635 Module 9: Communication Skills Discussion
Instruction:
Please I need feedback this classmate and answer her questions please
Please use only these resources:
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
Miller, A. (2020). Strategies for improving small group instruction. Edutopia. https://www.edutopia.org/article/strategies-improving-small-group-instructio
J.S.
My case study is on a 5-year-old Hispanic kindergarten student named Natalie who is in an ICT class and has an IEP that states that she has a specific learning disorder, Dyscalculia. Natalie’s symptoms are, she has difficulties understanding numbers and visualizing math problems, she has difficulty remembering math facts, and difficulty following multi-step directions. Natalie receives services from a SEIT (Special Education Instructional Therapist).
Natalie’s strengths are her reading and writing skills. She is also very creative. She comes up with very good new ideas and has strong problem-solving skills. She really enjoys arts and crafts, music, and sports. Her learning style is visual learning and kinesthetic learning. Her Social/ Behavioral needs are that she experiences anxiety about math. She worries about not doing well. Sometimes she expresses some anger when she makes mistakes in math but with encouragement, positive reinforcement, and support, she is willing to try correcting her mistakes. She is motivated with every other subject besides math but prefers to socialize with certain peers than others.
This lesson is a science lesson “Learning About Magnets” The goal of this lesson is for students to learn what magnets are, what they can do, and identify which objects will attract magnets and which ones will not. (Please listen to the video to see details on the lesson.)
This week’s module reading chapter 8, focused on Nurturing communication skills. “In recent decades, probably no aspect of child development has received more attention than the area of communication. Similarly, a great deal of interest has been generated regarding intervention strategies to facilitate the development and acquisition of speech and language skills. Much has been learned about which techniques and strategies best support the efforts of young children with disabilities to communicate with those around them.” (Cook page 285)
Natalie has mild communication skills which leads to taking a little longer to learn new things. Because of this extra work time is allowed for her. “Owens describes the importance of using a “functional language intervention model” that emphasizes utilizing teachers and family members as language “facilitators” within daily routines, and teaches communication skills through normal conversation and social interactions.” (Cook page 290) To support this I use clear and simple language communicating one step at a time and breaking down tasks into smaller steps. Natalie is always encouraged to ask questions if she is unsure of something and she is praised for her hard effort which can lead to building her confidence. (Cook page 296) “Children with limitations in overall cognitive development need thoughtfully planned individualized opportunities and challenges.”
The differentiations that were made for Natalie in this lesson are after the book is read I reviewed one on one the book with her just in case she has any difficulty with short-term memory, for small group work, she is allowed to choose with which classmates she wants to work with. Directions will be given to her a step at a time and a checklist will be provided for her to mark and keep track of which objects are attracted by the magnets and which are not. For the worksheets, I will sit next to Natalie and I will support her in completing the worksheet if she needs my support.
IEP Goals:
- Natalie will identify which objects are attracted by the magnets and which are not with the help of the visual worksheet that will be provided for her during the lesson.
- Natalie will communicate with her peers the findings of the science magnet experiment.
Question:
Have you ever worked with a student with Dyscalculia?
What are some ways teachers can support student’s communication skills?
Reference:
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
EXAMPLE:
Hi Janelly!
I enjoyed watching your video on your lesson! It is great that you are reading a book called What Magnets Can Do, focusing on using magnets to teach your focus student Natalie. Utilizing hands-on and interactive materials like magnets can be beneficial for learners who have difficulty with abstract math concepts. These types of multisensory approaches can help reinforce understanding and engagement in the learning process. As you read the book, you may discover various strategies and activities that can be adapted to support students with dyscalculia in their math learning journey. Small group instruction can be helpful because it allows for more individualized attention. It provides a supportive and inclusive learning environment.
Teachers can identify specific areas of difficult for students with dyscalculia and other disabilities and provided targeted interventions to address those challenges. By creating an activity for students to participate in, teachers can closely observe their actions and interaction with the task while asking thoughtful questions to gain insights into their approach and comprehension (Miller, 2020). It is wonderful that you included various materials for students so they can improve their understanding through visual, auditory, and tactile means. Multisensory approaches can improve retention and long-term memory, helping students to retain the information for a more extended period. Interactive and hands-on materials can increase student engagement and motivation, as they find the content more enjoyable. The development of language skills heavily relies on cognitive abilities. A child’s language is shaped by their capacity to comprehend, arrange, and recall information about their surrounding world (Cook et al., 2020). Essentially, what a child can represent and understand plays a significant role in their language content.
Natalie who has a learning disability will respond well with motivation and words of encouragement from teachers, which you have provided. Some words of encouragement I provide for my students are “You are capable of achieving greatness, and your unique abilities make you stand out in a remarkable way,” “Keep striving for your dreams, for they are within your reach,” and “You are not defined by your abilities; you are defined by your strength and determination.” To assist Natalie and other learners, I would break down tasks into smaller, manageable steps. Also reviewing and repeating important concepts regularly to reinforce learning. I would use a variety of practice exercises to cater to different learning styles.
References
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson.
Miller, A. (2020). Strategies for improving small group instruction. Edutopia. https://www.edutopia.org/article/strategies-improving-small-group-instructio
