Case Study 10 Gavin

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School

Olivet Nazarene University *

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Course

201

Subject

Linguistics

Date

Apr 3, 2024

Type

docx

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Uploaded by MasterEnergyHyena29

SPED-201 Prof. Flynn 03-03-3024 Gavin’s Case Study Gavin demonstrates strengths and weaknesses in all given language skills; however, he does demonstrate strength in the language skill of pragmatics and shows weakness in semantics. Pragmatics is based on social skills and the ability to adapt language to meet the needs of a situation. Gavin's social life such as participating in sports, arts and computer graphics, his family's business, his science class, typing, and sports are some of his strengths. Gavin's weakness on the other hand is semantics, which is the study of meaning in all linguistic and communicative contexts. Gavin had trouble understanding words in middle school and struggled with reading and writing. Gavin should keep using auditory and visual stimulation, practice labeling symbols with words, and work in a quiet environment to make full use on his receptive language strengths. Providing Gavin with a technological device would also make use of his receptive abilities to make up for expressive language delays. The principles of universal design are used for Gavin when entering high school. Universal design is to ensure that all students regardless of their abilities or disability have equal access to learning opportunities. Gavin’s scenarios are applied by giving him the accommodations that are listed in his IEP. Gavin’s transitional plan does address his language needs, He will have time in his education program to focus on social studies and English. Also, Gavin will learn methods for interviews and get resume writing help. Additional language goals for Gavin's transition planning, as he advances through high school, might be identifying and labeling community signs and identifying signs related to his field of study.

Case Study #10 The principles of UDL seem to offer a framework for ensuring that all students, regardless of their abilities or disabilities, have equal access to learning opportunities and can learn in ways that work best for them. This can be achieved by providing multiple means of representation (e.g., presenting information in different formats), multiple means of action and expression (e.g., offering different ways for students to demonstrate their understanding), and multiple means of engagement (e.g., providing different ways to motivate students and keep them interested). In practice, this could mean that Gavin's high school may use a variety of teaching strategies, such as visual aids, hands-on activities, and group projects, to help him learn and engage with the material. The school may ensure that all materials and technology are accessible, and provide accommodations such as assistive technology, note-takers, and extended time on exams. Teachers may also receive training on the principles of UDL so that they can make appropriate adaptations to their lessons and assessments. Additional opportunities for UDL applications could include offering more flexible scheduling, providing online learning options, and promoting self-assessment and reflection, which can help students to identify their own strengths and weaknesses and to tailor their own learning experiences. The principles of UDL can also be applied beyond the classroom to other areas of the school (e.g., physical accessibility) and to extracurricular activities, to ensure that all students have equal opportunities for participation and success. In conclusion, the principles of universal design for learning offer a framework for ensuring that all students have equal access to learning opportunities and can learn in ways that work best for them. The implementation of UDL strategies can benefit students like Gavin as he enters high school by providing multiple means of representation, action and expression, and engagement. UDL strategies can also increase accessibility in the classroom and beyond, and promote self-assessment and reflection for students. However, there is always room for improvement, and additional opportunities for UDL applications can be explored to provide more flexibility and accessibility for students.

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