Language Disabilities and Assistive Technology

Benchmark - Language Disabilities and Assistive Technology Unit Plan Grand Canyon University: SPD 560   PART 1 Gabriella’s individualized education program team consist of; A speech pathologist A special education teacher An instructional assistant A general education teacher Gabriella’s PLAAFP Gabriella is in fourth grade. She attends the general education fourth grade class for language arts instruction daily for nighty minutes. She has been attending the class since the second grade. She, however, needs to be accompanied to class with an instructional assistant. In general education settings, she requires frequent breaks and one-on-one support. Apart from the language arts instructions class, she attends art, PE and music classes and lunch and recess with the fourth graders. She receives the services of a speech pathologist for her speech and language needs for at least forty minutes three days a week, with a special education teacher catering for her language need the rest of the time. Her oral expression skills range from low to average. Her speech and comprehension abilities are limited to literal thus she has difficulties with sarcasm, synonyms and the use of figurative speech. Her reading ability is at a low first-grade level, reading simple materials at a Lexile level of 300-450. Gabriella writing ability is limited to simple sentences having a subject and a predicate, she, however, depends on picture clues and rewriting strategies for the planning of her sentences. Gabriella’s measurable IEP goals 1 .Gabriella will be able to achieve a reading Lexile level of 500 to 600 at least eight times in ten trials tested by weekly quizzes of reading, The Frog and the Toad by Arnold Lobel by September 1st, 2018. She will increase her reading exile level of the same book to 600-800 in at least eight times in ten trials tested by weekly quizzes by December 1st, 2018. This will be achieved through the incorporation of talking word processor installed with her reading materials and programmed to relate the reading materials with the appropriate pictures and convert them into audio. The progress will be monitored using the special student’s data worksheet. Baseline. First-grade reading level with a Lexile reading level of 300 to 450. 2.Given five short texts with words with multiple meaning, figurative speech, and sarcasm, Gabriella will be correctly decoded and comprehend the texts with an eighty percent accuracy by December 1st, 2018, measured by weekly specialized formulated quizzes and the progress recorded weekly in the special education teacher worksheet. During this period, a tape recorder fitted with a variable speech control will be incorporated into her learning process. This is to enable her to record the class discussions and interactions and listen to them later in the most suitable speed for better comprehension. Baseline. She has a ten percent accuracy on correct decoding and comprehension of texts with multiple meaning words, figurative speech, and sarcasm. 3.Gabriella will be able to utilize display cards with basic instructions such as thumbs up for “I agree” to actively participate in four of her five weekly general education class and peer discussions by December 21st, 2018. The measurement of the extent of her participation will be done using a worksheet with a scale ranging from very active to dormant, recorded by her instructional assistant after every class and reviewed weekly by the special education teacher. Baseline. Gabriella class participation and peer interactions range from average to dormant. PART 2 First lesson plan. Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title I. PLANNING Lesson summary and focus: Class reading of an article of underground railroads. The focus is to equip the students with research skills and the ability to identify and comprehend key information from a written text. Classroom and student factors: The class consists of students with varied intellectual capabilities. A point of special focus is a student named Gabriella who is under IEP. To facilitate learning of all students, I will incorporate a specialized plan of teaching and assessing Gabriella based on her capabilities National / State Learning Standards: CCSS.ELA-Literacy.RI.4.1-RI.4.6