Ja Mari And Phonological Awareness

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

There are a few ways to try and minimize the label of disability placed unjustly on students due to diversity. When compiling individual assessments more extensive background information needs to be gathered pertaining to school attendance, family structure, cultural beliefs, household changes and moves, and medical, developmental, and educational histories (Ralabate, & Klotz, 2007). If there is a possible language barrier then a dual language assessment evaluation should be given. Also included in an individualized comprehensive evaluation is how a student responds to scientific evidence-based interventions.

The tone is serious and supportive at this time. The mother expressed her continued frustration from her last meeting that occurred at Anson middle school last year. Dr. Neiman had the opportunity to review the most recent Individualized Education Plan, from January 2017, with the team. We are focused on the educational model outlined by the department of public instruction guidelines. By law, these guidelines focus on benchmarks and short-term objectives; the challenge is making sure he is successful as a student. As it relates to speech, this student should be able to communicate. The main question/concern of Dr. Neiman’s is if the student’s current speech abilities and IEP goals are appropriate to allow him access to the classroom curriculum. If so, the student would not qualify for additional speech services.

Jayla is a first grade student attending Lake Forest Elementary Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class more than 79% of the time. Jayla is a caring and loving person who is concerned about her family, little brother and others. Although she is loving and caring , she continues to struggle with interacting appropriately with her peers and adults. She curses on a regular basis, hit other students, and falsely accused others talking about her. When focus, Jayla is able to read, write , spell and work well with minimal assistance.

As a result of my field observations and document analysis of Mike’s IEP, I am left wondering why Mike does not participate in more inclusive classroom. In fact, I believe the educational setting that is being given to Mike does not match what he needs to fulfill his full educational potential. I found Mike to be attentive and he did not appear to be a challenge in the classroom. This was evident in my observations of Mike during small group and independent time. I believe Mike behaved appropriately and was attentive to his surroundings. I found other students to lack both physical and common sense of awareness compared to Mike.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

The most successful interventions for Sarah are a special preschool that is equipped for the deaf and hard of hearing. This school began to teach Sarah American Sign Language (ASL). The school has several interventions that worked well for Sarah, among them a speech therapist, special education teacher, and an interpreter. Sarah worked well with a speech therapist and with the special education teacher, however her social skills were limited in the classroom. The main reason there are social skill concerns are that Sarah does not hear other students and can not deliver competent responses to them because of her inability to hear properly.

Some of the biggest concerns remained specifically with three Spanish-speaking students, each of whom were natives of El Salvador. Each of these students spoke English as a Second Language. These students have been identified with learning disabilities, specifically auditory deficits. All have been tested at a reading comprehension level of third grade using the Qualitative Reading Inventory (QRI) and the Degrees of Reading Powers (DRP). They each had IEP goals for reading and writing. These three students did not contribute to classroom discussions nor have many social interactions with other students. They had, however, formed a tight-knit social group with each

Erica is a fourth grade girl whose medical diagnosis is Cerebral Palsy. She is nonverbal and uses a walker when she is having difficulties with balance and to transition in the hallways. Erica’s disability affects her ability to participate full-time with her non-disabled peers. Erica benefits from individual or small group instruction in the areas of academics (Math and Language Arts) and communication and requires support in the general education environment in order to increase her ability to functionally participate with classmates.

This entry features one 2nd grade student out of a class of 14 students ranging in grade level from kindergarten to 3rd grade; 4 girls and 10 boys. My class in a self-contained classroom teaching students functional academic as well as social/emotional skills. I have 2 teacher assistants that under my guidance assist me with the daily activities and lessons throughout the school day. This class consists of a diverse population of students; I have 4 Native American students, 1 African American student, 4 Hispanic students, and 5 causation students all of my student have some form of disability and all are on individual education plans. There are a wide variety of abilities, especially in phonics and reading. The majority of the students struggle to comprehend what has been read but because I enjoy a verbally active class with lots of verbal interactions they’ve been getting more engaged with one another throughout the semester. All of my student speak English, although some of my students are non-verbal; all receive speech/language services. Because of the variety of needs of my students, collaboration with their support team of general education teachers, speech/language therapists, physical and occupational therapists is essential in planning appropriately for this and other lessons. Their range of abilities influence my instruction. I chose Kenneth because of his specific need in

The program strives to create awareness about students with disabilities. The intervention program will create a sense of inclusiveness, diversity, respect, empathy, compassion and empowerment for those students who may have disabilities and those who don’t. Both groups will be able to learn more about each other and understand that it’s okay to be different. Our mission is to create a safe environment for all children and to emphasize that it's okay to have strong area’s and weak areas because that's what makes us

Student B is a thirteen year old honors student with straight A's. She is a member of the National Junior Honor Society. Her expressive language development was delayed and still has difficulty expressing herself orally. Prior testing indicates that she is borderline gifted with the possibility that her scores may be in the superior range. She is an asset to the classroom.

Phonemic Awareness is the ability to notice, think about, and work with individual sounds in words (Phonemic Awareness, 2015). Often phonemic awareness is said to be the same thing as phonics, however they are completely different. Phonics is the understanding that there is a relationship between letters and sounds through written language; but phonemic awareness is the understanding that the sounds of spoken language work together to make words (Phonemic Awareness, 2015). Phonemic Awareness plays a part in the broader spectrum of phonological awareness; and just like phonics, phonological awareness can be mistaken for phonemic awareness as well. However, they are not the same because phonemic awareness is a smaller component to the much broader

In topic 4 I learned about students with intellectual disabilities, autism spectrum disorder, and severe or multiple disabilities. Intellectual disabilities are disabilities that are characterized by limitations in both intellectual functioning and adaptive behavior. These students may have difficulty with learning and memory and also regulating their behavior. The have a deficit in adaptive skills such as developing relationships and language skills, and taking care of their personal needs. Students with intellectual disabilities often have trouble in areas of reading and mathematics. These students often have trouble with motivation, and often reflect learn helplessness behaviors. Early intervention is key for students with intellectual disabilities.

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