Cody Pryde
2/24/2024
SPED6715 Misunderstood Minds
2. Did the simulations help you to better understand a disability in that area? If so, how? If not,
why? List each area and describe why or why not.
- It helped me become more empathetic to what students with disabilities have to deal with. They weren’t specific on which disability goes with which exercise, but each exercise was difficult. The decoding exercise in the reading portion was the most interesting exercise, and the
one I had the most trouble with. 3. As you were going through the simulations, were there things that you wished you had
(e.g., more time) or that you could do (e.g., refer to your notes) that would help you? If so,
what were they? Be specific.
- Going through the arithmetic simulation, it doesn’t make sense. It gives you an addition and multiplication table to help you complete some problems, but the products are wrong on half the table. It doesn’t say anything in the instructions about it being incorrect, so I’m not sure if that’s the way it’s supposed to be. For example, they have the equation “2 x 3 = 10”, which is incorrect. Clearer instructions are needed for some of these simulations.
4. Given the information above, what supports or accommodations could you provide to the
students in your classes who have ADHD or learning disabilities?
-
Some of the most common supports or accommodations for my special education students are small group, extended time, and read-to directions/prompts. I think the one that is the most beneficial is the read-to accommodation because some students
