Five assignments in all

Assignment 1 Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2‐3 scholarly resources.

Part 2: Activities

Identify a small group of 2‐3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.

Draft a 250 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

Assignment 2 Part 1: Instruction and Intervention

Deliver the literacy skills lesson you developed with your mentor teacher in “Clinical Field Experience A” to the group of students for whom it was designed. During instruction, informally assess the students, identifying those who are grasping the information and those who would benefit from additional intervention.

Collaborate with the mentor teacher to develop 2‐3 interventions based on your informal assessment data to support one or more students’ continued skill development. Detail at least one intervention that can be incorporated in the inclusive classroom and at least one intervention to be utilized at home. Describe the roles of teachers/family members and the student in the description of each intervention.

Part 2: Reflection

In 250 words, summarize and reflect upon your experiences delivering the literacy lesson, informally assessing the students, and collaborating with the teacher to develop the additional interventions. Explain the interventions you developed and how you expect them to meet the needs of the students, incorporating their assessment results in your response. Explain how you will use your findings in your future professional practice.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.APA format is not required, but solid academic writing is expected.

Assignment 3 Assistive technology (AT) is a supplemental resource that may be a mandated requirement for many students with disabilities within their IEPs. In a typical resource room, there are a variety of AT devices that may be incorporated into instruction by the special education teacher.

Research two low tech, two high tech, two augmentative, and two alternative assistive technology devices appropriate for students with previously identified mild to moderate language disabilities.

For each assistive technology device researched, complete the “Assistive Technology Device Matrix Template.”

Support your findings with a minimum of three scholarly resources.

http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology-devices/

Assignment 4 Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.

Read the case study below to inform the assignment.

Case Study: Stephanie

Grade: 5th

Age: 10

Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.

Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite book is If You Give a Mouse a Cookie by Laura Numeroff. Stephanie writes very little and relies on the Picture Exchange System as her primary form of communication.

Stephanie attends the fifth grade English language arts class for exposure to more appropriate grade level content and socialization. She requires frequent breaks and one‐on‐one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher and follow the modified curriculum from the state department of education.

For standardized grade‐level testing, Stephanie participates in the yearly Alternate Assessment. The assessment is administered orally by the teacher and a proctor is present. The assessment is multiple choice and the administrator can accept eye gazing, finger pointing, and verbal responses to answer questions. The assessment is not timed and the teacher can apply the 10 response rule: If the student does not respond after 10 questions, the teacher can end the assessment.

Assignment:

Use the “ELA Mini‐Unit Template” to complete this assignment.

Part 1: Student Goal

Write a measurable reading comprehension goal for Stephanie’s IEP. Within the goal, incorporate an alternative and augmentative communication system to support her communication and learning.

Part 2: Mini‐Unit

Compose a mini‐unit of three ELA lesson plans for the general education classroom that incorporates your ELA standards for teaching reading comprehension to fifth graders.

For each lesson plan includes differentiated activities and assessments for Stephanie that use the AAC system identified in Part 1 to allow her to access the curriculum and address her measurable IEP goal.

Part 3: Rationale

Provide a 250 word rationale that explains how your mini‐unit instructional choices are developmentally appropriate for teaching the content standards, and how the differentiated activities and assessment will allow Stephanie to meet her goal and fully access the curriculum. Address how your accommodations and differentiation create a supportive learning environment that encourages self‐advocacy, increases independence, and emphasizes safe and ethical use of information and technology for Stephanie.

Support your rationale with 2‐3 scholarly resources on best practices regarding semantics/language disorders and the use of assistive technology.

APA format is not required, but solid academic writing is expected.

Assignment 5 When teaching students to comprehend and summarize text, teachers can use a variety of activities before, during, and after reading to help students understand elements within a plot. Utilizing appropriate strategies that incorporate summarizing skills helps to increase students’ reading comprehension skills.

Use the “Reading Comprehension Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250 words, a minimum of five strategies for teaching adolescent students with deficits in their reading comprehension skills. Identify the conditions under which the chosen strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2‐3 scholarly resources.

Part 2: Activity

Identify a group of 2‐3 eighth grade students, using the “Class Profile,” who would benefit from additional instruction on reading comprehension skills.

Identify a text appropriate to use with the small group identified. You may use Appendix B of the Common Core English Language Arts Standards to help you determine an appropriate text for the lesson.

Draft a 250 word outline summarizing three activities to reinforce reading comprehension and summarizing skills, utilizing the identified text. Incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250 words, rationalize your instructional decisions in Part 2 of this assignment. Explain how the identified strategies and activities enhance the language development of adolescents with deficits in their reading comprehension skills. Cite the “Class Profile” where appropriate.

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