Proficient Homework

1. Respond to Rachel There are times that a student may need to bypas a learning step that cannot be mastered in order to move ahead.

Respond in 100 words

1. Respond to Rachel

There are times that a student may need to bypas a learning step that cannot be mastered in order to move ahead. An example would be a student that struggles with reading or has dyslexia. If the class is working on comprehension skills, then the student may need certain adaptations in order to be able to work on comprehension rather than focusing on foundational reading skills. This student may need to have the accommodation of text to speech or audio books in order to keep up with the rest of the class. It can also be useful to have these adaptations for other subject areas when the focus is on the content being taught, rather than being able to read the material. However, the teacher must consider that this bypassing of a step might be a mistake. If it is a younger student, then they still should learn the foundational skills, but may need to be taught in a different manner. There are many ways to teach struggling readers, such as focusing on the phonetic approach rather than the whole language approach. Or, using a multisensory approach which allows the student to learn through visual, kinesthetic, auditory, and tactile sensory methods (National Council for Special Education, N.d., para.7). It would be beneficial for the student to have those accommodations mentioned to help with reading comprehension, but still try various methods to improve those foundational reading skills.

National Council for Special Education (N.d.). Dyslexia and Reading Instruction. Retrieved October 21, 2020 from https://www.sess.ie/dyslexia-section/dyslexia-

2. Respond to Megan

A situation where a student may need to bypass a learning step that cannot be mastered after a reasonable amount of time is if a student can not master spelling. If a student is struggling week after week studying for and continuously failing spelling tests, there are other options we can consider. Although a student may be struggling in spelling, we still need to move forward with teaching them how to write proper sentences, paragraphs, or even essays. Bulloch (2020) gives some examples of things we can implement instead of the traditional studying and then taking a spelling test at the end of the week. One thing we can do instead is teach the words by pattern or rhymes (Bulloch, 2020). An example of words in this list could be cat, hat, mat, fat, bat, pat, and rat. This strategy would make the spelling words seem easier to the student because once they learn the ending, they just have to decipher the beginning sound. Another example Bulloch gives is letting the student circle the correct spelling word out of a list of 3 or 4 (2020). With this strategy, the importance is that the student can at least recognize the word, even if they can not necessarily spell it on their own. Lastly, Bulloch (2020) states that we could even avoid penalization for spelling errors. This tactic could be helpful because if the student is continuously getting poor or below average grades in other subjects like reading, ELA, social studies or even science due to spelling errors, this might help their confidence. If the student is aware that they are under performing in spelling and recognize that it is affecting their other subject areas, they are going to feel discouraged and less motivated to complete the work, because they will be putting it all this effort just to receive a bad grade. However, if we choose to omit spelling errors in the grading process and just focus on the task direction, there could be a rise in the students grades in the other subjects, boosting confidence and motivation. An example of when a bypass may prove to be a mistake is when whatever is bypassed is a foundation of many other things. For example, we should not bypass learning addition just to move onto multiplication. Many times if a student cannot figure out a multiplication problem, they can use addition to solve the problem, so without having the foundation of addition, multiplication would be that much harder. Bulloch, K. (2020). How to Adapt Your Teaching Strategies to Student Needs. Retrieved October 19, 2020, from https://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs

3. Respond to Michelle

Some behavioral accommodations for students with disabilities include the following: preplan tasks to redirect student’s behavior to an activity that’s appropriate, allowing the student to choose between options, schedule breaks, allowing students to put input in the daily schedule, placing the student away from objects/materials, providing a designated “cool down” space, modeling appropriate behaviors, using pre-determined signals, peer tutoring, using seat cushions, fidget items and headphones (“Special Education Services”, 2016).

I would explain to teachers and other staff, that behavioral accommodations are interventions that educators can use to support students with disabilities at school. The accommodations are used to structure and make changes to the classroom environment to promote successful behavioral outcomes for the student (“Special Education Services”, 2016). By identifying the setting events that contribute to the behavior, then educators can determine what strategies, accommodations and modifications will support the student. Setting events, such as environmental, academic, and sensory conditions, are situations that may or may not cause a behavior, but sometimes they set up the perfect environment for a behavior problem to occur.

An example would be providing a student their own class schedule, they could carry with them throughout the day. This would help a student having problems with transitions. Another example would be to give the study 5-minute warnings, prior to change in the schedule or transition (“Special Education Services”, 2016).

Reference

Special Education Services Behavioral Accommodations. (2016, July 21). http://www.sped.sbcsc.k12.in.us/ppm/behavior/behaccommodations.html.

4. Respond to Rachel M

Often times students with disabilities have behavioral concerns that need to be addressed differently than their peers. To help support these students, accommodations are made to help structure and manipulate the environment to promote positive behavior and academic success (Southbend Community School, 2016, para. 1). For example, I currently have a Pre-k student that I work with that has been diagnosed with developmental delay and has minimum language. He is unable to stay at his seat for long periods of time and struggles to focus on any activities or follow directions. To help with this, we use a token board that is used to reward him when he is sitting at his seat or doing work. Other accommodations that I have seen used for this student is sitting the student closer to the teacher, using a visual timer, having a cool down/quiet area, alternative places to work, picture communication symbols, and various activities to keep him engaged. When talking to teachers, it is important that they know these accommodations, why they are being used, and the best times to use them. When communicating to my student’s teacher and paraprofessional, I explain that he needs these accommodations to help him be successful in the classroom. I also explain that sometimes these accommodations may need to be altered if they no longer work.

Southbend Community School Coorporation (2016). Behavioral Accommodations. Retrieved October 21, 2020 from http://www.sped.sbcsc.k12.in.us/ppm/behavior/behaccommodations.html.

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