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✧ Introduction
Think of all the skills that children have to learn when they come into the
world: smiling, turning over, responding to people, communicating, eating
solid food, crawling, standing, and on and on. We expect these skills to
emerge naturally over time and know moreor less when they should. At 3
months, Kathleen will probably be doing this, at 4 months, she’ll be doing
that. By a year, well, she’ll be tottering around, getting into everything. This
time-table for skills to emerge is commonly called the developmental
milestones. What’s considered normaldevelopment is described broadly,
because children don’tnecessarily learn skills at the same pace. Two
different children born on the same day may learn the sameskill months
apart, and both can be considered “on schedule.” It’s when skills don't
emerge as expected, more or less on that broad schedule, that parents and
caregivers may become concerned.
Within the limitations of current evidence,some information is now
available on the range of the possible prevalenceof the fragile X
chromosomein differentgroups,and some understanding of how
specificfeatures of the fragile X syndrome may influence your

2. decisionmaking. The decisions that are made depend on the group
from which the child comes and the values that the testerand the
parents put on having a diagnosis versus the disadvantages of
unnecessary testing. In this article, we provide a modelfor thinking
through the issues involved in the investigation of developmental
delay and a way of incorporating evidence into this process.We have
chosena commonexample to illustrate the process,that of fragile X
syndrome,the second mostcommoncause of mental retardation
after Down syndrome. The prevalence of a particular disorderin
differentpatient groups will influence the outcome of any diagnostic
investigations. This method is generalizable to other causes of
developmental delay.
Presentation
A continuity clinic resident presents Kathleen, a thirteen year old child who
has come for polymedic care. Kathleen’s polymedic check up was at
twelve years of age. At that time the the history and physical were normal
, but had no expressive language development. A decision was made to wait
and watch her development. Subsequently, Kathleen has been seen for
many times at polymedic. The current history indicates that Kathleen still
has no expressive language development. He appears to hear normally and
will follow simple commands. Her gross and fine motor development
appears normal for age. Socially, the child is described as very shy. Parents
note that she is not friendly with other or adults and consistently avoids eye
contact. She is irritable and is physically quite active at home.A continuity
clinic resident presents Kathleen, 13 years old who has come for polymedic

3. hospital. Her last visit was at 13 of age. At that time the history and physical
were normal but Kathleen had no expressive language development.A
decision was made to wait and watch his development in this arena.
Subsequently, Kathleen has been seen for developmental delay.The current
history indicate that Kathleen still has no expressive language development.
She appears to hear normally and will follow simple commands. His gross
and fine motor development appear normal for age. Socially, the child is
described as very shy. Parents note that she is not friendly with other
children or adults.She has no eye contact.Sheis irritable and physically quite
but active in schooland at home.

4. CONCLUSSION
Many pediatricians psychiatrist ,neurologist ,parents, and teachers
Believe that parental involvement is crucial to the educational
experience specially with disability. Parents typically have a greater
investment in their children,not only of time but also emotions.
( Garguilo 1985 ) Genenerally no one else will know the child as the

5. parents do;their experiences predate and exceed those of
professionals realized the value of parent and sought to establish the
collaborative relationship with them. Collaboration of parent – teacher
is important in handling a global developmental delay child.
Collaboration is how people work together ,it is a style of interaction
that professionals choose to use accomplisha shared goal ( Friend
and Bursuck ). For collaboration to be effective;however providers
must exhibit a high degree of cooperation,trust, and mutual
respect,and must share in the decisionmaking process.
Four Goals of Collaboration
1. Collaboration creates a climate of heightened professionalism
between professionals with a good impact on student outcomes.
2. Collaboration promote the differentand effective solutionof
problems.
3. Collaboration is as interactive process that enables teams of
people with diverse expertise to generate creative solutions to
problems.
Within the limitations of current evidence,some information is now
available on the range of the possible prevalence of the fragile X
chromosomein differentgroups,and some understanding of how
specific features of the fragile X syndrome may influence your
decisionmaking. The decisions that are made depend on the group
from which the child comes and the values that the tester and the
parents put on having a diagnosis versus the disadvantages of

6. unnecessary testing. In this article, we provide a modelfor thinking
through the issues involved in the investigation of developmental
delay and a way of incorporating evidence into this process.We
have chosena commonexample to illustrate the process,that fragile
x syndrome,the second mostcommoncause of mental retardation
after Down syndrome. The prevalence of a particular disorderin
differentpatient groups will influence the outcome of any diagnostic
investigations. This method is generalizable to other causes of
developmental delay.
I. Student Profile:
Student: Kathleen Acosta Guzman
Birthday: April 12,1998 Age: 13
Parent/s Name: Tomas L. Guzman & Julia A. Guzman
Address: #60 21st West Rembo Upper Plaza Makati City
Date of Eligibility: June 2011
Grade Level: Grade One
II. Student Performance Profile:

7. Kathleen Guzman was born on April 12, 1998 at Rosario, Pasig City. She
was the second child of Mr. Tomas l. Guzman and Mrs. Julia A. Guzman .
Her mother mentioned that her child did not cope up her pre- school
education after one year. She was accepted in regular class and finished grade
one but she stopped her education because her classmates were always teased
her due to her illness which was diagnosed by her doctor ,”Global
Developmental Delay.”
After a few months of staying home, Kathleen was taught language,
reading simple words, drawings, phonics, by her parents . She was trained to
socialized to other children to improved her socialization.
Kathleen seems to miss training in personal hygiene and cannot dress herself
alone. She often forget to brush her teeth and use soap for bathing. Though she
learned basic counting and writing through tutoring but is not enough to be
accepted in the mainstream.
Kathleen has difficulty in speech since her tongue are not in good
conditions. She needs to improve her communication skills.
At the age of 13 the mother decided to enroll her child in UMAK SPED
Center hoping to fulfill her daughter a good education. Kathleen is now actively
participating in the Special class and enjoys the activities which are very basic for
her. She is academically coping up and the skills are developing. Furthermore,
an Individualized Educational Program is designed for more improvement she
can acquire from the institution.

8. III. Special Instructional Considerations:
Items checked yes must be addressed in this IEP
YES
NO
 Does the student exhibit behaviors which impede
his/her learning or the learning of other? X
 Does the student have limited English proficiency? X
 Does the student require instruction in Braille?
X
 Does the student/child have communication needs? X
 Does the child restless and inactive in group activities?
X
 Does Does she need concrete,hands-on learning X
experiences?
 Does the child have self help needs? X
 Does the child needs adult supervision with regards X
to safety?
 Does she find difficult to make friends of own age X
group?
 Does she often gets teased or bulled? X
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