Module 4 Intro To Tchng Stu W_Disabilities
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School
Touro College *
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Course
602
Subject
Linguistics
Date
Jan 9, 2024
Type
Pages
2
Uploaded by HighnessScience405
1.
What should Ms. Grelak's next steps be with Gabriel? Do you agree that Ms. Grelak
should refer Allen for a special education evaluation? Why or why not
?
Ms.Grelak’s first steps should be to evaluate her instruction, assess the student
and think about the student's learning environment. In Gabriel’s case, Ms. Grelak should
evaluate if her instruction is “culturally relevant and appropriate, being taught in different
ways or in a more intensive manner and if the student's language acquisition is being
supported” (Bryant, P. et al., 2020, p.116). Ms. Grelak should also assess the student, in
the case of Gabriel she should think about if he is “ allowed to demonstrate his learning
in multiple ways” (Bryant, P. et al., 2020, p.116). Ms. Grelak should also evaluate the
learning environment and if only one student is struggling or if all of her students are
struggling. Once evaluating herself as an instructor she will be better able to understand
where the disconnect is.
Ms. Grelak’s next steps with Gabriel should be to understand why he isn’t
learning material and why Gabriel is struggling. Then she should consider her
instruction, assessment and the learning environment. The passage stated Gabriel
missed almost a month of school in the second-grade year, which means he will be
behind in that material. The material being taught for that month is important to know
and understand to move onto the rest of the lessons.
The case study stated Gabriel is still reading at a first grade level which can be
linked to his transition into a different country. Gabriel should be also tested in his
language to see if he is understanding it overall but not understanding it in English.
Also, Ms.Grelak should think of ways to provide culturally responsive and relevant
instruction in both English and Spanish to catch him up to speed. She should use an
RTL framework to better understand if Gabriel needs extra help or does have a learning
disability. It is stated in the text that “this process ensures that when a student is
identified as having a learning disability, the learning disability is due to a true difficulty
and not just to cultural and linguistic differences” (Bryant, P. et al., 2020, p.109). If
Gabriel is not able to grasp concepts in his own language then further testing is needed.
Gabriel might be having trouble concentrating because there might be a
disconnect in translation of languages. In the textbook, it explains some troubles EL’s
may have with language acquisition which explains one reason for difficulty
as;“Learning in a second language is mentally exhausting; therefore, ELs may seem to
have difficulty concentrating at times” (Bryant, P. et al., 2020, p.112). If Gabriel can not
fully understand what is being said while it’s being taught, that may lead to a lack of
concentration and possibly frustration.
For the case study of Allen, I believe it may be premature for Allen to receive a
referral for a special education evaluation. The text states that “too often, explanations
for students’ underachievement and inappropriate placement in special education have
focused on perceived limitations in students’ homes and communities”(Bryant, P. et al.,
2020, p.108). The text also states that Allen is well-mannered, good-natured and
popular among his peers, which leaves me to believe he is doing well socially but not
academically. I believe in the case of Allen, Ms.Grelak should consider how Allen learns
information best and how to incorporate that in her lesson planning while considering
overrepresentation for special education. Ms.Grelak should also consider what other
factors of Allen’s life have an affect on his learning and focus.
2.
What advice would you give Ms. Grelak about instruction for English learners
with learning problems?
General advice I would give Ms.Grelak about her instruction for English learners with
learning problems is to provide “focused reading interventions coupled with language
development activities, such as the use of repetitive language, modeling, gesturing,
visuals, and explicit instruction in English language usage” (Bryant, P. et al.,
2020,p.118). Ms.Grelak should make language development the primary goal in lessons
while providing “culturally responsive instruction in positive, supportive learning
environments” (Bryant, P. et al., 2020,p.119).
.. Language development should be an essential goal of instruction, whether in
students’ L1, in English, or in both (Bryant, P. et al., 2020,p.116)
“ELs are entitled to specialized education programs that not only provide content but
also ensure that they develop English proficiency” (p. 106).
CLD students with and without disabilities benefit from culturally responsive instruction
in positive, supportive learning environments. Students thrive when they are valued and
cared about, when their strengths are recognized and used in the service of their
learning, when their achievement is carefully monitored, and when they are provided
with appropriate instruction and effective, timely support when needed. For ELs,
instruction includes a strong oral language component.
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