Pedro is an eighth grade student. He has had a great deal of difficulty learning how to read and currently reads on approximately the fourth grade level. He receives specialized reading instruction in the resource room from the special education teacher. Pedro is also having difficulty in math, most notably on word problems, and receives specialized instructional support for this need as well.

Is the PASA appropriate for Pedro?

NO; he is participating fully in the general education curriculum.

Simon, a sixth grader, and his teachers are continuing to work to identify simple and effective methods for him to communicate his basic needs and wants in his sixth grade classroom. Despite his cognitive impairment and lack of a formalized communication system, his parents and teachers are able to read subtle communication attempts; however, those unfamiliar with him are not able to understand his intentions. The IEP team's priority goal at this time is to teach him to use a formalized system of communication.

Is the PASA appropriate for Simon?

YES; he meets all six criteria.

David is an eighth-grade student who attends a state-approved private school for students with serious behavior disorders. The focus of IEP has been on increasing his pro-social behaviors and reducing his aggressive outbursts. He is easily distracted and demonstrates very little interest in learning in the reading intensive academic classes he attends at his school.

Is the PASA appropriate for David?

NO; although he is in an approved private school, he is participating fully in the general education curriculum.

Jamal has a label of autism and has goals on his IEP that focus on his initiating and responding to interactions with his peers. He shows fair comprehension of sixth grade text, and is good at mathematical computation, but had difficulty applying the information in practical settings.

Is the PASA appropriate for Jamal?

NO; he does not need substantial modification of the general education curriculum.

Brandon has cerebral palsy and is severely myopic. His IEP team members have identified the correct size and color of pictures to present to him on a screen enabling him to see them. Additionally, they have determined that he can eye-point to pictures of items to indicate his selections. One of his new IEP goals is to increase his use of the communication system by teaching him to scan and select pictures representing actions.

Is the PASA appropriate for Brandon?

YES; he meets all six criteria.

Mary is legally blind and hearing impaired. In her 8th grade regular education class, she uses a combination of optical devices, including magnifiers and large print materials for reading. In addition, her social studies and science textbooks are on tape to assist her in learning. Since Mary continues to lose visual functioning, an itinerant teacher provides ongoing instruction in Braille.

Is the PASA appropriate for Mary?

NO; her participation in the general education curriculum does not differ substantially from most other students.

Tamara is an eleventh grader and her IEP team has identified priority goals for her in the areas of applied academics. Her objective focus on learning to communicate through the use of a picture board, getting to places within her work site, and learning to fold towels in the health and fitness center where she receives on-site vocational education.

Is the PASA appropriate for Tamara?

YES; she meets all six criteria.

Rebecca is a seventh grader who has made remarkable progress in using pictures and sign language to make requests. As a result, there has been a dramatic decrease in the frequency with which she demonstrates aggressive outbursts. She now works with small groups of students for short periods of time before indicating that she would like to leave; she will continue to work on activities up to fifteen minutes without incident, twice as long as she did previously.

Is the PASA appropriate for Rebecca?

YES; she meets all six criteria.

RJ, an eighth grader diagnosed with muscular dystrophy at age 24 months, must use a wheelchair for mobility. His family and the school work together to enable RJ to participate in his eighth grade class, along with the support provided by an aide who assists him with routine activities such as eating and toileting, and with his use of assistive devices such as adaptive pencil holders and switches for computer access. With the appropriate accommodations, RJ has been able to keep up with the work required in his classes.

Is the PASA appropriate for RJ?

NO: he does not have significant cognitive disabilities.

Christopher is in fourth grade and learning to independently maneuver his wheelchair throughout the building. He enjoys his classroom job of delivering lunch counts and attendance information to the school office; it is his responsibility to record the lunch and attendance information on a form in the school office. The job gives him an opportunity to work on some of his priority IEP goals, including locating areas in the school building and writing numbers.

Is the PASA appropriate for Christopher?

YES; she meets all six criteria.

Amanda is in the eleventh grade for the second time, because she is being held at that grade until the year before she graduates at age 21. She meets all six of the eligibility criteria for the PASA, and she took the PASA last year.

Is the PASA appropriate for Amanda?

YES; although she took the PASA last year, as long as she is "counted" as an eleventh grader in the Penn Data, she will have to take the PASA again this year.