Instructional Modifications for an English-As-Second-Language 10th Grade Student
Teaching for Exceptionalities
The student is a 15-year-old bilingual male in enrolled in 10th grade. He presents as having difficulties in his school work primarily due to his current inability to speak, read, and write English fluently. He is currently reading at approximately a 2nd-grade level, and all of his assignments are modified. Examples of the instructional modifications he experiences are as follows: Material is read aloud to him, writing assistance is provided to help him translate from his native language to English, and all story format math problems are converted to conventional number format to sidestep reading and translation difficulties. When a high level of academic support is provided, the student does not exhibit problem behaviors. However, he reports feeling overwhelmed and stressed, and these underlying emotions do contribute to occasional bouts of problem behavior.
Instructional example. I took a content-focused approach to reading and writing instruction with this student. My rationale for this choice was based predominantly on the student's continued frustration and embarrassment about his difficulties with making progress in fluency in English. My goal was to embed specific language development strategies into content that the student would find engaging and respectful (i.e., content that most 10th-grade boys would find of interest).
Content-focused approach. We chose baseball as the content area and based the student's reading, writing, and math goals on that topic. Many highly successful baseball players speak English as a second language, which the student found intriguing and empowering. As a sport, baseball highlights the individual personalities, characteristics, career and game statistics, and history of the game. In other words, this is a content-rich area that lends itself well to reading about...
Further, this provides a social training for all students, teaching them that students with exceptionalities can function just as well in society as students without those exceptionalities (paras. 8-9). In my classroom, I plan to address these students' needs through implementing different programs for each special circumstance in the classroom. For instance, Sharpe notes that inclusion is not a one-size-fits-all solution (paras. 10-12). Because of this, I plan to help
Disorders include such mental illnesses as mood disorders, like bipolar disorder, or obsessive compulsive disorder which involves a variety of anxieties, compulsions, obsessions, and phobias. Without treatment sufferers are unable to adapt to social roles or establish appropriate interpersonal relationships. However, the term can be used in a broad sense to refer to any malfunction of mental, physical, or psychological adjustment. There are three different approaches to describing human differences.
But sometimes, depending on how severe a child is affected with autism, the decision to place such a child in a residential environment, such as a specialized care facility, must be made. Yet for those children who are only slightly or moderately afflicted with autism, the classroom, under the guidance of a trained professional and with the assistance of parents, appears to be the best environment for instruction and
SPD- Cross-Curricular Unit PlanDirections: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:� Reading, writing, and speaking and listening standards appropriate for the selected grade.� Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.� Critical thinking
These benefits arise because of implementing both assistive technologies and Information Communication technology (ICT). The implementation of technology in classrooms usually has benefits to both the disabled students as well as the teachers (Kirk, Gallagher, Coleman, & Anastasiow, 2012, p.240). The general benefits of use of assistive technologies and ICT in teaching students with learning disabilities include greater learner autonomy and unlocking hidden potential with those with communication difficulties.
Clinicians typically report that boys are referred for AD/HD assessment nine times more often than girls. Studies using a broader population base generally indicate that the ratio of boys to girls with the disorder is closer to 3:1." "In people with AD/HD, the brain areas that control attention have been observed to use less glucose, indicating that they are less active." 4. Strength related to the student with an exceptionality. Individuals with
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