Exceptional Learning Needs Analysis

This paper will compare and contrast the core characteristics of two children with exceptional learning needs, how it impacts their learning and the instructional strategies to improve reading and math skills. The information is based on classroom observation of students with ASD and Down syndrome in the areas of behavior, academic functioning and socialization with peers.
Keywords: ASD, Down syndrome, echolalia, inferences, theory of mind

Teaching children with exceptional learning needs requires an understanding of the core characteristics of their disabilities. Through understanding these characteristics, teachers have the ability to differentiate instruction to meet the needs of each student. Alejandra and Gianna are two

This is evident during attendance. As the students enter the classroom, they write their names on the Smart Board. During attendance, Gianna will count the names on the board. If she misses a name, she will go back at the end and count one more (i.e. she counts 8 children but notices that she missed a name and says 9 instead of recounting all of the names over again). Gianna is performing on a late first grade to second grade level. She can add two digit numbers with regrouping, round numbers to the nearest ten, solve simple word problems, tell time to the nearest minute, tell elapsed time, count money and determine if she has enough money to purchase an item. Her math abilities are supported by her strong memory and desire for repetition. She can easily remember the steps used to add with regrouping. She will recite those steps as she applies them to an addition problem. On the contrary, Alejandra has some difficulty with math. She can count names during attendance using one to one correspondence but will not self-correct a mistake in counting. She can add two digit numbers but requires prompts to regroup even after extensive repeated practice. She is struggling with single digit subtraction which may be attributed to her delayed processing skills and her difficulty with verbal short-term memory. Children with short term memory deficits often have sequential memory deficits. (Herrera et al., 2011).

Gianna chooses the same ABC puzzle each day. She prefers to work alone and sings the ABC song as she repeatedly completes the puzzle. When encouraged to play with a peer, Gianna will sit next to that peer and engage in parallel play. Both students will have puzzles but Gianna shows no interest in the other child. This may be attributed to difficulties in people with ASD to socialize and communicate. However, Alejandra will interact with other children during play. She will chase them in a game of tag, complete puzzles, use Play Doh, or play catch with others. She appears to enjoy playing with her peers. One strategy to help Gianna socialize is to have both girls sit at a table with Gianna’s favorite puzzle and complete it