SED 104 - M4 Advocacy Scenario
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School
Eastern Kentucky University *
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Course
104
Subject
Communications
Date
Feb 20, 2024
Type
docx
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2
Uploaded by BaronDuckPerson848
M4 Advocacy Scenario
Haley Jones
Instructions: Watch one of the following videos and respond to the following questions.
Option 1: Learning Disability (Dyslexia):
View on Understood's Website
or YouTube
Option 2: Communication Disabilities (Non-verbal Learning Disability
- social communication, which is part of ASHA's Big 9 of Communication- see Mrs. Wahl's Big 9 slides for more on that!): View on Understood's Website
or YouTube 1.
Which video option did you watch? Option 1
2.
What barriers did the individual in the video discuss? Getting kicked out of school, shame at school, being miserable and misunderstood. 3.
What asset(s) and/or supports did the individual in your video discuss? Family and friend support. 4.
As a teacher, related service member, family member, or advocate of the individual in the video, what support recommendations would you give to an IEP team to support the individual in gaining a positive and meaningful education? Provide a minimum of 3 recommendations (this can be anything from learning strategies to accommodations, modifications, social skill supports, etc.). 1. Multisensory Learning Techniques
: Encourage the use of multisensory learning techniques in the classroom. Dyslexic individuals often benefit from approaches that engage multiple senses simultaneously, such as combining visual, auditory, and kinesthetic elements in learning activities. For example, using tools like colored overlays for reading materials, incorporating tactile elements into spelling practice, and employing
interactive software or apps that provide auditory feedback can be highly effective.
2. Individualized Accommodations and Modifications
: Work with the IEP team to develop and implement individualized accommodations and modifications tailored to the student's specific needs. This might include extended time for reading and writing assignments, preferential seating to minimize distractions, access to audiobooks or text-
to-speech software, and alternative methods for demonstrating knowledge, such as oral presentations or projects. Regularly reassess and adjust these accommodations based on the student's progress and evolving needs.
3. Building Self-Esteem and Self-Advocacy Skills
: Foster a supportive and inclusive environment that promotes the development of self-esteem and self-advocacy skills. Encourage the student to recognize their strengths and talents, and provide opportunities for them to succeed and contribute in various aspects of school life. Teach
strategies for self-advocacy, such as requesting accommodations when needed, communicating effectively with teachers and peers about their learning preferences, and seeking out additional support or resources when necessary. Building confidence and resilience can empower dyslexic individuals to navigate challenges more effectively and become active participants in their own educational journey.
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