During the second week, I selected to research the disability of speech or language impairment. This type or impairment is defined as a communication disorder that adversely affects the child’s ability to talk, understand, read, and write (Texas Council for Developmental Disabilities, 2013). In my district, we have a small percentage of students receiving special education services with this type of disability. According to Friend and Bursuck (2006), the prevalence of speech or language impairments among students receiving special education services is considered a high-incident disability and approximately twenty percent of children receiving special education services are receiving services for speech or language disorders. The impact of this disability on a person’s physical, mental, social and emotional abilities affects the learning of the students every day in the classroom (Friend & Bursuck, 2006). …show more content…
The students with this type of disability exhibits hyperactivity, fine and gross motor coordination, low self-concept, and language delays (Friend & Bursuck, 2006). The type of assessment accommodations commonly prescribed for students with a speech or language impairment are allowing to substitute oral exams with written exams, providing a vocabulary list, allowing the use of calculator, private location for testing, modify the length of the test, substitute oral project presentations with written presentations, and allowing extra time for assessments. According to Friend and Bursuck (2006), one critical element in testing students with disabilities is ensuring that the test results reflect their knowledge and skills, not their
First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language. Eve...
As societal pressures for higher education increase, more emphasis has been placed on the importance of a minimum of a bachelor's degree from an accredited college or university. This has led to the increased enrollment of students with learning disabilities over the past decade. According to a recent survey from the National Clearinghouse on Postsecondary Education for Individuals with Disabilities, one in eleven full-time first-year students entering college in 1998 self-reported a disability. This translates to approximately 154,520 college students, or about 9% of the total number of first-year freshmen, who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn).
Teacher Interview(s): according to Ms. Special Ed, a ten-year veteran of special education who started her career at age twenty-nine, proportionally, 35.4 percent of S.H.E. students have an Individualized Education Program, in conformity with the Individuals with Disabilities Education Act, herein IDEA. In Windham County, the average public school has 18.6 percent of its student population considered to be learning disabled; S.H.E. has a noticeably higher percentage of students with learning disabilities, compared not only with Windham County, but Connecticut overall, as the average public school in the state is populated by 26.4% of its elementary students with learning disabilities. Further, more males than females at S.H.E. have learning disabilities with a ratio of 10.1% of females to 25.3% of males in the special education program. For the this specific field experience study relating to Students X & Y, both six-year old males, S.H.E. “offers” seven special education teachers and 13 paraprofessional instructional assistants who “service” the special needs of exceptional students including speech services, behavior interventionists and dedicated special education
Data gathered from the American Community Survey (ACS) report in 2007 on the percentage of U.S. population, age 5 and over, relates that out of 281 million people, 55.4 million are speaking a language other than English at home. This segment of population constitutes over 24% and it has increased from 1980 to 2007 more than 140%. Out of the 55.4 million people whose primary language is other than English, 62% are Spanish language speakers, founding the largest group of foreign language speakers in the United States (Shin & Kominski, 2010).
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.
I also volunteer, assisting students with various developmental and learning disabilities complete their educational tasks (e.g. homework and test preparations). In the past, I’ve worked as a teacher’s aide in the Buffalo, NY public school system and as an undergraduate assistant in the Buffalo State Speech-language and Hearing Clinic. I plan to become a school-based SLP preferably in the Washington, D.C. area. I have great interest in working in the public-school system because I believe that it will allow me to reach and assist a large array of children with a wide variety of unique needs. I am particularly passionate about assisting children that come from socioeconomically disadvantaged backgrounds because I come from one myself. I also believe that children are often misdiagnosed with language or speech impairments because they use a vernacular that is different from mainstream English or because they fail standardized tests that are not culturally appropriate for them. Correspondingly, a child’s language or speech impairment can be overlooked because they use a vernacular that differs from mainstream English. As a school-based SLP, I will strive to ensure that all children receive the appropriate services they require, warranting that they become proficient communicators and will be able to use their skills to enhance their lives and contribute to society. Nothing will give me more gratification than to help children make greater use of their communicative
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...
The findings were based on students with language disorders, head injuries, Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), Mild Intellectual Disability, and Specific Learning Disability in math and/or reading (Abu-Hamour et al., 2012). The assessment given as a study with language disorders included one hundred and fifty six students, and it was determined through the process that a language disorder is usually linked to lower cognitive ability scores (Abu-Hamour et al., 2012). Results recorded from the manual of WJ III (as cited by Abu-Hamour et al., 2012) reported students with head injuries had the lowest scores on the test and their processing speed and working memory was affected. ADHD was reported to look similar to those with learning disabilities, head injuries or social emotional problems (Abu-Hamour et al., 2012). Torgesen (as citied by Abu-Hamour 2012) reported that 80% of all SLD involved reading. Finally, mild intellectual disability was recorded as being the lowest scores in all subtests (Abu-Hamour
High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Likewise students with learning disabilities have not been able to accomplish the level of low achieving of children that are not disabled. In the manual, Assessing Special Education Students (ASES) Van De Zande. J and Lazanes, S (2011) Explains accommodations are procedures and practices that can ensure that students, parents, and educators have a right measure of what students with disabilities can do, for them to understand well what the inclusion program is about and how it works. According with Foley, R. M. (1999) accommodations for children with special needs begin in the classroom to assure that students with special needs are engaged in based instruction
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
To fulfill the requirements for SEGC 6020: Integrated Instruction: Assessment and Learning, I completed assessments on decoding, reading comprehension and math on a target student with moderate intellectual disability. Once the assessments were complete, I then had to complete reports of my findings throughout the assessments. The assignments were obtained throughout the semester with ample time to complete each of the sections and get accurate
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to