For my first grade class, I would use technology to help accommodate the needs of students with disabilities. Current classroom accommodations for students with disabilities include using an audio recorder to record lessons (the student can play them back at home and listen to them again), using audio books to help the student with reading comprehension (the student with the disability can listen to the book as it is read while he or she reads along), and using a word processor for certain assignments or exams. Ideas for accommodations could include having class sessions recorded on a digital file that can be emailed to the student’s parents and watched again at home. This would accentuate what is currently available—the option of using an audio recorder to record the lessons given by the teacher. The disadvantage of an audio recording is that usually I use a lot of visual aids to support the lesson and these are lost with an audio recording. So an audio-visual recording that can be uploaded to a cloud platform like Google Docs and shared among parents who want to help their disabled children would be a great way to accommodate their needs. Video recorders are easily...
The disabled students could watch the lesson again so that it is more deeply impressed on their minds as they do their work as well. This could take place in the rear of the classroom or off to the side.References
Coombe, C., & Davidson, P. (2014). Common educational proficiency assessment (CEPA) in English. Language Testing, 31(2), 269-76.
Peregoy, S.F. & Boyle, O.F. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners (6th ed.) Upper Saddle River, NJ: Pearson.
Special education field advisory One of the challenges of special education in the modern, standards-focused environment is the fact that while special education almost by definition demands individualized attention on the part of the teacher, standardized tests evaluate students according to a set standard outside of the parameters of their specific curriculum. In response to this, the article entitled "Special Education Field Advisory," a memorandum written by James P. DeLorenzo
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
In my view, it is clear that the parents' decision to include their son in mainstream high school classes was a wise one. Even with their reservations, it appears that educational professionals agreed with this view. The disagreements are evidently mainly the result of philosophical differences, with educators being reserved about inclusion while parents were clearly overwhelmingly positive. I think greater alignment could have been achieved from the beginning if the
There is little doubt that students with special needs require more support services, and the article referenced above adds clarity to that assertion. What also is true is that often students with disabilities are harassed, made fun of and even bullied because they are "different." An article in The Journal of Counseling & Development refers to emotional abuse that students (not necessarily students with disabilities but rather students that are
Among all the measures, sentence imitation illustrated the greatest power in discriminating poor and adequate readers (2010). Another study conducted by Flax, Realpe-Bonilla, Roesler, Choudhury, and Benasich (2010) studied the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) with the hope of identifying "which language constructs (receptive or expressive) and which ages
Either one of these things can lead to acting out. The students in her LD classroom are often grouped together during specific tasks, so they have others to talk to and work with. This helps them to be less frustrated and keeps them from feeling as though they are the only one who cannot understand a particular task. Sometimes, they can talk out their issues with a particular task
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