A description of the SRSD practice or strategy:
Self-regulated strategy development also known as the SRSD model is an instructional approach that uses mnemonic devices to assist struggling learners. SRSD is a student focused, student paced approach intended to develop strategies in four key areas quality, knowledge, approach and self-efficacy. With decades of research to support its use, the benefits of SRSD encourage the struggling learner to develop self-awareness. Students are taught four basic self-regulating strategies: 1. Goal-setting, 2. Self-monitoring, 3. Self-talk and 4. Self-reinforcement. They then possess personal strategies that become automatic guiding them to analyze a problem, organize the information, and then to regulate their behavior in relation to the assigned task.
The SRSD model implements six key stages to empower the student. Stage 1, Develop Background Knowledge, is intended to ensure the student has learned, understands, and applies skills being taught. Stage 2, Discuss It, is about motivation and willingness to learn. During this stage, the students are encouraged to think about the process and to monitor their own progress. Stage 3, Model It, introduction of the strategy steps is shown to the student. I think aloud technique is taught with positive self-statements to motivate the student’s efforts. Stage 4, Memorize It, is when the student’s use of paraphrasing is ok but the steps start to become automatic. Stage 5, Support It, the teacher scaffolds instruction and slowly reduces guidance and prompts. Finally, Stage 6, Independent Practice is the consistent use of the strategy correctly until the student applies it freely to other areas and task.
Used most frequently to assist strug...
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... of SRSD and the results support the models strategies. The SRSD model has consistently shown significant improvement in the areas of performance, knowledge, strategic behavior, motivation, and perceptions, especially for the student with mild intellectual disabilities. Explicit instruction in the development of self-regulated strategies consistently promotes self-efficacy through review, encouragement, and continuous praise teaching the learning disabled student skills that are supportive of their efforts. Guided by SRSD skills the student develops the motivation to maintain attention and focus on targeted task, a common positive attribute gained when SRSD is used with MID students. The support a student develops through these practiced skills offsets the sense of learned helplessness that many learning disabled students have developed because of academic failure.
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
Guided discovery, structured sessions, homework and collaboration. Socratic reasoning/questioning (open questioning). Challenging NATS (Negative Automatic Thoughts), challenging core beliefs. ERP (exposure and response prevention).
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
Reiff, H. B.; Ginsberg, R.; and Gerber, P. J. "New Perspectives on Teaching from Successful Adults with Learning Disabilities." Remedial and Special Education 16, no. 1 (January 1995): 29-37. (EJ 497 555)
Students with high incidence disabilities or HID are the most common in schools. The group of high incidence disabilities include students with emotional, behavioral or mild intellectual disabilities as well as those with autism, speech or language impairments and attention deficit disorder (Gage et al., 2012). Students with HID are usually taught within the general education classroom. There are either co-teachers or a resource teacher that takes the students out of the general education classroom for short periods of time to work in a more individual, structured environment (Per...
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
At one time or another, we have all observed self-regulated learners. They approach educational tasks with confidence, diligence, and resourcefulness. Perhaps most importantly, self-regulated learners are aware when they know a fact or process a skill and when they do not. Unlike their passive classmates, self-regulated students proactively seek out information when needed and take the necessary steps to master it. When they encounter obstacles such as poor study conditions, confusing teachers, or abstruse text books, they find a way to succeed. Self- regulated learners view acquisition as a systematic and controllable process, and they accept greater responsibility for their achievement outcomes (Borkowski, Carr, Rellinger, & Pressley,
In an article by J.E. Ormrod, a respected author and an expert in the field of educational pedagogy, she discusses various learning disabilities that a student might suffer from and various strategies a teacher might use to assist the student. There are more students with learning disabilities than any other category of students with special needs, so a teacher must be fully prepared to encounter a situation such as this. The teacher must be aware that a student with learning disability might have poor motor social, reading, organizational, and study skills. They might also find it difficult to keep their attention focused and to remain positive and motivated despite their difficult situation. Secondary students, in particular, will find it difficult because, although they may have improved in motor and attention skills as they aged, they will have started to deal with the typical problems of adolescence, such as peer pressure and dating, in addition to handling their learning disability.
Browser B.A. (2001) With fewer expectations, children with disabilities have not yet achieved commensurately with their peers in regular classes. Likewise, students with learning disabilities have not been able to accomplish the level of low achieving of children that are not disabled. In the manual, Assessing Special Education Students (ASES) Van De Zande.
This concept takes the responsibility from the teacher and places it with the student. This approach is in line with Merriam’s theory of Self-Directed Learning in The New Update on Adult Learning Theory. In this approach, self-directed learning is identified as a concept that believes that learning progress from childhood to adult hood. Students are self-directed and instructors are able to tailor their instructional methods to meet the needs of these students. This approach support the concept of distinguishing whose responsibility it is to learn. As stated by Weimer (2013), students will depend on teachers to identify to identify the information that needs to be learned, prescribe the learning methods, and assess how well the student has grasp the material (p. 15). The concept of learning needs to be a shared responsibility between both the teacher and the student. Self-directed learning gives the responsibility to the student with the belief that students can be responsible for learning on their own and gives the responsibility to the teacher of properly educating
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated.
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.
If you are among the 2.9 million Americans with a Learning Disability (LD), you realize that LD has no cure; instead, you manage it in a series of patterns and behaviors (LDA 1). I was fortunate; my last moments in a Special Needs classroom were as a fifth grader leaving State College. However, I remember clearly Mrs. Weiss and Ms. White and their impact upon me. Years later upon my return from the Army, I found among my old things the posters, alphabet book, and little stories that had made me so proud and received such encouragement from my teachers and parents.