My area of focus in education is on students with severe disabilities at any grade level. Teaching with the System of Least Prompts was chosen because the article discusses an evidence-based practice that could be implemented in the classroom and focuses on students with disabilities. Pardon the Interruption was also chosen because of the evidence-based practice discussed that focuses on communication skills and students with disabilities. Ault and Griffen in Teaching with the System of Least Prompts, explain that students with severe disabilities are given prompts t perform a behavior and then the prompts are faded out until the student can perform that behavior independently. The purpose of the System of Least Prompts (SLP) is to move from less to more intrusive prompts. If a student does not understand the least intrusive prompt then a more intrusive prompt is used and so on, until the student completes the task at hand. For example, an educator needs her student, Jimmy, to sit in his seat. The prompt, “Sit in your seat, Jimmy,” is used first. If Jimmy does not respond then the educator points to the seat while saying “Sit in your seat, Jimmy.” If Jimmy still does not complete the task then the educator demonstrates the task while saying, “Sit in you seat, Jimmy.” Ault and Griffen provide and easy method to collect data when using the System of Least Prompts. This method takes a little time but can provides teachers with a way to be reflective and critical about this evidence-based practice and determine if it needs to be adjusted to better meet the needs of the students. Ault and Griffen also state that, “The SLP procedure has a long history and a strong research base to teaching individuals with a variety of disabilities... ... middle of paper ... ...better communication skills and help provide motivation to complete tasks. Reviewing these two articles has provided me with the knowledge of how to implement evidence-based practices and how one can be used and followed by another to reinforce a learned behavior for students. I also learned how evidence-based practices could be effective in each tier of the response to intervention model. I will be able to take this information and do further research to successfully implement these two evidence-based practices in my classroom to provide my students with high quality instruction that encourage communication. Works Cited Ault, M., & Griffen, A. (2013). Teaching With the System of Least Prompts. Teaching Exceptional Children,45(3), 46-53. Bayes, D., Heath, A., Williams, C., & Ganz, J. (2013). Pardon the Interruption. Teaching Exceptional Children, 45(3), 64-70.
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
Heinle, K. M. (2008). Buffalo's approach to CTE programming for students with disabilities. Techniques, 83(4), 20-23.
Kluth, P. (2003). You're going to love this kid! Teaching students with Autism in, the
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
In the video presentation of How Difficult Can This Be? The F.A.T. City Workshop, Richard Lavoie is able to simulate several of the difficulties that a student with a learning disability has to face at school. Some of the difficulties experienced by the students are intrinsic to the disability itself, but many other difficulties are directly related with the emotions that the student experiences when attending a class, and as a result of his or her interactions with teachers and classmates. Both the United States law and the education system, have the opportunity to make a huge difference in the learning experience of every student with disability. Students with disabilities need to be guided to a path to education that is both feasible and accessible for them; with achievable goals, and by being provided what they need in order to succeed, and to be able to overcome any obstacles.
Adults with Learning Disabilities The field has not quite reached consensus on definitions of LD, and there are professionals as well as members of the public who do not understand them or believe they exist. For example, in a Roper (1995) survey of 1,200 adults, 85% associated LD with mental retardation, 66% with deafness, and 60% with blindness. In Rocco's (1997) research, faculty "questioned the existence of certain conditions or if they existed, the appropriateness of classifying the condition as a disability" (p. 158). However, most definitions describe learning disabilities as a group of disorders that affect the ability to acquire and use listening, speaking, reading, writing, reasoning, or math skills (Gerber and Reiff 1994; National Adult Literacy and Learning Disabilities Center 1995a; National Center for Learning Disabilities 1997).
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
Students without learning disabilities face problems like these, but these areas become increasingly difficult when you have trouble interrupting such everyday subjects. Since, a majority of these men were alive before a time when learning disabilities were a documented problem, most of them fl...
Education is a birthright of every child. Special education involves the education of students with special needs in a way that addresses a students’ individual disabilities and requirements. These programs are designed so that special learners may learn skills which will assist them in coming closer in learning to children without disabilities.
Allen, K. Eileen, and Ilene S. Schwartz. The Exceptional Child: Inclusion in Early Childhood Education. 7th ed. Albany, NY: Delmar, 1996. 175-206. Print.
Kuder, S.J. (2008). Teaching Students with Language and Communication Disabilities (3rd edition). Boston, Massachusetts: Allyn and Bacon.