Educ531 week 8

docx

School

American Public University *

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Course

EDUC531

Subject

Computer Science

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by keeks2101

Hello Class, For this discussion, I’d like to discuss two different students, let's call them Chip and Daisy. Chip has a learning disability known as dyslexia which most commonly affects a person’s ability to read and write ( Stienen-Durand, 2014 ). This makes it rather challenging for him to thrive in a traditional general education classroom. To accommodate Chip’s needs, several modifications have been made. First, Chip was allotted extra time to complete tests and assignments which relieved some pressure he felt by being able to work at his own pace. This being said, it wasn’t a free for all he was given deadlines, but they were extended a bit. Second, he was provided audio textbooks as well as voice recordings of the lesson which helped him process the content better because he was able to hear what was being taught rather than trying to decipher texts in a book or words on the whiteboard. These accommodations were fair and appropriate because they allowed Chip to demonstrate his knowledge without being hindered by his disability and he was able to thrive in the classroom like his peers. Daisy is another student in the classroom who has a disability known as Attention Deficit Hyperactivity Disorder (ADHD) which affects her ability to focus and remain on task (DuPaul, 2011). To accommodate Daisy’s needs, different strategies were incorporated. First, she was seated near the front of the classroom, near the teacher’s desk which is an attempt to minimize her distractions. Secondly, she was given flexible seating as well as fidget toys that helped manage her energy while keeping some part of her body distracted with another action. She was also provided with a daily task chart which went over what was going to be taught that day and she was able to check off each one as the day progressed. These accommodations were fair and appropriate because they allowed Daisy to manage her ADHD with things that kept her on task and focused in the classroom allowing her to succeed like her peers. In both of these cases, accommodations were made to ensure both had equal access to the material and could be as successful as possible inside the classroom even with their disabilities. DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory into practice , 50 (1), 35-42. Stienen-Durand, S., & George, J. (2014). Supporting dyslexia in the programming classroom. Procedia computer science , 27 , 419-430.

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