EDEE 409 Final

Section I: Disabilities and Other Needs

1.)    (Chapter 7 Students with High-Incidence Disabilities)  Sam is a student who has a communication disorder in which he displays significant problems with receptive language.  Describe at least three accommodations as suggested by your text to foster Sam’s learning.

Since Sam may have trouble understanding questions, may have trouble following directions, and may not be able to retain information verbally, he will need accommodations in the classroom to make sure he gets an optimized learning experience.   For students with problems with receptive language, it is important to create an atmosphere of acceptance.  One way of doing this is minimizing peer pressure, the teacher can model and reinforce tolerance of individual differences in the classroom.  It is also important to encourage listening and teach listening skills.  One way you can do this is making oral material easier to understand and remember by simplifying vocabulary, simplifying sentence structure using high-frequency words, repeating important information, giving information in short segments using visual aids for emphasis, having students rehearse and summarize information, and using cues that signal when you are going to say something important.   Another important accommodation that you can use in your classroom is providing many meaningful contexts for practicing Speech and Language Skills.  It is important to teach students to use appropriate language in a variety of social and academic situations, both in and out of school.  It would also be helpful to encourage students with communication disorders to talk about events and experiences in their environment, describing them in as much detail as possible.  It would also be beneficial for instruction to be embedded in the context of functional areas.

2.)    (Chapter 8 Other Students with Special Needs)    Greg is a student in your class and has just been diagnosed with Attention Deficit Hyperactivity Disorder - Predominantly Hyperactive-Impulsive Type. What are some of the behaviors you might expect of Greg in the classroom? What are some academic and behavior interventions you could consider to help Greg succeed?

With Greg just being diagnosed with Attention Deficit Hyperactivity Disorder-Predominantly Hyperactive-Impulsive Type, I would expect him to move around far more than their peers, and to be impulsive (acting before thinking).  He might squirm around in his seat, tap pencils or fingers, and blurt out answers during instruction. 

Some academic interventions I would consider to help Greg succeed are emphasizing only essential information, such as rather than giving directions, providing multiple examples, and then recapping what you have said instead listing directions by number using very clear language.  Also, rather than having him read an entire story or chapter, I would have him read just a small part of a long story or expository passage and check comprehension at that point; then have him read another part and so on.  In math, I would give Greg extended periods of time to complete computational work and in all large-group instruction, I would keep the pace rapid and provide many opportunities for students to participate, such as trading answers to questions with a partner, working with manipulatives, and repeating answers as a class after one of the students has responded.

Some behavior interventions are emphasizing structure and rewards, such as specific verbal praise, stickers and other symbols of appropriate behaviors, and games that emphasize rewards for positive classroom behaviors.  Also, considering environmental demands is important to address behavior problems.  For example, I could sit Greg near the front of the room and have him work in an area with few visual or auditory distractions.  I could also let him move from one desk to another in the classroom and permit him to stand while working.