Language Disabilities and Assistive Technology Unit Plan

Language Disabilities and Assistive Technology Unit Plan

Any student with mild intellectual delay and language disorder should have their own Individualized Education Program (IEP). It is a plan that guides the learner throughout an academic year.

Gabriella’s IEP goal is to read a 3^rd-grade passage and comprehend its contents by decoding 15 of the words contained therein with 80% accuracy in the next 28 weeks. On a weekly basis, Gabriella will read a passage on a second-grade level. The teacher will give her two questions on comprehension and a word to decode per week. If she falls three points below her expected growth line, she will get a passage on a different format. She will also receive similar words and questions to decode. In addition, the teacher will give Gabriella combined or alternate formats until she meets the expected growth line (Bos & Vaughn, 2012).

            The teacher will provide Gabriella with four additional words to decode both in fourth and third-grade levels within the 3^rd nine weeks of the school year based on her performance as per previous goal objective. Failure to meet this set objective will result in a presentation of similar passages for comprehension as well as a few words to decode in distinct and alternating formats until she attains 70% accuracy.

            Gabriella will also read three passages aimed at improving her argumentative communication skills. As well, the teacher will introduce her to a fourth-grade level text within the 4^th ten weeks of the school year pending her previous objective’s performance. As part of the writing process, use of assistive technology is recommended to close in the observable gaps in writing and passage reading to the levels of her appropriate peers. For individuals struggling with reading and writing like Gabriella, some of the assistive forms of technology include audio books and publications. Such a technology will allow her to listen to recorded texts in the form of audio cassettes, compact disks or MP3s. For writing, the teacher can provide Gabrielle with abbreviation expanders to facilitate organization, word usage, and grammar. 

ELA Lesson plans

Pre-Reading

In three minutes time, the teacher introduces Underground Railroad by showing the cover to the class and reading its title out loud. Then, the teacher engages Gabriella to survey and preview illustrations and points as determined. The instructor is at liberty to discuss plot, characters, and setting. Next, the instructor prompts class to make predictions based on illustrations and title. There is a need to pre-teach one or two tricky words or vocabularies in the text (Darling-Hammond, 2014). Any confusing book language including headings, captions, or idioms should be taught.

Reading

The teacher requires a copy of anecdotal record form to note down the progress of Gabriella and others and to address student’s word-reading needs. Star reader will then read as other Gabriella and other students follow along with her eyes. The teacher should provide instructional scaffolding as star reader proceeds. Such temporary support in necessary for Gabriella because she cannot independently figure out a word. The instructor can give partial information on a word by relating it to what Gabriella already knows. In case the student struggle to understand a word, the teacher can tell it out loud.

 The instructor’s role during reading is to coach and support Gabriella when she has difficulties and praise her when she does well. Informal interaction during reading is also crucial to ensure comprehension support.  Use of prompts in problem solving ensures that Gabrielle and other students can independently figure out new words. Visual cues are necessary to direct learners to pictures. The instructor can also model grouping words into meaningful sentences. He can observe how Gabriella punctuates words to promote reading fluency.

After Reading

It is not advisable for teachers to preplan feedback after reading. However, any instructor ought to take notes and observe Gabriella’s behavior during reading. The instructor refers to activities noticed during the reading process. It is important to reinforce few effective or successful reading behaviors as exhibited by Gabriella during reading (Friend & Bursuck, 2013). Furthermore, the teacher should provide several model situations, teaching points, and instances from the text which Gabrielle had difficulty, along with effective strategies to neutralize such hardships in the future.

Assessments

The teacher should use anecdotal records and assessments to assist students with learning disabilities like Gabriella. Planned assessments should entail frequent running records. Such monitoring tools should be effective for studying Gabrielle’s progress with words, fluency and alphabetical letters. Pre-assessment for each day should focus on previous day's progress on letter sounds, high-frequency words as per core reading curriculum, and errors made during Underground Railroad reading session.

After Reading Activity: Graphic Organizers

KWL, Venn diagrams, and webs charts can be used, but the teacher should ensure that the students should engage in group work before Gabrielle can do it independently. Venn diagrams are useful in comparing and contrasting different events and characters in Underground Railroad. On the other hand, Webs are applicable in character description while KWL charts assist in activation of Gabrielle’s prior knowledge and retention of learned content.

Rationale

It is mandatory for IEP teams to consider the application of assistive technology services and devices as a special factor in revision, review, and development of IEPs for elementary learners with mild intellectual delays and language disorder  as per 1997 IDEA reauthorization. Pre-reading sessions are necessary because Gabriella needs an opportunity to develop background information prior to the start of a reading task (Hitchcock & Stahl, 2013). She needs to practice and see the teacher's instructions. Consistency and use of assistive technology are imperative for Gabriella to minimize stress due to task demands and errors, and to feel safe as a learner with a disability. By using graphical organizers such as charts, she can focus on expression and content. 

When writing spelling is a major concern for Gabrielle of a word processor with spelling checker for tech assistance is useful to her in ensuring that she keeps up with the pace of other ordinary students. Word charts are also useful in eliminating stress while learning. Such a strategy gives Gabrielle a positive role with her peer group where she can contribute to her success and that of the group. Gabrielle also needs to develop her vocabulary, which is only attainable if she gets a chance to read and practice her skills. Positive experiences in reading and writing, coupled with an opportunity to nurture these skills are critical in spite of her vulnerability. Assistive technology compensates Gabriella’s skill deficits in her mild intellectual disability and language disorder (Bryant, 2011). It increases her chances of self-reliance on siblings, parents, and peers by according her with a sense of independence. However, the teacher should guide Gabriella and monitor her progress on a regular basis.

References

Bos, C. S., & Vaughn, S. (2012). Strategies for Teaching Students with Learning and Behavior Problems. Allyn & Bacon, A Pearson Education Company, 75 Arlington Street, Boston, MA 02116.

Bryant, D. P., & Bryant, B. R. (2011). Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities.Journal of Learning Disabilities, 31(1), 41-54.

Darling-Hammond, L. (2014). Teacher Learning that Supports Student Learning. Teaching forIintelligence, 2, 91-100.

Friend, M., & Bursuck, W. D. (2013). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Allyn & Bacon, A Pearson Education Company, 75 Arlington Street, Boston, MA 02116.

Hitchcock, C., & Stahl, S. (2013). Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities. Journal of Special Education Technology, 18(4), 45-52.