Topic 1 - DQ 2

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Psychology

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Feb 20, 2024

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Jordan Rodriguez Topic 1 – Discussion Question 2 SPD 508 Grand Canyon University Dr. Susan Stone January 12, 2024 Disabilites come in all shapes and sizes, and even students with the same disability might need different accommodations throughout the school day. It is important to recognize and identify characteristics of disabilities and understand eligibility categories under each. The purpose of an IEP is to address each disability and each child on a personal level to allow them the greatest chance of succeeding in their education. In order to properly prepare an IEP and specially design instruction, it is vital to understand what students require. A student with autism will require different accommodations than a student with who has a hearing impairment or is blind (Center for Parent Information and Resources, 2017). For instance, a child with autism might benefit from a visual schedule, earplugs or headphones, or adaptive equipment such as fidget toys, pencil grips and large print books. Additionally, giving students the option to orally complete a test, breaking their homework down into segments and providing them with break rewards may also yield desired results. Conversely, students who present with blindness will require much different daily modifications. These students will need to engage in auditory learning and will read using braille. Students with hearing impairments might need to speak using sign language or may just need to sit closer to the front of the classroom. Their disabilities would not benefit from fidget spinners and reward breaks, showing the importance of recognizing and understanding categories of disabilities (PA Autism , n.d.).

A student in my class with ASD earns reward breaks after he earns five stars on his star chart. He can earn stars by completing his work, sitting quietly awaiting instruction, or participating in class. This incentive keeps him motivated and on task throughout the day, because he knows after five “star behaviors”, he will be able to play with stem bins or sensory toys. Last school year, I had a first-grade boy in my class who had cochlear implants, for a hearing impairment. I was required to wear a microphone necklace that enabled him to hear more clearly when I was speaking. Furthermore, he was required to sit next to me during differentiated instruction and had his seat at the front of the class, so he was able to better hear and understand when I was teaching. References Center for Parent Information and Resources. (2017). Categories of Disability Under IDEA . Parentcenterhub.org. https://www.parentcenterhub.org/categories/ PA Autism . (n.d.). FAQ Sheet IEP Ideas . https://paautism.org/wp-content/uploads/2019/08/ASERT-Individualized-Education- Program-FAQ-Sheet.pdf

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