The Learning Of Students With Severe Disabilities

The activities offered from this unit worked to remediate the content that was presented on the pre-test and some additional concepts. Paula scored well with the trace worksheets that identified the parts and needs of a plant. However, on one worksheet, Paula was unable to fully identify the 3 needs of a plant in a sentence even though she previously traced the word on the same worksheet. Instead of fully identifying the 3 needs, Paula only identified two in the sentence. These actions made her receive an 83% on this worksheet. Additionally, the student was given picture cards that depicted the sequence of how to plant a seed. Paula sequenced her picture cards a total of three times before correctly sequencing the picture cards. Paula incorrectly sequenced three cards the first two tries, and one card for the last trial Paula ended up getting a 75% for this independent activity. Paula required constant observation and guidance to assure that she was keeping up with her peers. This showed me that Paula struggles with keeping up with her peers and requires guidance to assure an understanding of the directions and concepts taught through the

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.

The steps of Response to Instruction and Intervention are to begin with Universal Screen and Pre meeting prep. This is the point when the classroom teacher will assess the student’s ability in reading. The assessment is brief, easily administered, and will assess the risk level for academics. It will examine the skills of fluency, oral reading, phonemes, segmentation, letter naming, and other reading strategies. Once all the students have been screened the results will be reviewed by a school professionals. There are data management system where the scores are calculated and the students risk level is assessed. If a school district does not have this system available to them, the “core team” will use a spreadsheet and determine the students risk level. Once the risk level has been determined there will be e a core team meeting; this will consist of principal and teachers, reading specialist, literacy coaches, curriculum specialist and a school psychologist. This is the overall group that can make up a

The first three years of a child’s life is the most important and central time for the brain’s development. Autism is a disorder that can be diagnosed during the infant or toddler stage. Children can be diagnosed with autism by having different impairments such as social interaction, pattern of behavior, eye contact and speech impairment. Having the child being diagnosed with ASD can change a parent’s life view. Parents can learn different things in order to help their child. Parents will be provided by health providers different treatment, different placement in education and knowing about the different risk factor to make a difference for their autistic child now and in the future.

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

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.

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.

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.

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

Using a multiple baseline design collected accurate and reliable data. The teacher was the primary data collector and conducted all sessions. Data was collected on independent and prompted responses. Data was also collected on incorrect responses, which consisted of multiple types of errors: non-waiting, waiting, incomplete-response, and duration-interval errors. Throughout 50% of all the sessions, a second classroom paraprofessional collected data on treatment integrity and on student responses. Across all sessions, treatment integrity ranged from 98.2% to 100%, with a mean of 99.7%. In this study the IOA was calculated for each session by comparing the number of correct and incorrect student responses that were recorded separately by the teacher and the paraprofessional on a trial-by-trial basis. An agreement was defined as the two observers recording the same number od independent, prompted, and incorrect responses in a given trial. During all sessions, agreement was

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

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.

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 ________.

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.