Cognitive Strategy Instruction

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

There should also be hands-on time to include this strength, using magnet boards or sentence strips. Students with learning disabilities do have the ability to overcome the disability; it is just a matter of building on strengths and finding new ways that work for the student to learn. It is not that students with learning disabilities have something wrong with them, they only learn in a different way. In fact, all students learn differently and focusing on each student's strengths would benefit them greatly in their education. As teachers, we should apply methods we use in Special Education to all students. For instance, using accommodations such as graphic organizers or flexible means of presentation helps all students excel. The graphic organizers assist with students' overall understanding and attention during the lessons. The flexible means of presentation such as lecture, group work, and hands on work allows all students to learn the material as they each have a different primary mode of learning visual, auditory, kinesthetic, and tactile.

I also believe that a key element of inclusion is maintaining a close relationship between me and the special education teachers and paraprofessionals that I will be working with. If it is at all possible to work together in one classroom, I believe that this will benefit all my students.

Another major obstacle teachers may face in the classroom is accommodating those students with development disabilities . Every individual being develops at a different rate and this is not any different for students.

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Explain how you can support students with the disability to learn new skills and concepts.

To create an inclusive learning environment for my learners I could include : asking individuals questions, using learners names, giving help and support, encouraging paired, group activities and ensuring support is available to those students

I have learned that I need to conduct a narrative inquiry to make sure I address any bias, prejudices, etc, I may have, conduct research and be knowledgeable about both low and high incidence disabilities, have a true understanding of students’ and their IEPrequirements, find as many resources as possible to help with any questions or incidents I may run into, communicate with parents as they are the best resources for their children, create a classroom community that allow students to feel accepted and give them the self-esteem needed to build interpersonal and intrapersonal skills, provide instruction that discusses cultural, differences, etc., decorate classroom with pictures that promote inclusion, utilize curriculums that promotes culture and inclusion, promote collaboration, etc. This is just a small list of many things that I can do to create learning environments which contribute to the self-esteem of all people and build positive

research on this test was suggested. Cognitive Strategy Training (CST) is an approach that patients talk through every steps of their task in order to retain the steps in their memory. It was an internal and external compensatory approach that teach patients how to carry out their ADL activities. The approach was done by talking through what is being done, using picture or instruction cueing, and practicing how to carry out daily tasks. CST shows greater improvement on nontrained tasks even though studies indicated that both groups (trained and nontrained) progressed. There was not much difference between the non- trained and trained tasks. Another study showed the effectiveness of gesture on improving ADL performance. Cognitive Failures Questionnaire

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the

Many technologies are readily available to the students with different types of disabilities that are proving to be quality educated thanks to the technologies. However several barriers prevent widespread use of these technologies, applications and devices. The biggest barriers being inadequate teacher training and cost. To meet the needs of students with disabilities, all teachers both in regular education and special education need to