The Learning Of Students With Severe Disabilities

This developmental disability has some range of conditions which can be challenging. There is to say that there is not just one kind of autism, they exist many types, and each one of them are because of environmental influences and genetic heritage or combinations, (Benaroch, R, 2016). They are some remarkable facts about whom have this disorder; an estimated 50,000 teens with autism become adults, around one third of the people with autism remain nonverbal and almost one third possess intellectual disability, Autism Speaks (2017). Since nowadays they are so many people dealing and taking care of kids with autism disorder it is of great importance for us, their families, to count with society's

The assigned video is explaining Response to Instruction and Intervention (RTI) . This is a plan to make decisions of the educational path of a student. It enhances education for all students and assesses whether they will need additional support with growth or more independence in reading. All of the students in the building have the opportunity to be assessed through RTI not just students with an IEP.

Autism is a subject need to be study in cooperation with care givers, doctors and school. Autism is developmental disability that can cause significant social, communication and behavioral challenges. My research paper is about autism which is a disease that affects our children communication skills and learning development. Children and young adult who have been diagnosed with autism are more likely to be alone. Also it can reflect on the family relationships, but there are several ways to control a child who has ASD. We can see now many of families have a child or two with kind of autism in most of the state of America. Autism disorder is kind of desired effects children as early as 2 years old. It is effect their behavioral

Many of us have heard about Autism, also knows as Autism Spectrum Disorder (ASD). Some have a family member, a friend, or know someone who has ASD. Increasingly it is becoming a more common disability. “Autism is one of the fastest-growing developmental disorders in the U.S” (Autism Speaks). Autism has no respect for gender, race, social class and or ethnicity. “Autism is a pervasive developmental disorder that involves abnormal development and function of the brain.” (Autism Center of Excellence) People who have autism have a lot of difficulties with social skills, communication and also will develop behavior issues. These behavior problems of an individual with autism can vary at times and can go from mild to severe. According to the Autism Science Foundation it says,” Many people with the Autism Spectrum Disorder (ASD) also have unusual ways of learning, paying attention, and reacting to different sensations. The thinking and learning abilities of people with ASD can vary—from gifted to severely challenged.” The causes and symptoms, as well as the diagnosis, and the treatments of autism vary.

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

The project topic is appropriate to pursue because the guaranteed rights of special education are significant. There will always be students with exceptional needs in the world; consequently, the unsurpassed idea is to learn as much as possible about specific details in order to justify an individual with the disorder if necessary. Autism is relevant to most individuals because depending on what type of employment an individual is involved in, an individual with autism may require guidance at a specific point in time. I would like to present my research to future parents of children with autism in order for the parents to prepare for any changes. At this given point in time, autism is a prevalent subject because of the prodigious changes that are being made every day. Researching this

In this book, “Helping children with autism learn: Treatment approaches for parents and professionals” Siegel gives parents of autistic children what they need most: hope. Siegel explains that how to take an inventory of a child particular disabilities that break down the various kinds unique to autism. Many other signs and symptoms are also seen in a child suffering from autism are atypical eating, lack of intuition and less attention to social stimuli. This book has been a great help in the research as it explains about the key understanding of each autism case as a discrete set of learning disabilities, each of which must be treated individually. This book is relevant to my research as it has important documentation and papers about the conference. It provides a detailed account of the issues, at the same time, Siegel offer a new understanding and a practical, thoughtful approach that will give parents a new hope.

This intervention follows a three-tiered approach to assess the student’s process of learning. School educators such as general or special education teachers will provide services of intervention during each tiered approach to check the progress of learning. During each tier teacher assess the progress of the student’s skills to determine if an intervention is working or not working. All elementary students should undergo observations in this form of intervention to identify their level of understanding.

You have observed and noted the behaviors of one learner in your classroom, who you believe to have a learning disability. You take detailed notes over a designated period of time, with time and date stamps identifying significant performance markers, improvements, or other changes in learning achievement and behaviors. By following this protocol you have conducted ________.

Although the QRI-4 provided an abundance of beneficial data to determine Addison’s strengths and weakness as a reader, there were areas of reading that were not made available through the assessment such as phonemic awareness and vocabulary. However, the QRI-4 was useful in identifying Addison’s independent, instructional, and frustration level, which was necessary to plan her instructional goals and recommendations. Others pros of the QRI- 4 provided the opportunity to hear Addison read and demonstrate her strengths and weaknesses in reading short passages within in a relatively short period of time. Due to the word identification assessment the QRI-4 provided an accurate starting point, to ensure that Addison could begin the assessment at an adequate level.

The course is a READ 180 intervention program. Currently, the students are on Workshop 1: Eyes on the Graduation Prize.

The teacher candidate and the student moved to a quiet place before beginning this assessment. The student was given instructions to begin reading the paragraph when the teacher candidate said start and to stop reading when the teacher candidate said stop. As the student read the words on the student copy, the teacher candidate marked a line through incorrect words and wrote “SC” by words to indicate the student self-corrected those particular words. The teacher candidate provided assistant with words that are underlined on the assessor’s copy. After completing the timed portion of the assessment and marking where the student ended after one minute, the teacher candidate read the entire passage to the student so they could discuss the events and elements found in the passage. The teacher candidate later filled in the required information on the assessor’s

The purpose of this study was to evaluate the use of a constant time delay (CTD) procedure to teach spelling to students with physical disabilities who had mild to typical levels of intellectual functioning. The researchers hypothesized that modifying the CTD procedure by using several different intervals such as adding two additional seconds to the prompt delay can accommodate the individuals who have physical disabilities that may interfere with the ability to respond quickly. The researchers chose spelling as a target task because their students use augmentative communication devices to write messages.

Through my experience thus far I have been able to grasp an overall understanding of the schools demographic as well as my students. The school is a Title1 and is a very low socioeconomic status. The neighborhood surrounding the school is very worn down and the students coming from those parts of the neighborhood have more hardship than any child should ever have. In my second grade classroom, we have a majority of ELL’s coming from Spanish-speaking homes. As I have been observing my Cooperating teachers ' students’ that she looped with from first grade to second grade, she has been providing me with insight on some non-academic disabilities that one of our students suffers with. Although it is not technically considered a learning disability it prevents them from accomplishing tasks at the same rate as our other students’. A little girl suffers from Muscular Dystrophy, which is very hard on her physically to keep up with the class while they complete writing or activities that require cutting and pasting. She is currently on a 504 plan for her M.S. but ,has been able to achieve core level on her DIBELS testing for fluency, worse per minute and accuracy and comprehension. There has been growth in her academics but, falls behind on most assignments. There are many different learning levels in our classroom, which I will intend on making accommodations and modifications to achieve a Universal Design for Learning.

Next, Response to Intervention begins, also known as RTI. This provides levels or tiers of increasingly intensive instruction to help students master academic content. Tier 1 takes place in a regular classroom setting. Tier 2 involves and allows the student to go out to a specialty teacher. Tier 3 mainly takes place in a special education classroom. Tier 3 requires more one-on-one instruction for the student from the teacher. RTI serves two purposes- support struggling learners and identify students with learning disabilities. Parents are invited to take part in their child’s RTI process. Other school professionals also take part during the RTI process to meet the child needs. Research Based Interventions are used during the RTI process. Data is gathered during the RTI process on a regular basis. After a few weeks, the team meets again to determine how beneficial the interventions are for the child. If RTI is working, it is continued, if RTI is not working, a meeting takes place where the RTI data is presented. Then the referral process initiates.