ESE 601 Week 2 Assignment

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Ashford University *

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601

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Psychology

Date

Feb 20, 2024

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pdf

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Uploaded by ELCOOP2809

Interpreting Evaluation Results and Identifying Characteristics of Disabilities Elena Cooper University of Arizona Global Campus ESE601: Educating Students with Exceptionalities in the Schools Mary Ward January 29 th , 2024

Interpreting Evaluation Results and Identifying Characteristics of Disabilities Teachers plan their lessons around the children in their classrooms. Adjusting how you teach these lessons is an important thing to know how to do. This paper will discuss different learning disorders and how they affect a child’s learning. This paper will also discuss a child named Henry in Mr. Franklin’s class. We will review his evaluation referral. We will discuss different types of learning that teachers can use in their lesson plans to help those children who may have a disability or have trouble learning. Part 1 – Disability Category Under IDEA Specific Learning Disabilities Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, such as perceptual disabilities. Brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. (U.S. Department of Education, 2018, p.1). It is essential to identify if a child is struggling because of a disability or because of an external factor. Just because a child is struggling or falling behind in school does not mean that they cannot learn. Something as simple as they didn’t get enough sleep, a family problem, or even the classroom environment can cause a child problems. Autism Spectrum Disorder Autism Spectrum Disorder (ASD) is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. (U.S. Department of Education, 2017, p.1). Autistic children can communicate, interact, behave, and learn differently than all other

children. Some children can be nonverbal, and others can communicate pretty good. Children with autism may need special adaptations in the classroom to help them learn. These could include therapy and text-to-speech technology. Intellectual Disability Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance. (U.S. Department of Education, 2018, p.1). Children with disabilities may experience issues with communicating, socializing with their peers, or taking care of their personal needs. The child may develop more slowly than others their age, taking longer to walk, feed themselves, get dressed, and handle other daily functions (Smiley, 2021, p.8). These children tend to have a lower IQ and need help with their daily lives. Children with an intellectual disability need individualized help in schools. Part II – Henry’s Case Henry is a transfer student who has been a part of Mr. Franklin's classroom since the third week of school. He is a quiet student who likes to sit near the back of the class. He is reluctant to participate in whole-group discussions. He does read aloud when asked but has restrained verbal expression and cannot decode each word on his own. During silent reading, he struggles to answer grade-level comprehension questions requiring higher-level thinking skills. In group- work settings, he will listen to the other students and doodle to avoid having to join in. His parents are concerned with his academic learning, attention, spelling, reading, written language, schoolwork, homework, and memory. He tested in the low and low average ranges in most categories. He is not progressing in reading and vocabulary comprehension at his grade level.

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Without any support, he will fall behind. These are signs that Henry may have a learning disorder; getting him some help and support in the classroom will help him learn easily. Part III – Aligning Evidence-Based Interventions You should never feel limited by your learning style. We all learn differently and, in the end, have different learning goals. A teacher’s job is to ensure they plan their lessons so every child can learn. Phonemic Awareness One type of instruction is phonemic awareness. A phoneme is the smallest unit of sound in a word. For example, the word sat has three phonemes, s/a/t. According to Marshall (2023), night has three phonemes, even though it has five graphemes or letters because the /igh/ phoneme makes the long I sound (p.15). There are six different components of phonemic awareness. Each level becomes more complex than the last level. When teaching, you start with phoneme isolation. This is where you take the word and work on only one sound in a word at a time. What is the first sound of sat? The answer would be /k/. The second level is called blending. This section is broken down into two different parts. The first part consists of blending onset and rime, the two parts of the word. If we take the same word, sat, it will break down into s and at. The second part is blending the individual phonemes to make the word. This would look like /s/ /a/ /t/ to get the word sat. The third level is segmentation. This level is also in two different parts. The first part is segmenting onset and rime. Sat equals s and at. The second part is segmenting individual phonemes, sat equals /s/ /a/ /t. The next level is addition. This is where you take a base word and add a sound. For instance, you would say the word at and then ask what word you get when you add the /s/ sound. The answer would be sat. The fourth level is deletion. This is just the opposite of addition. You will start with the word sat, remove the /s/, and

get at. The final level is substitution. At this level, you will begin with the word sat and change the /s/ to the /p/ sound to get pat. Some children may be on different levels than other students. It is best to learn where students are and form a plan from there. Systematic Phonics Instruction Phonics is a method of instruction that teaches students correspondences between graphemes in written language and phonemes in spoken language and how to use these correspondences to read and spell words. (Ehri, n.d., pg.3). You are teaching students the connection between a word's letters and the sounds they make. Ehri (n.d.) also states that some phonics programs teach mnemonic devices to help children learn all the letter-sound correspondences. (pg.13). One of these programs is the Letterlane program. With this program, they take shapes of letters and draw them into pictures to help connect the shape of the letter to the sound. For instance, they take the shape of the letter S and draw it as the body of “Sammy Snake.” Multisensory Learning Multisensory learning includes at least two types of learning. Planning different types of learning throughout your day can help all learners. Five types of learning are most helpful for children. Dyslexia is a learning disorder affecting a person's reading, writing, and spelling ability. It is estimated that between 10% and 20% of the population has dyslexia. Dyslexic learners often have difficulty with phonemic awareness or the ability to hear and manipulate individual sounds in words. (Thisisdyslexia, 2023, p.2). Auditory learners learn better through sound, hearing, and listening. These children are okay with listening to you teach a lesson. These learners are children who love music and tend to learn the words of songs more quickly than other types of learners (Bay Atlantic University

2022, p.4). Repeating information to auditory learners ensures they learn the lesson through spoken words. Playing soft music in the background helps these types of learners focus by getting rid of distracting noises and silence at the same time. Visual learners are those who learn through seeing and watching. Visual learning is a method in which a learner utilizes graphs, charts, maps, and diagrams (Splash Learn, 2023, p.2). Hanging posters throughout the classroom can help these students learn; even integrating charts and diagrams within your learning may allow. Flash cards are an example of a visual learning aid used in schools. Tactile learning is learning through using our sense of touch. You can introduce learning through the sense of touch in many ways. You could have your students dig through dirt to find hidden dinosaur bones when you teach a lesson on dinosaurs. You can also have students draw letters in shaving cream or sand. These kids also can learn by building and constructing stem kits. Kinesthetic learners can learn through body movement or physical activity. Do you have kids who get antsy in the middle of the lesson? Do they have much energy? You may have someone who is a kinesthetic learner. A way to help these students learn is a stand-up desk, which could improve comprehension and retention. Highlighting or underlining concepts may help students retain information. Adding songs and dancing to your lesson may help these learners to learn the information in your lesson. The last learning category is gustatory and olfactory learners. These learners learn through taste and smell. This is one of the hardest of the bunch. The way to incorporate this into your learning is by making food. They can learn measurements and even fractions when cooking

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and eating what they have made. You can even put letters on cookies and have them find the letter, and then they get to eat the cookie. Conclusion Teachers lead the classroom, but they can only lead and teach as good as the students learn. If your students are not learning you need to readjust and plan how to teach them. Through adapting your lessons with adding fun and exciting things for students you are helping them learn and thrive. Mr. Franklin can put some of the ideas in this paper into his teaching to help Henry thrive in school and not fall behind his fellow classmates. Mr. Franklin can also share how Henry learns in his classroom with any other teachers that he may have moving forward. He can also give the parents some peace of mind knowing that Henry is learning and adapting.

References Bay Atlantic University, (2022). Auditory Learner: Characteristics and Benefits. Retrieved from https://bau.edu/blog/auditory-learner/ Ehri, L.C., (n.d.) Systematic Phonics Instruction: Findings of the National Reading Panel. Digital Education Resource Archive. Retrieved from https://dera.ioe.ac.uk/id/eprint/4938/6/nls_phonics0303lehri.pdf Marshall, J., (2023). What is Phonemic Awareness: A Guide for Teachers and Families. We Are Teachers. Retrieved from https://www.weareteachers.com/what-is-phonemic-awareness Smiley, J., (2021). Recognizing and Addressing Your Child’s Intellectual Disability, VeryWellHealth. Retrieved from https://www.verywellhealth.com/types-of-intellectual- disability-in-children-and-adults-5210316 SplashLearn, (2023). How to Teach Visual Learners – 10 Effective Ways. Retrieved from https://www.splashlearn.com/blog/empower-visual-learners-with-actionable-strategies-in- school-home/ Thisisdyslexia, (2023). What is Multi-sensory learning? Retrieved from https://www.thisisdyslexia.co.uk/post/what-is-multi-sensory-learning U.S. Department of Education, (2017). Sec. 300.8 (c) (1). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/1 U.S. Department of Education, (2018). Sec. 300.8 (c) (6). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/6 U.S. Department of Education, (2017). Sec. 300.8 (c) (10). Retrieved from https://sites.ed.gov/idea/regs/b/a/300.8/c/10

ESE 601 Week 2 Assignment

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