VIDBE-Q Volume 65 Issue 2
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education programs IEPs; medical reports; multidisciplinary evaluations MDEs;
and correspondence between the families and teachers). All documents were de-
identified, uploaded, and stored in REDCap, a web-based password-protected
interface for data collection and storage (Probst, 2017). While data was submitted
for seven different individuals, only two contained true longitudinal information
(spanning over 15 years) and were chosen for case study review.
Case Study Participants
Terry
Terry was an English-speaking male with CDB and suspected autism
spectrum disorder (see Table 1). When asked to share strengths and concerns about
Terry, his family reported that his strengths included his memory and ability to
focus while concerns were that he had inconsistent education, an IEP that was not
tailored to his needs, and they felt that his teachers were not qualified to adequately
meet his unique needs (Probst, 2017). Terry's cumulative file provided data from
two individualized family service plans (IFSPs) and 15 IEPs (ages 3 to 18 years).
Upon inspection of these documents, it was noted that Terry received 15 different
educational services with little continuity as they varied by year.
Ian
Ian was an English-speaking male diagnosed with hydrocephalus causing
deafblindness and orthopedic impairment (see Table 1). Strengths reported by Ian's
