If similar levels of support continue, Jennifer is likely to make gains as she has done in the past.

• Involve the school-based team, speech-language pathologist and teachers who have worked with Jennifer in the past.
• Plan for the development of independence at the onset of menstruation; include parents, public health nurse and occupational therapist.
• Plan for adaptations to science and social studies and seek support to develop modifications to reading and mathematics curriculum.
• Consider whether solitary play is a concern which may limit her friendships.

In June, before Jennifer enters Grade 6 the next fall, the school team meets to plan her program. The current Grade 5 teacher, the grade six teacher, the support teacher, the speech-language specialist and the occupational therapist take part in the meeting. Jennifer's parents both attend and take an active and vocal role in the meeting.

The team decides that the support teacher and grade six teacher will cooperatively develop the language arts and math modifications. They set up a future work session for this collaboration. The group agrees that teaching to mastery is key for Jennifer to retain concepts and skills she has learned.

The parents express concern about two areas: transition to high school and puberty changes. A plan to meet with the high school staff responsible for students with special needs is made for later in the fall. The group agrees that part of Jennifer's program for grades 6 and 7 should include social and self management skills required in the secondary setting. The occupational therapist and family will work together on a sexuality education plan for Jennifer before she goes to high school to start after the new year.

The speech-language therapist will work with Jennifer and her teacher for five sessions in the fall to establish an oral language development program. An assessment of Jennifer's speech-language will be done in preparation for these sessions so that the speech-language therapist has up to date information to use in planning for Jennifer's needs.

Jennifer will follow the regular science and social studies curriculum with adaptations and modifications. The classroom teacher will develop the Individual Educational Plan goals and objectives for these subject areas in consultation with the support teacher. The team decides that developing social skills needed for high school will be part of Jennifer's goals for science and social studies.