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Gabrielle is a 12-year-old African American seventh grade student who struggles academically and socially. She is obese, wears glasses, and smells of cigarettes daily, leading to bullying by classmates. Gabrielle needs to pass state exams to be promoted to eighth grade but currently performs below grade level. Her classroom utilizes group work and a workshop model with rules focused on discipline, honesty and respect. Gabrielle receives tutoring, counseling, and pulls outs for resource room and speech therapy to support her learning needs.
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MaDora Law
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Placement Option for a Special Needs Student
Special education and such related programs are designed for those students who are physical, mentally, emotionally or socially delayed (Jain, 2011). In the Individuals and Disabilities Act (IDEA), these programs are defined as designed instructions cost-free for the parents meant to meet the unique needs of children living with a disability. The following discussion focuses on the three placement options and how the suitability to Jacob`s case. Jacob is a 5th-grade student with ADHD, emotional and behavioral disorder.
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The resource room placement method would not work effectively ...
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Learners
One male student in Year 4 has been diagnosed with dyslexia and has difficulty with reading aloud and writing. A support teacher assists him 3 days a week and he attends speech therapy once a week. This unit aims to accommodate him by providing a collaborative learning environment using ICT resources that appeal to his visual and auditory learning style. The unit also supports a student with ADHD through classroom accommodations and positioning around the room, as she is a kinesthetic learner who enjoys working with peers. The learning activities incorporate visual, auditory and kinesthetic styles to engage all students.
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Chapter 3 Are they the Same? Jane Moon
The document describes strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, and group work. It notes that students differ in their learning styles, backgrounds, and abilities. Effective strategies include preparing leveled activities; varying teaching methods; and giving attention, time, and support to different groups. Challenges include the time needed, but they can be addressed through planning, monitoring, and training students for independent work. The strategies aim to meet all students' needs and help them learn at their own pace.
Professional development courses 2018 2nd semester
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How Do I Help This Student
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Fs 1 episode 5 individual differences and learners interaction
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ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite ...
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
The document provides a template and case study for a mini-unit assignment on teaching reading comprehension to a 5th grade student named Stephanie with disabilities. The template includes sections for student goals, 3 lesson plans, rationales, and assessments. It also provides background on Stephanie's strengths and needs, including her use of an alternative communication system. The assignment requires students to use the template to create an IEP goal for Stephanie incorporating assistive technology, 3 differentiated lesson plans addressing her goal, and a rationale explaining how the plans support her learning and development.
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