devices. She requires extended time to communicate her responses on all
tasks.

Lilly has a friendly and outgoing personality, and she enjoys interaction with peers and
adults; however, she can be inappropriate when greeting others, and she tends to hug
everyone she meets. Lilly’s teacher indicates that she has a short attention to academic
tasks. She needs support and supervision throughout the day, including directions
repeated and minimal physical assistance in the areas of communication, motor, and
academics. At present, she is in a self -contained class and has not participated in general
education classes this school year. In the past, Lilly has been included in general
education classes and demonstrated success. Her interests include the computer and
music. Lilly’s parent’s want her to resume participation in the regular class, but want to
ensure that she is meaningfully engaged in learning while there.
Sample Goals and Objectives
Goal: Lilly will use her voice output device to communicate for 3 purposes across
academic, social, and functional arenas.

Objectives
Lilly will use her voice output device to communicate four events from grade appropriate
(modified) text in correct sequence, 3 out of 4 correct probe checks per nine weeks.

Given a minimum of 4 opportunities daily, Lilly will use her voice output device
independently to communicate preferences in activities, partners, materials and/or
roles/responsibilities, as demonstrated by 3 out of 4 probe checks across each nine week
period.

Lilly will use her voice output device to communicate physical needs including hunger,
toileting and discomfort at least two times daily, 3 out of 4 probe checks across each nine
week period.

Given multiple opportunities across the day, Lilly will use her voice output device
independently to ask questions and make comments in group work and social situations,
2 out of 4 probe checks across each nine week period.

Goal: Lilly will use picture symbols to access a variety of general education curriculum
and activities.

Objectives
Lilly will use a set of four picture symbols to predict or retell age appropriate general
education texts, 75% accuracy on 3 out of 4 opportunities each nine weeks.

Lilly will use a set of four picture symbols to correctly identify/predict the sequence of a
general education activity in each of the four content areas, with 75% accuracy across 2
weekly probe checks in each content area, per each 9 weeks.
 General Education Lesson Plan
Identifying Polygons and their Properties
Primary Subject Area/Grade Span
Math 3-4
Title
Identifying polygons and their properties
Content Overview
Students will use photographs, sketches and cartoons found in age appropriate media using a variety of
technologies. Students will identify examples of polygons, cut-out/print the examples and describe the
properties of the polygons they have identified. Results will be shared and graphed. Students will
answer questions about the properties of polygons. Students will answer estimation questions about
the results reported on the graph.
Standard/ Benchmark:
Grade-Level Extended Comp. Potential Lilly’s IEP
Expectations Standards Level GLEs for Lilly Objectives
G-1-E
G-2-E G-2-E 2 G-5-E Communicate with
G-5-E peers using voice
D-1-E output device
D-2-E D-1-E Use touch screen
D-3-E to explore
electronic media
D-2-E
D-3-E
Activity Materials, Technology and Supports
WHOLE CLASS Lilly
Age appropriate magazines, newspapers, comic Touch screen for computer
books Voice output device
Computer with printer a children’s news channel to Peer partner support
search Team member support
Scissors and glue
Pen/pencil
Polygon ID Sheets (work sheet with student’s
name, a place to paste the picture and questions to
answer- type, number of sides, number of acute,
obtuse angles)
Group findings graph work sheet
Activity Procedures
1. Teacher reviews line drawings of common polygons (triangle, quadrilateral, parallelogram…).-
discussing the number of sides and showing examples in photograph form.
2. Teacher asks the students to find the example of the polygon being reviewed in the photograph
she displays.
Teacher stands in close proximity to Lilly and points to the polygons as the students identify them.
Lilly identifies a polygon by pointing to the picture with guidance from her peer partner.
3. After review the teacher explains the activity to follow.
4. Students organize into groups of four
5. Teacher identifies one member from each group to search for examples on the computer
Lilly is selected from her group.
6. Teacher gives each group a paper bag with a variety of magazines, newspaper and photographs
7. Students search media for examples of polygons
Lilly and the other selected group members search a kids news site on the computer Lilly uses
the touch screen with prompting from her peers to help identify the pages to be printed
Use touch screen to explore electronic media
 8. When each member of the group using the computer has selected photographs to print , they
collect their printings and return to their groups to continue the activity
9. Examples are cut/torn out and glued to a polygon ID work sheet (attached).
Lilly works with her peer partner to complete the activity. A member of her instructional team helps
to support her group and the other groups as needed.
10. Students must answer the questions on the polygon ID sheet for each example they find
Lilly will count the sides of the identified pictures with the support of a team member and use her
voice output device to communicate the information to her peer partner.
Communicate with peers using voice output device
11. Teacher ends this phase of the activity and students clean up and return materials
Lilly and her partner help their team clean up the scraps of paper. The instructional team member
facilitates the process.
12. Students return to their groups, sort their polygons and then graph the results on the group
graphing work sheet (attached)
Lilly helps sort and count with her peer partner. An instructional team member facilitates the
activity
Activity Assessment
Whole Class Lilly GLE Lilly IEP

• Polygon ID work sheet • Polygon ID work sheet Team observation

• Group graphing work • Group graphing work • Data- marked on
sheet sheet Polygon ID work sheet