Modified Constant Prompt-Delay

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

The author of this article is a professor in the Department of Special Education at San Diego University. In addition to his participation in the Department of Special Education at the University, Rena B. Lewis, PhD is a member of the faculty of the San Diego State University-Claremont Graduate University doctoral program. She focuses much of her research on the application of technology for individuals with learning disabilities. Her qualifications alone would make me feel confident in her writing and findings. The article was published in the Journal of Learning Disabilities in

The state of Texas, the first to adopt a law requiring instruction for students with dyslexia in 1985, continues to set the standard when it comes to dyslexia education reform (T. Flanders, personal communication, August 30, 2011). Until recently, little consideration was made in the use of assistive technology (AT) for students with mild disabilities, specifically in the field of dyslexia education and intervention (Edyburn, 2006, p. 18). With the passing of Senate Bill 866, concerning the implementation of classroom technology plans for students with dyslexia, the pursuit of reform has become of utmost importance (The Texas State Senate-Information News and Events of the 82nd Legislative Session, 2011). Although Texas is proactive in

Some strengths of this achievement assessment include that not every subtest will be administered depending on the age of the student and the variety of areas that this assessment measures. This assessment measures oral expression and listening comprehension that could help a child qualify for special education services. The math subtests provide valuable data that can be used for objectives for the child’s Individualized Education Program (IEP). Also, the results from this achievement test can be used to determine if a child has a Specific Learning Disability and in which areas he or she would qualify in for services. A weakness of this test is that the administrator must know the scoring procedures for each subtest. With the Pseudoword decoding subtest, the child is timed and the administrator will record the student’s responses exactly using correct punctuation or phonetic symbols and this can lead to inaccuracies in scoring. The WIAT-III has multiple areas to be tested to give us an accurate reading of the child’s

In other words, it is an extremely subjective process” (Response to Intervention (RTI) vs the Discrepancy Model). As stated, many teachers provide accommodations as needed but they do not know how to document the strategies used or measure the

In order for a student to be diagnosed for any disability, there is a process that involves many people that are important in the child’s life. The school must conduct tests that measure the child’s academic success in the classroom, as well as tests that measure IQ (Wechsler Intelligence Scale for Children), work samples, developmental history (usually get this information from the parents), physical exams (vision, hearing etc.), psychological tests, adaptive skills (BASC) and other areas as needed. Testing is usually done by professionals from various disciplines. In order to qualify for special education services under IDEA, the disability must impact the child’s ability to be academically successful (IDEA, 2004).

Study 2: The same baseline procedures were carried out in study 2 as in study 1. The same topics were covered during intervention as in study 1, but the procedure included more one-on-one instruction and extended lesson times by 15 minutes. The interventionist and observations used for fidelity was also the same.

From reading Brittany’s case history, my provisional diagnosis is a language-based learning disability. Language-based learning disabilities or LLD are characterized by age inappropriate deficits in the areas of reading, spelling, and/or writing (ASHA, 1991). According to Brittany’s case history, she has great difficulties reading, spelling, and writing, causing her to fall well behind her classmates. Despite Brittany’s problem with reading, spelling, and writing, her case history reports that she is developing typically in all other areas. A combination of Brittany’s poor literacy skills and her typical development in all other areas led me to my diagnosis of a language-based learning disability.

At group time during group time an observer recorded on a check sheet whether a response of each child within the group was designated by teacher feedback to the teacher as “right or wrong”. During four periods throughout the school year daily samples were taken of children’s’ verbalization during free play. A sample was recorded by the observer who moved with the child from one activity to another. For 15 minute the observer wrote down everything the child said. Each child group was assigned an observer every other day during the periods of sampling. From the samples taken by the observers each child’s vocabulary responses were grouped into three different classes, which included nouns, verbs and adjectives. Only certain adjectives were counted such as descriptive adjectives related to shape, color, size and number. To ensure the validity of the data periodically two observers were assigned to one child. “The data was then compared using charts displaying the average number of descriptive adjectives compared to the number of in correct usage at different periods throughout the day as described in the procedures “(Hart & Risley,

Traumatic brain injuries, physical disabilities and sensory impairment issues can cause difficulties for students in school. However, just because an individual has this type of a disability this doesn’t mean that they are unable to function in a general education classroom. Many times these students have a mild level of impairment. Because of this, the individual only requires a few supports such as a resource teacher or technological resources to be successful at school. An example would be a student with cerebral palsy, arthritis or other physical problems. These students are capable of learning at the same rate as peers. In addition, students may have mild hearing or vision problems, but are still intellectually proficient. These

The contents of this article demonstrates that speech language pathologists have such a multifaceted role throughout their profession, specifically in the sector of school-based intervention. It is not more so “who” must receive special treatment in the system, but “how” treatments are carried out. Gelzheiser et al (1991) have reported that public school research studies on special education show an absence in quality treatment. Interestingly, intelligence is not actually deemed to be a key factor when it comes to improving readability, which is why RTI is making the endeavor to deliver a more sufficient way of identifying those with reading disabilities. We learn throughout this article that the second Tier in RTI is typically where the most improvements occur-in the temporary yet intense instruction. Nonetheless, the problem lies in both financial costs and the fact that there is a potential for showing

Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

The purpose of this paper is to define, diagnose, and explore different treatment methods for children with learning disabilities. By considering various empirical studies conducted by researchers, the neurologically based processing disorder will be explored. Children diagnosed with learning disabilities can achieve academic success when they receive overall support from medical professionals, educators, parents, and society. Quite simply, children learn in different ways despite factors associated with their level of intelligence. A review of these significant research studies will substantiate that academic and personal achievements are achievable with the appropriate classification and recommended treatments.

The students: Latasha, Olivia, Octavian, and Kenny, that participated in the study were all fourth graders in the same general education class and were also in the same pull out special education class (Craft, et al, 401). They were between the ages of 10 and 11, had spelling an reading levels on either a grade 2 or Grade K and received regular instruction from the same teacher for “…homeroom, social studies, science, and health…” (Craft, et al, p. 401). The general education teacher had almost 30 years of teaching experience and special education teacher, also the main author of this article had four years of teaching special education students (Craft, et al, p. 401). One of the participants, Kenny, had multiple absences during the study and