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It is my clinical impression that this patient seems to be significantly more
normal in every aspect of the above compared with other Downs Syndrome children
of similar age. Palate development, while high, has lowered considerably during the
time she has been with me. Arch development and particularly tongue seem to be
becoming within the range of normalcy.
Behaviorly, Melody has demonstrated that she can handle the stress of dental
treatment as well as children not having Downs Syndrome.
Very sincerely,
DAVID K. PRIEBE, D.D.S.
DECEMBER 28, 1979.
In reply to Mrs. Dale Clarks request for a resume of Melody Clark's present
economic and social performance, I am enclosing the following information and
examples in the area of reading, math, language and social adjustment.
Reading
PRESENT LEVEL (S) OF PERFORMANCE
Able to read fluently from story book to teacher and independently complete
comprehension questions on take home at the present level in the Distar Reading
Program. (Example la). An example of her oral reading, verbal comprehension, and
reading rate assessed by the Brigance Diagnostic Inventory of Basic Skills is also
enclosed. (Example 1b.)
Math
Able to compute two digit, one column addition and subtraction facts, and is able
to write and compute two digit one column addition and subtraction facts from
dictated story problems at the present level in the Distar Math Program. (Example
2a. and 2b.) An example of her math skills assessed by the Brigance Diagnostic
Inventory is also enclosed. (Example 2c.)
Language
Able to make complete sentences. (Example) The first response in a complete
sentence was made in November, 1979. When told at recess that all the balls were
being used, Melody responded, "Denise will share with me."
Able to respond to personal data. Gives verbally: Full name, age, address, city,
state, birthday, phone number, and parents' name. Able to name in order the days
of the week and the seasons of the year.
Social adjustment
Melody had no initial adjustment period after being transferred to the E.M.R.
class. She was accepted by her peers on her own personal merit. Melody socializes
with her peers at recess and in the classroom. She participates in classroom games
and shares classroom responsibilities.
Melody is very conscientious in completing her school assignments, and she is
proud of her academic accomplishments.
ROSE M. MULLAN,
Teacher, Wenatchee Special Services.
MELODY CLARK CLASSROOM PROGRESS REPORT: JULY 1979
I would like to address five areas of Melody's functional development in the
classroom situation for the 1978/79 academic year. These areas are: reading, math,
writing (manuscript), speech and language, and social development.
Math
Melody began the year able to count consistently to ten. She could match num-
bers to manipulative objects or to groups of objects on paper if the amount did not
exceed ten.
Melody has followed the Distar Math I (revised) program and has completed it.
Using the Distar format she can count to 100 by ones or tens. She has a good
command of her math facts and, when in doubt, she spontaneously uses the correct
system to obtain the correct answer without paper and pencil. Melody is able to do
story problems, reading the three types of problem (addition, subtraction, algebra)
and setting up the proper equation to solve it independently.
In the coming academic year Melody will continue with Distar Math II. This
program will begin to introduce fractions at lesson 35, and I see no reason why she
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