2.2 Deficits and Accommodations Hicks sped 522
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Deficits and Accommodations
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2.2 Deficits and Accommodations
Caitlin Hicks
Northwestern College
SPED 522: Methods and Strategies for Students with Mild/Moderate Disabilities
Professor Beth Morgan
January 21, 2024
Deficits and Accommodations
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Deficits and Accommodations
Reading-
Repeated reading strategy is the exposure to the exact text multiple times, which increases oral reading fluency, leading to students' improved comprehension. During this strategy, students start by reading a text with a teacher three times. The first time the students read the text, it is to build confidence in the students by showing that mistakes are okay and to help them decode the text. The second time the students read the text, they are reading to build comprehension. The third and final time the students read the text is to be fluent and to sound like a reader. Repeated reading allows the students to receive positive feedback from adults. Students can focus on the pace and meaning of what is being read. The text the students will read
needs to be a minimum of 50 words to 200 words. To increase the fluency of the student's oral reading /deficits, the students can practice repeatedly; by doing this, they can self-monitor their progress each time they read the text (Five From Five, 2023). Repeated reading strategy is the exposure to the same text multiple times increases oral reading fluency which also leads to students having improved comprehension. During this strategy students start by first reading a text with a teacher three times. The first time the students read the text it is to build confidence in
the students by showing mistakes are okay and to help the students decode the text. The second time the students read the text the students are reading to build comprehension. The third and final time the students read the text is to be fluent and to sound like a reader. Repeated reading allows the students to receive positive feedback from adults. Students can focus on the pace and meaning of what is being read. The text the students are going to read needs to be a minimum of 50 words to 200 words. To increase the fluency of the student’s oral reading deficits the students
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can practice over and over again; doing this the students can self-monitor their progress each time they read the text (Five From Five, 2023). The use of graphic and semantic organizers help to illustrate the concept and/or the relationships between concepts in a text. Using this strategy or tool the students can become stronger readers to better understand concepts. This builds the student’s reading comprehension skills to be able to break the story up. Graphic organizers allow the readers to be able to understand and read the text. Students can build more skills as well when using a graphic organizer. Students can determine the differences with fiction and nonfiction texts, examining relationships in a text, write summaries, sequence, find the story structures and the cause and effects (Adler, 2001). Visual aids and support in math are accommodations that can done for students who are struggling with reading. Visuals help students understand the problems or questions they are working on more deeply. Students begin to gain more confidence and are better problem solvers.
The visual aids help to scaffold the student’s learning. The critical part of this is that teachers need to be able to explain why the students are using the graphic to fit the problem at hand (Institute of Education Sciences, 2023).
When students struggle with reading, the students in science often lack the confidence to read out loud. Having the students follow along in their textbook or hand out as the teacher reads
also allows them to learn how to track a text with their eyes or fingers. As a teacher, one can build more confidence in a student by letting struggling readers read words or passages that they can read well (Home Science Tools Resource Center, 2023). During social studies, somebody can make an accommodation to engage the learners with the words before somebody can read the text. Doing this can help the students build their
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background knowledge. This instruction needs to be specific for the text for the students to read so that the learning of the words is context-based. Mathematics
Making conceptual understanding the priority for students struggling in math is one of the most essential strategies. The strategy helps students to get a deeper understanding of the math concepts. Using visuals for the concepts helps the students see something abstract as a more physical scenario. Students can also make visuals for themselves to solve math problems. When math problems are seen differently, the students can build neural networks in their brains, building their retention and understanding of the concepts (Hogbin, 2023).
Number fact charts, multiplication tables, or lists of math formulas are a type of accommodation that can assist students in math class. Using this tool, the students can become more relaxed. With a number facts chart, the students can complete assignments with help without changing the work. For example, in kindergarten, when the students have to write numbers, complete a number line, or do addition and subtraction, the students can look at the chart to see how the numbers look. In older grades, where multiplication and division are done, the students can use the charts to quickly answer problems instead of trying to think of multiple strategies. The same goes for having a list of math formulas. During student teaching in Texas, a few students had the accommodation to have a list of the formulas for their state assessment. The
students were able to use this to decrease frustration on what is needed for each problem (Dyslexia - SPELD Foundation 2023).
Allowing students to use manipulatives and visuals lets them see cognitively what the numbers or problems will look like. Students can make complex problems easier to solve. If the concept is not explicitly taught, the students still cannot understand what problem needs to be
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achieved. As with any strategy, students need to be shown how the strategies should be used appropriately. Students can use manipulative and visual representation across grade levels and with different math problems (The IRIS Center, 2017).
Providing scaffolding and modeling tasks step by step in math helps students who lack math skills to have a direct process for problem-solving. Instead of just giving the task to the
students, the students can complete it in chunks. Chunking the problem also allows the students to use other strategies to see better what is needed for the problem to be completed (Dyslexia - SPELD Foundation 2023).
Written Expression:
Students struggling with written expression can start their writing by brainstorming what is to be written and then using an organizational model. Brainstorming helps students to organize
their ideas visually. Students should be allowed to use a brainstorming model that suits their needs, not a specific type. Having only one choice, such as using a device to organize the student’s thoughts, can cause frustration in some students. Students should be allowed to use a device, paper, or whatever means to enable brainstorming and organizational models. When students begin writing, an accommodation that can be allowed is additional writing time. Students struggling with writing often become frustrated or tired when told to write for an extended period. Breaking the assignments into chunks or allowing extra time allows the students to display their learning. In social studies and science, the students can be given the accommodation of extended time when writing a paper, short answer responses, summarizing information, or writing vocabulary. During math, the students can use ample time to solve problems that involve writing.
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An accommodation allowed in science or social studies is using an alternative means to assess the student's knowledge. When a student struggles with writing, the student can struggle to create lab reports, answer short answer responses, or write papers on a particular subject. By allowing students to do oral reports, do visual projects, or even respond to the answers verbally to an adult, teachers can assess the knowledge the student knows can be evaluated. The teacher or peers can give much information in classes like science, social studies, and
math. When students are given the accommodation of using a scribe or speech-to-text assistive software, the students can have notes of what is being said by the teacher or peers. This accommodation allows the students to continue to strengthen their knowledge by being able to read what was taken down by the software. If the device could not work during some classes, the
teacher could have notes for the student just in case.
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References: Adler, C. R. (2001). Seven strategies to teach students text comprehension
. Reading Rockets. https://www.readingrockets.org/topics/comprehension/articles/seven-strategies-teach-
students-text-comprehension
Dyslexia - SPELD Foundation (2023). Strategies and Accommodations to Support Mathematical
Difficulties
. Retrieved January 20, 2024, from https://dsf.net.au/CMSPages/GetFile.aspx?
guid=d717e3c2-2647-4c43-843f-5ccdf4e820cb
Five From Five (2023, January 10).
Repeated Reading
. Retrieved January 15, 2024, from https://fivefromfive.com.au/fluency/evidence-based-fluency-instruction/repeated-reading/
Hogbin, C. (2020, November 9). 6 Simple (But Effective) Instructional Strategies for Mathematics
. Retrieved January 20, 2024, from https://www.3plearning.com/blog/instructional-strategies-math/
Home Science Tools Resource Center (2023). Accommodations for Diverse Science Learners
. Retrieved January 18, 2024, from https://learning-center.homesciencetools.com/article/accommodations-for-diverse-science-
students/
Institute of Education Sciences (2023). Using Visual representations
. Retrieved January 18, 2024, from https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Using_Visual_Representations.pd
f
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The IRIS Center. (2017). High-quality mathematics instruction: What teachers should know. Retrieved from https://iris.peabody.vanderbilt.edu/module/math/