Graduation Speech Impairment And A Specific Learning Disability

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

She will need accommodations such as extended time and Shortened Assignments to allow her to process information and respond to questions and prompts to the best of her ability. Crystal will need explicit instruction on basic comprehension skills in addition to scaffolding of grade level expectations.

In the case of Leigh Scott, she is an experienced teacher who teaches many different levels of history and government. The main problem that she currently faces in the case study is the fact that one student, Aaron, thinks he deserves the same grade as another student, Dale, who has a learning disability. Aaron is not as prepared as Dale, as Leigh describes he “seldom brings materials to class” (Leigh Scott: Case Study, p. 29) nor does he exhibit “teacher-pleasing behaviors” as Dale does (Leigh Scott: Case Study, p. 29). For this reason Aaron received a lower grade than Dale because he did not show as much effort or preparedness in class.

At age five Stacey was diagnosed with a reading disorder and was place in a special education classroom for grades Kindergarten and 1st grade. She was placed in a general classroom in second grade but continue to receive the following accommodation extended time

Schools are often regarded as an ever-changing environment in relation to education becoming more complex and dynamic. Teachers can expect to have a diverse range of students in their classes reflecting on the Australian society becoming a more diverse Country in terms of cultural, social and family backgrounds, ethnic origins and levels of ability. According to Forman (2011) teachers are likely to educate at least one or more students with a diagnosed intellectual, physical,sensory or learning disability within their teaching career. In order to provide successful inclusion for all students and a optimal learning environment, teachers need to understand the diversity of each student incorporating multiple approaches and strategies. Something the teacher in What About Doug did not do according to Doug’s circumstances after his accident that caused him to have a Acquired Brian Injury. (ABI)

In a desperate need for teachers, California offered provisional teaching certificates to those with a related degree, and Mary accepted. She was immediately assigned to students with severe developmental delays. She didn’t know how to teach them and there were no resources to draw upon. Eventually she motivated the children’s creativity by dancing and singing for much of the school year. When Mary was re-assigned, she got a Special Education Class and found that it had a

Over the course of this semester, I have had a valuable experience observing the children in the special services classroom at Coulter Grove Intermediate School in Maryville, Tennessee. During this observation, I did not only spend time observing the developmentally and physically disabled children that went to the school, but also their neurotypical peers that were put in the classroom as “peer buddies”. Peer buddies acted as friends to the disabled children in the classroom in order to expose the children to those with different abilities and challenges to them. The special services department covers the whole school, but I concentrated my attention on the children in the lower grades. These children were mainly white, but there was one young African-American girl. While the racial divide was uneven, the divide between the genders was around equal. Since the special services classrooms concentrated on children who needed more attention than children who were developing normally, there were more teachers than there is in a typical classroom. The number of teachers in the room varied throughout the day, but there were usually three or four in the classroom at any given time. I spent most of my time observing in the classroom, but also spent time in the cafeteria and playground, which opened me up to even more opportunities observing neurotypical children. In this final application paper, I will summarize my observations and analyze how exactly they match up to what we have

Presently, Morgan attends seventh grade at St. Pius X School. Her IEP includes resource room support. Her program modifications include checking for understanding, graphic organizers, reading and simplifying directions, study guides, and copies of class notes. In addition, Morgan’s testing accommodations include alternative locations, place keepers/trackers/pointers, extended time, and repeating oral comprehension

One scene that I'll remember is when the teacher starts laying out the benefits for the blue eyed people and the restrictions on the brown eyed people, one little brown eyed girls has such a forlorn and bewildered look on her face as if to say "that's not fair and why are you saying that". The teacher was an authority figure whom she admired and looked up to, and now all of a sudden she is making negative generalizations about the group this girl belongs to and putting restrictions on the things they can do. The next day, the groups where reversed and the same girl looked elated knowing she would not have to endure the discrimination of the day before. At the end, the teacher explained to the children that what they had experienced was discrimination. She

After countless attempts at other programs Natalie and her parents try and treat this irregularity, by getting her into Esther P. Marinoff, a specialized school for kids with different mental disorders. Her parents are really excited because she will finally get the help that she needs and her parents won’t have the daunting task of full time care. The only problem is the enrollment process. Natalie has to be at a certain spot in her treatment to be able to enroll. At first she was accepted but she was later sent home for severe tantrums and was considered “not being eligible for care.” According to the headmaster, Mr. Purdy, Natalie was not able to stay and could only enroll is she got some help from a specialist. She could try and enroll again next spring. Crushed and near hopeless, The Flanagans hire Mrs. Kelly, a lady that works for the school to help her get ready for enrollment. With the help of Mrs. Kelley and Moose, they hoped to get NAtalie back into the Esther P. Marinoff school as soon as

In Austin, Texas the Fuller family found themselves facing a major obstacle. Fifth grader, Jade Fuller was a sweet and energetic child who was also diagnosed with Asperger syndrome and attention deficit-hyperactivity disorder. Jade’s family first noticed something different about her when she was six years old and couldn’t read a single word. Alarmed, the family sought special education. For the next 4-5 years the Fuller family would be battling their Texan school district for adequate education that Jade would be denied of. After years of frustration and lack of service, the Fuller family relocated to State College. Their new school district promised Jade and her family that they wouldn’t “let her fall through the cracks” (quote). Jade is

Modifications and accommodation are incorporated into the IEP student. Accommodations and modifications affect different aspects of assessments for special needs students. Accommodations makes provisions for the students to take the same test as students that have no disability such as giving them more time or an interpreter or allowing them to take the test apart from other students. Accommodation can be seen as early as Pre School or in college. The accommodations follow the students throughout their education lifespan. An example of this is when Johnny is struggling with taking a timed test. He does not need the test changed, however, he needs more time to complete the test. The teacher noticed this issue while grading his previous test.

Accommodations are made to benefit students educational needs, in Susan situation, one example of adapting to the way she learn as a ESOL or IEP learner would be to break up assignments in to smaller sequential steps, allow Susan to sit next to one of her peers who speak the same language, but understands English. This will enhance Susan’s vocabulary and prevent Susan from becoming overwhelmed. I would extend time for assignments to be read and frequently check for word sentence recognition and understanding to see if Susan benefits from my strategy, if Susan is having trouble after accommodations are made, changes will be made.

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is