Carlos is 12 years old Hispanic American in grade 7th. He is fine-looking, polite, admired, and hardworking. His Math is good and he has good skills in auditory processing. Unfortunately, local committee and special education has classified him as Learning Disabled. Learning Disability encompasses numerous types of learning problems. Following are 3 main Learning Disabilities he carries. Reading Writing Precision or awareness Reading: Most ordinary characteristics of student with Learning Disability is Reading. Carlos has reading obscurity, most of the time he lose his place when reading. He understands better what is read to him. He is also unable to identify the theme when reading. Goal: Improve Carlos's reading skills, ability to understand the theme, impetus, interpretation and knowledge. a. Dyslexia analysis will be accomplished every month. As he has said, if some things is read to him will be more understandable; Therefore, a special education teacher will interpret a particular text as many time as her require. b. Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed. c. Informal reading inventories will be efficient for direct observing and recording aspects of students reading skills.... ... middle of paper ... ... evaluation is not considered in this plan. If this plan does not achieve improvement in Carlos Learning disability then re-assessment will be prepared. He will continue in a separate classroom and teacher will be focused on Carlos precision potential only. If this plan achieves improvement then Carlos will be transferred into a regular classroom with special instructions to a teacher. It is merely difficult to predict what out come would be with this plan. Most likely Carlos would be able to improve his reading, writing, precision and awareness. Direct and daily measurement will be acquired to scrutinize the progress of Carlos. Standardize intelligence and achievement test will be supportive to measure Carlos's development. Precision Teaching procedure will enhance the instructional decisions based on changes in the frequency of Carlos's performance.
A special education setting is based on educational needs of those with learning disabilities. Students should not be immediately placed in a special education classroom, but instead should be taught strategies that are appropriate to their educational needs. Notwithstanding, Serge did not have a learning disability and as a result, should not have been placed in a special education setting. This was inappropriate placement for him as his only problem was his inability to speak English. Although he eventually did thrive with the instruction he received from Mrs. Evans, a resource teacher, his placement was not appropriate. In correlation with Ortiz (2001), “Early Invention for English Languages who are having difficulty in school needs to be implemented by general eduction teachers. Supportive school climates and instruction tailored to meet the needs of culturally and linguistically diverse students (Ortiz, 2001, pg. 4). Also, if Serge was placed into a general education setting with individualized instruction, he would have been barely able to perform at all. He would not understand anything that is going on and would have been completely lost. In order to grasp material, Serge should have both Serbian and English material provided for
The program was doing well to improve student literacy, until there became a problem with the fluency monitoring. The teachers would administer the prompts to the children in three different levels. They would collect their data on the students by recording the number of words read correctly per minute. The scores seemed to improve at all levels in the first through fourth grade and at the first and second level of fifth grade during the first year. But, at the third level of the fifth graders the scores took a huge drop. The scores continued to drop the following year at the same level as well. The teachers reported their problem and the passage at the fifth grade level was more difficult than the passage of the sixth grade level. When the passage was later analyzed, it was placed at the 9th and 10th grade level. The committee examined all the prompts and assessed the readability levels of all the passages. They chose two prompts for each grade level and devised a protocol whereby the teachers will use the same prompts at each of three points during the year. The teachers will give the difficult prompt first and if the student scores in the 50th percentile, the student will not require any further testing. The student’s success with a reading will depend on the difficulty of the text and the students background knowledge and own interests.
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
There is no doubt our educational system is more complex than ever before. There is much to consider when looking at the balance between theories, proven methods, and the reasons why we chose to invest such time into our children’s education. In this paper I will touch on these theories, methods and the importance of the education.
“Reading is the motivated and fluent coordination of word recognition and comprehension” (Leipzig 2001). In the educational system, pupils are encourage to read books because of the belief that one becomes better at a skill based on the amount of time dedicated to that particular skill. Pupils must practice the skill learned and receive “frequent feedback (Samuel and Wu).” Practice is most effectual when it is individualized and accompanied with instruction (Renaissance Learning Inc 2007). Individualized practice, allows the pupil to work at his/her individual ability. It challenges the pupil instead of frustrating him/her. Accelerated Reader (AR) program provides individualize practice to each pupil to maximize academic success. The purpose of this study is to examine the affect of AR on first grade students’ comprehension scores on the End of the Year Assessment.
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
The National Joint Committee on Learning Disabilities (1998) have defined learning disabilities as a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking reading, writing, reasoning, or mathematical skills (IJCP, 2013). Learning is acquisition of new knowledge, skills or attitude. Children during their early years of development learn to understand the spoken language first and then learn to speak. Subsequently during the school years learn to read, write and do arithmetic according to their age and intellectual capacity. But some children may not be able to learn one or more of these skills as per their age and intellectual capacity (Dr.Shah & Dr. Bhat, 2007).
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Treatment for dyslexia is left up to the parents of the child or the adult living with the condition. Between adults and children needing treatments, many of the same kinds of treatment can take place, but also different treatments and techniques will work depending on the type. Three common types of primary dyslexia consist of dyscalculia, dyspraxia, and auditory dyslexia. Dyscalculia relates to one’s ability to perform math skills and the capability of memorizing sequences. Dyspraxia involves difficulty conducting ordinary motor skills, such as waving goodbye and tying a shoe. Not only does this condition affect one subject of a school day, but it likely troubles countless situations in a typical educational setting in one day. A child has a higher chance of having success if the proper treatment at school and at home is available. Parents of a child with dyslexia should talk to the teachers and make sure programs exist in their children’s day and that it suit’s the dyslexic needs in education. Advice given to parents of the child undergoing the evaluation is to not coach up the child, rather let them show their strengths and weaknesses on their own. Programs that help the child show their strengths and work more on their weaknesses will help the child tremendously. The dyslexics attending school should not use the disability as an excuse for not completing work. Getting
Artifact 3: The Subject Specific Plans Project is the item completed for Artifact 3, under Tab C: Curricular Content Knowledge. The Subject Specific Plans were created in the course ELSE 6153 Contemporary Issue in Special Education, and included lesson plans for math, reading, and writing. Each lesson plan included subj...
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.