SPD-200 Survey of Special Education: Mild to Moderate Disabilities
Understanding Disability Categories and Specific Learning Disabilities
It is important for educators to be knowledgeable of different disabilities, characteristics
and developmental differences in students. As educators it is important to have keen
observations skills to recognize different patterns in behavior that are indicative of a
potential learning disability. When educators identify specific behavior patterns or
learning habits, they can adapt or modify assignments and the curriculum in order to cater
to a student's individual needs and challenges. Aside from altaring lesson plans and
curriculum materials teachers can make different changes to the classroom environment,
that way there are different settings that are appealing to diverse learners. For example,
students with ADHD benefit from slight movement or fidgeting because it improves
concentration. (Terada, 2018) If a teacher knows a student with ADHD has difficulty
concentrating fidgets or flexible seating arrangements are two ways to improve the
students learning experience.
When I am working with a student who has a specific disability or a unique set of
challenges, I not only refer to their 504 or IEP documents if they have one but I like to
talk to them and their parents. I feel communication with the students about their needs is
essential for academic success. Aside from open communication and referring to
documents I always plan my assignments and lessons around my student profile. For
example, I was a yearlong substitute for seventh grade English. During this particular
school year my student profile was made up of one hundred students divided among four
classes. One of these classes was a collaborative with a special educator on team. When
working with this specific caseload of students I would consider the length and depth of
my lessons, the process of completing assignments, educational requirements and
standards, learning targets, individual learning goals, physical needs and various
environmental components. I would always keep the individual student's needs in mind
so I could make their assignments palatable and learning goals achievable. One student
struggled with severe ADHD. Some strategies he used to help him concentrate during
lessons were alternative seating (Standing desk), fidgets, breaks built into his schedule,
and he was allotted extra time on assignments. In the classroom I also used strategies like
blended learning and mixed abilities groups for different lessons.
Understanding Disability Categories and Specific Learning Disabilities
It is important for educators to be knowledgeable of different disabilities, characteristics
and developmental differences in students. As educators it is important to have keen
observations skills to recognize different patterns in behavior that are indicative of a
potential learning disability. When educators identify specific behavior patterns or
learning habits, they can adapt or modify assignments and the curriculum in order to cater
to a student's individual needs and challenges. Aside from altaring lesson plans and
curriculum materials teachers can make different changes to the classroom environment,
that way there are different settings that are appealing to diverse learners. For example,
students with ADHD benefit from slight movement or fidgeting because it improves
concentration. (Terada, 2018) If a teacher knows a student with ADHD has difficulty
concentrating fidgets or flexible seating arrangements are two ways to improve the
students learning experience.
When I am working with a student who has a specific disability or a unique set of
challenges, I not only refer to their 504 or IEP documents if they have one but I like to
talk to them and their parents. I feel communication with the students about their needs is
essential for academic success. Aside from open communication and referring to
documents I always plan my assignments and lessons around my student profile. For
example, I was a yearlong substitute for seventh grade English. During this particular
school year my student profile was made up of one hundred students divided among four
classes. One of these classes was a collaborative with a special educator on team. When
working with this specific caseload of students I would consider the length and depth of
my lessons, the process of completing assignments, educational requirements and
standards, learning targets, individual learning goals, physical needs and various
environmental components. I would always keep the individual student's needs in mind
so I could make their assignments palatable and learning goals achievable. One student
struggled with severe ADHD. Some strategies he used to help him concentrate during
lessons were alternative seating (Standing desk), fidgets, breaks built into his schedule,
and he was allotted extra time on assignments. In the classroom I also used strategies like
blended learning and mixed abilities groups for different lessons.
