Reference no: EM131461011
Assignments Benchmark - Language Disabilities and Assistive Technology Unit Plan
Read the case study to inform the assignment that follows.
Case Study: Gabriella
Grade: 4th
Age: 9
Gabriella is a fourth grade student with a language disorder and mild intellectual delays. She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher.
She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriella to class. Gabriella's oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills.
Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.
Gabriella attends the fourth grade Language Arts class for exposure to more appropriate grade level content. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher to modify the assignments in class.
Gabriella is exempt from the district course assessment at this time, and her grade is based on participation, reduced and modified assignments, and an alternative individual project instead of a final exam. When working in groups, Gabriella will participate by making choices, with visual cues prompted by the assistant.
Gabriella has been integrated into language arts instruction since the second grade. Students enjoy having her in class and are helpful. She also attends art, music, PE, recess, and lunch with the same fourth grade class.
Assignment:
Part 1: Goal Writing
Write a measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.
Part 2: Mini Unit
Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:
Current Instruction and Content in the Fourth Grade Classroom:
Currently, students are reading about the Underground Railroad.
Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
Completed lesson activity and learning target includes students working individually to complete a graphic organizer to identify the setting, main idea, and key details.
For each lesson plan, differentiate activities for Gabriella that address Gabriella's measureable IEP goal and include assistive technologies. In addition, for each lesson plan, create a pre- and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriella's measurable IEP goal are met.
Part 3: Rationale
Provide a 250-500-word rationale that supports your instructional choices for Gabriella's IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
DQ 1 word count 200
How do teachers determine key concept vocabulary and action words to include on a device or in pictures to promote engagement during instruction for a given topic? Why do you think it is important to plan themes of instruction when you are working with one or more students who need AAC?
DQ 2 word count 200
Review the section in the textbook about rules and regularities, and the controlling and reducing of language complexity. Why is it important to control and/or reduce language demands during instruction? How will results from language assessments guide decisions about language complexity?
Textbook : Introduction to Children with Language Disorders
Read chapters 7, 13, and 14 and review chapter 4 in Introduction to Children with Language Disorders.
https://gcumedia.com/digital-resources/pearson/2012/introduction-to-children-with-language-disorders_ebook_4e.php
Electronic Resource1. Common Core English Language Arts (ELA) Standards
Review the Common Core ELA Standards available on the Common Core State Standards Initiative website.
https://www.corestandards.org/ELA-Literacy/
e-Library Resource1. Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs: State of the Science and Future Research Priorities
Read "Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs: State of the Science and Future Research Priorities," by Light and McNaughton, from Assistive Technology (2012).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=2011589457&site=ehost-live&scope=site