Specific Learning Disability Paper

In the case of Leigh Scott, she is an experienced teacher who teaches many different levels of history and government. The main problem that she currently faces in the case study is the fact that one student, Aaron, thinks he deserves the same grade as another student, Dale, who has a learning disability. Aaron is not as prepared as Dale, as Leigh describes he “seldom brings materials to class” (Leigh Scott: Case Study, p. 29) nor does he exhibit “teacher-pleasing behaviors” as Dale does (Leigh Scott: Case Study, p. 29). For this reason Aaron received a lower grade than Dale because he did not show as much effort or preparedness in class.

assessment tasks in the unit. However, when a student fails the unit solely because of

The challenge for this study was to put together the data from these various files to determine the number of treatment and/or comparison teachers who had sufficient data for inclusion in each of the analyses. The sample selection data analysis for each of the research questions will be described in the following sub-sections:

The numbers of students enrolled in intervention classes match the data management records (where appropriate). I think this will be the student selection process that we use where we have the students on the list that were assessed and then the students who received intervention. Remember when we ran out of spots in some places there were students left over with no intervention. (I think the only place where this happened was

Issues for intervention are to be drawn directly from the written assessment. Include processes, techniques, strategies introduced in class that will be utilised to work with the service user/s

I attribute these successes to the wisdom of educators who mentored me in evidence-based instruction even before I knew what it was. Just as a doctor needs to take into account the individual circumstances of each patient, educators need to address the individual needs of every student. At the beginning of every school year, I spend time going over each student’s school record to identify their strengths and weaknesses. My goal is to ensure that each student receives extra help in areas where they are weak and a challenge in areas where they are strong. This sounds easy but we all know it is extremely difficult. How do we find the time to differentiate instruction when we are already overwhelmed? This is where evidence-based practice helps by making our instruction more effective and less time consuming.

Evidence-based instruction includes reliable and valuable data obtained from your classroom. When you apply basil tests, unit tests, exit slips, and acuity assessments you need to collect the data from your classroom to organize your classroom groups. You should also use this data to decide who needs AIS or tiered interventions for certain areas. Instructional practices include the previously mentioned assessments. Pretests for all units of instruction can also help you understand what your students already know and who is weak in certain areas. For example, a unit on main idea and details using passages can be difficult for some students. Running records will help to determine what reading level your students are on. From this

§ 1400 et seq. (1975). The school may implement a scientifically based intervention as an aide to determine if the child responds to instruction.

Through the years the terminology has changed many times in describing those individuals with an Intellectual Disability. Terminology can cause prejudice, creating a “them-and-us” attitude and culture (Moir, 2008). The dividing may lead to a person being “dealt with” rather than being offered support and understanding to help them learn (Moir, 2008). While talking with Mrs. Peterson and Mr. Olsen I noticed a bit of difference in the way they interpreted the meanings of the terminology. Mrs. Olsen being a special education teacher referred to the student with more of an understanding for their disability. She also used words like, mental disability, learning disability, and learning delays. While Mr. Olsen used the term mentally delayed or

ADHD stand for Attention Deficit Hyperactivity Disorder and it is actually a very common disorder that affects children and young adults. For some it may continue into their adulthood. It is estimated that around three to ten percent of children have ADHD. There are many questions by professionals as to kids can really outgrow ADHD, meaning that it may be more common amongst adults than originally thought to be.

Achievement/Progress- student performance that demonstrates documented achievement and progress from the first collection period to the second

This allows the team to track the success of instruction. It also enables the educators to make necessary changes to support the student in meeting their annual goals. Due to the fact that parents are not at the school on a daily basis, IDEA requires the team to periodically report to the parents on the student’s progress. Progress can be measured in a variety of ways. The student’s progress can be assessed and reported by structuring certain requirements from the classroom teacher as well as other school educators. One requirement is to administer an assessment that describes a student’s academic or social behavior. Effective classroom teachers should be fluent in progressing whether the student’s are reaching the desired goals. These measure are often quick, informal assessments, but can be formal assessments depending on the type of learning or behavior being assessed. The instructors should also be monitoring the progress being made by comparing the data being collected with the benchmarks previously established. These comparisons should be made frequently enough to validate adequate progress is being made. If adequate progress is not being made, the instructor should make instructional changes to improve achievement of the set goals. Lastly, the instructor should be reporting the data comparison and

After evaluating all of the other factors it does not seem that the teacher has all of the other elements to perform her job effectively.

From the pre-assessment, we learned that teachers needed to learn more about intervention strategies-61% of those surveyed could not name an intervention strategy, steps in the referral process-89% of those surveyed could not accurately list the steps in the referral process and understanding an

Working in a decile 2 school I have students who range from diverse families and cultures and with special needs. My lessons are planned in such a way, which caters the needs of individual students. For evidence based I am required to have a paper trail.