Functional Skills : Instructional Strategies And Curriculum

With differentiation in mind, I came up with a daily schedule of learning and instruction time for my students. Entry 4 artifact 3 is a copy of my daily schedule and lesson plan format for instructing my students. I begin my day of learning using whole group instruction with a whole group instruction reviewing the calendar, music/movement activity, and read aloud. During these activities, I ask the students question based upon their ability and grade level. The students are really engaged during our introduction. They get to move and meditate to reflect on their day.

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.

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

Two researched based journal articles offer therapy techniques which benefit students with intellectual disabilities. The first article, describes a functional curriculum which aims in strengthening practical skills students with ID need to become independent in society such as shopping, cooking, directions, and ordering food (TEXTBOOK). During the therapy session with the two young girls, the SLP went over map reading and how to understand directions. According to the SLP, the exercise was aimed to assist the two students in case they were ever lost and needed to follow directions on a map. Unfortunately, those who have intellectual disabilities have difficulty with obtaining employment, adjusting to their life post schooling, and living independently. Thus, including these functional techniques in middle school can help them effectively transition into adult life. The second technique known as instructive feedback can teach students with intellectual disabilities more information about a target topic (TEXTBOOK). An example of instructive feedback begins with a student reading the word “directions,” the teacher gives positive verbal reinforcement and then adds information to the word stating, “if you get lost you can ask for directions from a map to find your way home.” According to ------, studies have shown that instructive feedback helps students with ID learn additional information without overlooking target information (Olivia Loughery, T., Betz, A. M., Majdalany, L. M., & Nicholson, K. (2014). Using instructive feedback to teach category names to children with autism. Journal of Applied Behavior Analysis, 45, 425–430.) As teachers, displaying positive reinforcement and instructive feedback helps all students with embedding categories and relationships in their stored

When learning about Intellectual Disability (ID) it is important to explore the subject with people that work with students of ID. The (SPED) special education team placed together for a student in order to determine the students individual education plan (IEP). This SPED team consist of: Special Educator: Mr. Richard Franklin, General Educator: Ms. Rama Smith (Spelling, Literature), Speech Therapist: Mrs. LuDonna Martin, Principal: Mr. John Denton, Community Organizer and Retired Teacher: Mrs. Nelda Clements and I as the Special

This writer was given an assignment of researching three questions related to learning disability. The three questions are: 1. what is a learning disability? 2. How do individuals with learning disabilities process information? and 3. What challenges are related to how these individuals process information? This writer has learned a lot about learning disability and special education all throughout this course, during this research, and during observation time in the classroom. Special education, a program developed in order to provide a free, appropriate education to all students, even those with special needs, was

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

g. Teaching procedures: Provide a detailed description of the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. This section must include strategies from the text and peer-reviewed articles related to effective strategies for teaching students with disabilities. You must cite your sources to demonstrate your knowledge of effective strategies.

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

Bayes, D. Heath, A. Williams, C. & Ganz, J. (2013) Pardon the Interruption: Enhancing Communication Skills for Students with Intellectual Disability. TEACHING Exceptional Children, 00400599, 20130101, Vol. 45, Issue

Parents send their student to school with the expectation that they will desire to become doctors, lawyers, educators, and perhaps even the President one day. Most educators open their doors on the first day of school longing to receive a classroom bursting with scholars. However, this is not always the circumstance. For this is not a perfect world and there are children who have disabilities and it is one’s duty to stay prepared to educate them too. Therefore, students with these special requirements such as, emotional and behavioral disorders, physical and health impairments, and traumatic brain injury need their educators to know effective teaching strategies based on research, how to develop their self-confidence and develop their self-support

Snell, M. E. Systematic Instruction of the Moderately and Severely Handicapped. C.E. Merill Publishing Company; 2nd Revised Edition (March 1983)

All students deserve the best education possible. To ensure that, teachers should use techniques and strategies that has been proven to be effective. Evidence based practices are those teaching and intervention practices that have well conducted research to prove that it works. Furthermore, the Individuals with Disabilities Education Act (IDEA) require schools to use programs, practices and curriculum that are based on scientific based research when teaching students with disabilities (IDEA). According the national Autism Center’s national Standards Report, there are eleven practices that qualify as established evidence based practices for use with students with ASD. These practices include, antecedent package, behavioral package, comprehensive

Moreover, as a project-based activity, it offers flexibility with time and instructional support both of which are crucial factors for students with learning disabilities. Despite the fact that this assignment was successful in previous years, it seems important to keep in mind that each group will have a unique set of skills. It is possible that certain skills are more or, at times, less developed depending on the group and as teachers acknowledging this factor is

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S