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Beginning Signs and Symptoms
At age 4, Ke'Ira was in pre-school learning basic shapes and colors. However, she lacked interest and shows signs of inattentiveness. -
First Grade
Ke'Ira continued signs of attention and focus as she entered first grade. Her grades reflected poorly and she begin to show signs of sadness and defeat. -
Second Grade
Ke'Ira's first psychological testing was performed at Wellspring Psychology Group in Florence, SC. She was diagnosed with borderline intellectual functioning and mild depression. -
Third Grade
Ke'Ira went through a second session of tests at Season's Psychology Associates in Florence SC. Season's Psychology offered additional testing with emphasis more on cognitive skills. Results showed she should be considered from special education under Health and Impaired and Specific Learning Disability. Another suggestion was year-round tutoring for all subjects. -
Fourth Grade
Ke'Ira was tested through her school district for an Individualized Education Plan (IEP), however, she did not score low enough to be approved. Therefore, she could only be considered for 504 Accommodations which are learning strategies to benefit a student. -
Fifth Grade
Ke'Ira was placed on low-dose Concerta (18mg) by her primary care physician since she was still have attention issues, poor grades, and not qualifying for an IEP. She was granted 504 accommodations only through the school to include teachers only grading enough material to ensure she has mastered the skills, and longer time limit allowed when taking tests. -
Sixth Grade
Ke'Ira transferred to a new school as the previous district cancelled her 504 accommodations stating they were not true accommodations. She was given a new evaluation for 504 accommodations at her new school which consisted of teacher check-ins, sitting arrangements closer to the teacher to limit distractions, and tutoring as needed. These new accommodations were documented to follow her through all remaining grade levels. -
Seventh Grade
Ke'Ira is currently doing well as she is now in virtual learning due to the COVID-19 pandemic. She has received positive comments by all teachers with her increased ability to focus and participation in virtual classes. She also has joined a mentoring program for girls age 13-17 to help with social skills, improve self-esteem and volunteer projects throughout the community. She has made major improvements overall.
