Document 42

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Apr 3, 2024

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1 Benchmark – Summative Examination Diana Jacobs College of Education, Grand Canyon University SPD: 500: Survey to Special Education: Mile to Moderate Disabilities Brain Berger 11/15/2023

2 Benchmark – Summative Examination Introduction Larissa lives in the United States and is from El Salvador. Larissa is eight years old, and she is in the third grade. When Larissa was in the first grade she was diagnosed with dyslexia and ADHD and was qualified to receive help in written expression and executive function disorder. On the third grade level Larissa can express herself, but Larissa struggles to be able to transmit her message when she is writing out her thoughts. Larissa language when it is written contains fragmented sentences, vocabulary that is on a lower level, and her organization skills lacks. Larissa loses her materials when she needs them easily. Larissa struggles to get started to work independently. Rita, Larissas mom, speaks and understands English but she struggles to be able to understand English written out. Larissas parents are separated. Mom has shared at a parent teacher conference that she has a protective order against Larissas father. Due to Larissas parents’ separation, Larissa has moved in a house that is friends of her mothers. The other family has five other family members living in the house. Larissa home environment is very crowded, and her mom must work long and late hours to help support Larissa’s family. Larissa and her family can speak both English and Spanish.

3 Christian Worldview Perspective “Everyone has the right to have an education” ( ImpactNYC , 2019). Education’s intention is to direct and prepare learners for their future and help them become morally and ethically responsible citizens of their country. The United States economic future depends on how educated people are, but education is to be “inclusive and have the highest quality for the students to receive the right education” ( The power of letting children learn together , n.d.). To compare Grand Canyon University One Foundation, guides students towards the excellence and serve God and do the will of God and they welcome all individuals no matter what their background or what they believe in (GCU, n.d.). Grand Canyon University believes that all students are to be challenged to do their best and be critical thinkers. Teachers are to live like Jesus. Love everyone and to be patient. Teachers are to support students and encourage their students to become the best version of themselves. Language, Culture, and Family Background The language a family speaks at home can affect the child from learning the language that the student is exhibited at school (To Speak or Not to Speak My Language: Supporting Families’ Home, n.d.). In this case, Larissa is surrounded by Spanish speakers at home. Spanish has a different dialect and speech than the English Language (Colorado, 2022). Larissa can speak English fluently, but her written language is affected because Larissa cannot comprehend when she is being exposed to both Spanish and English language. Spanish and English are different in lettering of the alphabet, rules of grammar are different (Spanish Alphabet: A Complete Guide - BusUU, n.d.). When Larissa applies to the written language she is confused. Larissa’s mother

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4 struggles to understand English as it is written, which could be a sign Larissa’s mother exhibits signs of a learning disability. Teachers are to build strong relationships between the students and the family’s background. Larissas family background, in this case, shows that Larissa’s mom and dad are separated, and she does not live at home anymore, which could impact her academic life. Larissa learning disability can be escalated due to having so many changes to her family environment. Instructional Strategies Teachers are to first and foremost build a positive relationship between the student and the students’ families. Teachers could have home visits or open house before schools start to get to know the students in their classroom. The teacher is to create a welcoming and inclusive learning environment for all students. On Larissas case, the teacher could have the classroom with different “visuals, labeled equipment, and a wall that is well spaced to display any classroom learning” (Accommodating Students with Dyslexia in All Classroom Settings | Reading Rockets, n.d.). This will help Larissa when to build connections through her learning. Having everything labeled in the classroom will help Larissa know where everything goes, and she can learn by the experience to be more organized. Larissa struggles with having lower vocabulary use in writing due to her dyslexia. The teacher is to create small groups. Small groups are groups of students that are on their level of learning (Francis, 2022). Through testing the teacher can put groups of students together based on the scores on tests. Small Groups will be beneficial for Larissa to help her see other peers working on the same material and give her confidence to be successful.

5 Larrissa struggles with starting tasks independently. The teacher can help Larissa begin working by herself by going over the material before the students are released to do the work independently. The teacher can teach the students how to plan their work (Parrish, 2022). The teacher could create collaborative learning for the class that would benefit Larissa. Collaborative Learning helps students by teachers setting groups of students “to help with learning and to work together with other students” (Teaching with Collaborative Learning, n.d.). The teacher could have Larissa work in groups with other students to help her learn to solve problems, complete tasks and to help her learn and understand new concepts. Teachers that use collaborative learning helps students prepare for “real life situations, promoting the students to be engaged in learning, and helps to increase the responsibility of the student” (Teaching with Collaborative Learning, n.d.). Conclusion In a general education classroom and through the curriculum teachers are to use accommodations and modifications for every child in the classroom, not only for students with disabilities. Through the Individuals with Disabilities Education Act (IDEA), the instructional strategies listed were explicitly for Larissas disability which could help her to be successful in a classroom environment.

6 References Accommodating Students with Dyslexia in All Classroom Settings | Reading Rockets . (n.d.). Reading Rockets. https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students- dyslexia-all-classroom-settings Colorado, C. (2022, August 8). Capitalizing on Similarities and Differences between Spanish and English. Colorín Colorado. https://www.colorincolorado.org/article/capitalizing- similarities-and-differences-between-spanish-and-english Francis, J. (2022, August 17). 5 Benefits of Small Group Instruction w/ Lesson Plan Examples. Blog.alludolearning.com. https://blog.alludolearning.com/benefits-of-small-group- instruction ImpactNYC. (2019, December 12). Education - Impact Public Service Fund. Impact Public Service Fund. https://impactpsf.org/news-issues/education/? gclid=Cj0KCQiAjMKqBhCgARIsAPDgWlyliHHmgeDRbvgxpTbpFvW4pPmoIyhJa1n Cu5n8nv6ckM2wyek5SXMaAi28EALw_wcB One Foundation | Grand Canyon University. (n.d.). GCU. https://students.gcu.edu/one- foundation-grand-canyon-university Parrish, N. (2022, May 5). How to get students thinking about their own learning . Edutopia. https://www.edutopia.org/article/how-get-students-thinking-about-their-own-learning/

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7 Spanish Alphabet: A complete guide - BusUU . (n.d.). Busuu. https://www.busuu.com/en/spanish/alphabet#:~:text=The%20only%20difference %20between%20the,alphabet%20we%20know%20and%20love . Teaching with Collaborative Learning. (n.d.). Educators 4SC. https://educators4sc.org/teaching- with-collaborative-learning/?hsa_net=adwords&hsa_kw=collaborative%20activities %20for%20students&hsa_ad=542914970568&hsa_tgt=kwd- 321670870980&hsa_mt=b&hsa_acc=2755491261&hsa_grp=128172156473&hsa_ver=3 &hsa_src=g&hsa_cam=14494011275&utm_campaign The power of letting children learn together. (n.d.). https://www.opensocietyfoundations.org/explainers/value-inclusive-education To Speak or Not To Speak My Language: Supporting Families’ Home . (n.d.). NAEYC. https://www.naeyc.org/resources/pubs/tyc/fall2023/supporting-families-home- language#:~:text=Research%20has%20shown%20that%20emergent,it%20may %20impact%20future%20learning .

Document 42

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