Specific Learning Disability Paper

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.

Issues for intervention are to be drawn directly from the written assessment. Include processes, techniques, strategies introduced in class that will be utilised to work with the service user/s

I attribute these successes to the wisdom of educators who mentored me in evidence-based instruction even before I knew what it was. Just as a doctor needs to take into account the individual circumstances of each patient, educators need to address the individual needs of every student. At the beginning of every school year, I spend time going over each student’s school record to identify their strengths and weaknesses. My goal is to ensure that each student receives extra help in areas where they are weak and a challenge in areas where they are strong. This sounds easy but we all know it is extremely difficult. How do we find the time to differentiate instruction when we are already overwhelmed? This is where evidence-based practice helps by making our instruction more effective and less time consuming.

The challenge for this study was to put together the data from these various files to determine the number of treatment and/or comparison teachers who had sufficient data for inclusion in each of the analyses. The sample selection data analysis for each of the research questions will be described in the following sub-sections:

The numbers of students enrolled in intervention classes match the data management records (where appropriate). I think this will be the student selection process that we use where we have the students on the list that were assessed and then the students who received intervention. Remember when we ran out of spots in some places there were students left over with no intervention. (I think the only place where this happened was

Through the years the terminology has changed many times in describing those individuals with an Intellectual Disability. Terminology can cause prejudice, creating a “them-and-us” attitude and culture (Moir, 2008). The dividing may lead to a person being “dealt with” rather than being offered support and understanding to help them learn (Moir, 2008). While talking with Mrs. Peterson and Mr. Olsen I noticed a bit of difference in the way they interpreted the meanings of the terminology. Mrs. Olsen being a special education teacher referred to the student with more of an understanding for their disability. She also used words like, mental disability, learning disability, and learning delays. While Mr. Olsen used the term mentally delayed or

Teachers struggle daily to assist students in the classroom to be successful on state mandated tests and comply with any special education guidelines. The high standards of these tests and fear of litigation have left teachers grasping for methods in which to make general education attainable for children with learning difficulties. This focus on standards came about in an effort to ensure that all children received an equivalent level of education. Before standards-based teaching was required by NCLB there was much room for individual teaching strategies. Students in different classrooms in the same school would get a different education. A greater variance could be seen in specific populations as well. Standards were lower for children with cognitive and physical disabilities because less was expected of them (Levy, 2008).

assessment tasks in the unit. However, when a student fails the unit solely because of

ADHD stand for Attention Deficit Hyperactivity Disorder and it is actually a very common disorder that affects children and young adults. For some it may continue into their adulthood. It is estimated that around three to ten percent of children have ADHD. There are many questions by professionals as to kids can really outgrow ADHD, meaning that it may be more common amongst adults than originally thought to be.

Legally driven quality IEPs can only be developed with the student’s goals leading the services and placement. The services being structured should help the student achieve the goals set and be accomplished in the least restrictive environment, which means educated with their peers without disabilities to the maximum extent appropriate, as determined by the IEP team. Restrictive refers to the occasions where students are educated in special classes or separate schools, or have been removed in other ways from the general classroom. The removal of a student from the general classroom is not only acceptable but recommended if the team determines the severity or nature of the student’s disability prevents satisfactory learning, even with supplementary aids or services

There is not enough understanding of how to teach grade level standards to a group of students in different grade levels with different disabilities and capabilities. Teachers need to know how to differentiate instruction to help students learn the test material.

After evaluating all of the other factors it does not seem that the teacher has all of the other elements to perform her job effectively.

Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this

Working in a decile 2 school I have students who range from diverse families and cultures and with special needs. My lessons are planned in such a way, which caters the needs of individual students. For evidence based I am required to have a paper trail.

From the pre-assessment, we learned that teachers needed to learn more about intervention strategies-61% of those surveyed could not name an intervention strategy, steps in the referral process-89% of those surveyed could not accurately list the steps in the referral process and understanding an