Discuss one environmental or family factor that impacts the student’s life and how it affects learning in the below passage. Ahmed is a third-grade student who was recently evaluated for special education services. He qualified as a student with an Auditory Processing Disorder (APD) and a Specific Learning Disability (SLD) in reading with an emphasis on poor acquisition of phonological awareness. Ahmed is able to hold conversations in English but struggles with academic English. He was adopted at the age of two from Syria after living for a year in a refugee camp. He has been withhis adoptive family that includes his parents and their two biological high-school age children. Hisfamily’s first language is Arabic, although his adopted father travels for business and is fluent in Arabic, French, and English. His adopted mother and the two biological children speak both Arabic and English fluently. His adoptive parents are very supportive of his education and take many trips/participate in many activities to share and appreciate all of the cultures of Ahmed by celebrating a variety of holidays, events, and experiences. At school, Ahmed participates in daily classroom routines with direct teacher or paraeducator support. Ahmed always scoots his desk or chair close to his male classmates and the paraeducator. When Ahmed talks to his male classmates he frequently touches their arm and many of his classmates have complained about this behavior. He is able to verbalize and ask for help when needed but needs consistent prompting to do so. Ahmed is able to read simple two- or three-word sentences in English but struggles to read longer sentences. When stories are read aloud, he is able to recognize story elements and retell certain parts of a story with visual supports. Ahmed needs to work on phonological awareness skills to manipulate sounds in words.
Discuss one environmental or family factor that impacts the student’s life and how it affects learning in the below passage.
Ahmed is a third-grade student who was recently evaluated for special education services. He qualified
as a student with an Auditory Processing Disorder (APD) and a Specific Learning Disability (SLD) in
reading with an emphasis on poor acquisition of phonological awareness. Ahmed is able to hold
conversations in English but struggles with academic English. He was adopted at the age of two from Syria after living for a year in a refugee camp. He has been withhis adoptive family that includes his parents and their two biological high-school age children. Hisfamily’s first language is Arabic, although his adopted father travels for business and is fluent in Arabic, French, and English. His adopted mother and the two biological children speak both Arabic and English fluently. His adoptive parents are very supportive of his education and take many trips/participate in many activities to share and appreciate all of the cultures of Ahmed by celebrating a variety of holidays, events, and experiences.
At school, Ahmed participates in daily classroom routines with direct teacher or paraeducator support. Ahmed always scoots his desk or chair close to his male classmates and the paraeducator. When Ahmed talks to his male classmates he frequently touches their arm and many of his classmates have complained about this behavior. He is able to verbalize and ask for help when needed but needs consistent prompting to do so. Ahmed is able to read simple two- or three-word sentences in English but struggles to read longer sentences. When stories are read aloud, he is able to recognize story elements and retell certain parts of a story with visual supports. Ahmed needs to work on phonological awareness skills to manipulate sounds in words.
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