Topic 3 DQ 1
Describe at least two recommended intervention strategies to improve reading and written expression skills for students with learning disabilities. Rationalize your choices, explaining how your recommendation will help in improving language and speech disorders.
Topic 3 DQ 2
What is the relationship between cognition and language development of students with intellectual disabilities? How will that relationship influence choices for intervention with this population of students? Explain.
Read Chapters 4, 6, 7, 8 and 10.
URL:
Read “Graphic Organizers,” by Link, from Salem Press Encyclopedia (2017).
URL:
Read “Academic Interventions,” by Arrington, from Salem Press Encyclopedia (2018).
URL:
Read “Learning Disabilities,” located on the American Speech-Language-Hearing Association website.
URL:
http://www.asha.org/public/speech/disorders/LBLD.htm
Read “Speech or Language Impairments,” located on the Project IDEAL website.
URL:
http://www.projectidealonline.org/v/speech-language-impairments/
Read “Speech and Language Disorders,” located on the American Speech-Language-hearing Association website.
URL:
http://www.asha.org/public/speech/disorders/
Topic 4 DQ 1
Discuss two recommended strategies for using assistive technology with students to promote social/communication skills with their peers. Rationalize your choices.
Topic 4 DQ 2
How can teams use parent interviews to determine assistive technology needs to support students in the classroom as well as at home and in the community? Provide an example of a question you might include in a parent interview.
Review Chapter 11.
URL:
Read “Exceptional Student Services: Assistive Technology (AT),” located on the Arizona Department of Education website.
URL:
http://www.azed.gov/specialeducation/at/
Read “An Overview of Review Studies on Effectiveness of Major AAC Systems for Individuals with Developmental Disabilities Including Autism,” by Nam, Kim, and Sparks, from Journal of Special Education Apprenticeship (2018).
URL:
https://eric.ed.gov/?id=EJ1185374
Read “New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces,” by Boster, Benigno, and McCarthy, from Perspectives of the ASHA Special Interest Groups (2017).
URL:
Read “Accessibility to Information and Communications Technology for the Social Participation of Youths with Disabilities: A Two?Way Street,” by Schreuer, Keter, and Sachs, from Behavioral Sciences & the Law (2014).
URL:
Read “Considering Assistive Technology,” located on the Center for Parent Information and Resources website (2017).
URL:
http://www.parentcenterhub.org/repository/considering-at/
Read “Assistive Technology for Kids with LD: An Overview,” by Stanberry and Raskind, located on the Reading Rockets website.
URL:
http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
Topic 5 DQ 1
What are the differences between screening and assessment? How do teams determine which assessment to use? Be specific.
Topic 5 DQ 2
What are the differences between developmental screening and assessment related to determining eligibility for special education services? Provide 2-3 examples of screening and assessment tools.
Review Chapter 13.
URL:
Read “Glossary of Assessment Terms,” located on the Wrightslaw website.
URL:
http://www.wrightslaw.com/links/glossary.assessment.htm
Read “Comprehensive Assessment and Evaluation of Students with Learning Disabilities,” by the National Joint Committee on Learning Disabilities, located on the LD Online website.
URL:
http://www.ldonline.org/article/54711/
Read “Stages of the Assessment Process,” by Lerner, located on the LD Online website.
URL:
http://www.ldonline.org/article/232
Explore the Venngage website.
URL:
Explore the Infogram website.
URL:
Topic 6 DQ 1
How does the use of augmentative and alternative communication systems (AAC) encourage language development in students with language impairments? Be specific.
Topic 6 DQ 2
Depending on your school site or district, you may experience limited access to AAC for your students. What steps can you take to incorporate AAC despite these limitations?
Read Chapter 12 and review Chapter 8.
URL:
Read “Facilitating Derived Requesting Skills with a Touchscreen Tablet Computer for Children with Autism Spectrum Disorder,” by Still, May, Rehfeldt, Whelan, and Dymond, from Research in Autism Spectrum Disorders (2015).
URL:
Read “Augmentative Languages, General Characteristics and Practical Applications,” by Popovici and Agheana, from Journal Plus Education (2015).
URL:
Read “Teaching Children Who Use Augmentative and Alternative Communication to Ask Inverted Yes/No Questions Using Aided Modeling,” by Kent-Walsh, Binger, and Buchanan, from American Journal of Speech-Language Pathology (2015).
URL:
Read “Augmentative and Alternative Communication (AAC),” located on the American Speech-Language-Hearing Association website.
URL:
http://www.asha.org/public/speech/disorders/AAC/
Read “Augmentative and Alternative Communication,” located on the PBS Parents website.
URL:
Topic 7 DQ 1
What are some planning considerations teachers must use for a student using an AAC device? Be specific.
Topic 7 DQ 2
What are some alternative nonverbal ways to check for understanding while students are engaged in classroom instruction? How could these be incorporated into an instructional routine?
Review Chapters 9 and 14.
URL:
Review the “English Language Arts Standards,” located on the Common Core State Standards website, to inform the topic assignment.
URL:
http://www.corestandards.org/ELA-Literacy/
Read “Introduction to the Special Series: Technology and Disabilities in Education,” by Bryant and Seok, from Assistive Technology (2017).
URL:
https://doi-org.lopes.idm.oclc.org/10.1080/10400435.2016.1230154
Read “I Have a Child with a Cochlear Implant in my Preschool Classroom. Now What?” by Davenport and Alber-Morgan, from Teaching Exceptional Children (2016).
URL:
Read “Common Core State Standards and Students with Severe Disabilities: An Introduction to the Special Issue,” by Dukes and Darling, from Research & Practice for Persons with Severe Disabilities (2017).
URL:
Read “Writing Instruction in the Era of CCSS: Supporting Students with Reading and Writing Disorders,” by Troia, from Perspectives on Language and Literacy (2018).
URL:
Review “Proloquo2go,” located on the Talk to Me Technologies website.
URL:
https://www.talktometechnologies.com/pages/proloquo2go
Review “Mayer-Johnson PCS,” located on the CrickSoftware website.
URL:
https://www.cricksoft.com/us/symbol-sets/mayer-johnson-pcs
Topic 8 DQ 1
Discuss the effect of digital, social, and mobile media on the way teachers will teach in the future. How will technology continue to transform the roles of teachers and students?
Topic 8 DQ 2
Describe a recommended writing assignment that could incorporate the use of technology. How does the technology application make this assignment appropriate for students with specific language impairments? Rationalize your recommendation.
Read “Supporting Practice with Emerging Technologies,” by Abrams, located on the Edutopia website (2015).
URL:
https://www.edutopia.org/blog/supporting-practice-with-emerging-technologies-sandra-schamroth-abrams
Read “ACCESS! Teaching Writing Skills to Students with Intellectual Disability,” by Cannella-Malone, Konrad, and Pennington, from Teaching Exceptional Children (2015).
URL:
Read “Generalization of Literacy Skills through Portable Technology for Students with Severe Disabilities,” by Spooner, Kemp-Inman, Ahlgrim-Delzell, Wood, and Davis, from Research & Practice for Persons with Severe Disabilities (2015).
URL:
Read “Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media,” by Pavlik, from Contemporary Educational Technology (2015).
URL:
Review “The Padagogy Wheel – It’s Not About the Apps, It’s About the Padagogy,” located on the Teach Thought website.
URL:
https://www.teachthought.com/technology/the-padagogy-wheel/
View “Reimagining Classrooms: Teachers as Learners and Students as Leaders,” by Delzer, located on YouTube (2015).
URL:
0 comments