Assistive Technologies
1. here are a variety of assistive technologies (AT) available for early childhood teachers to incorporate into instruction for students with learning disabilities.
For this assignment, choose an assistive technology device that can be used to support the development of language, literacy or communication skills in either an early childhood inclusive preschool setting, or a K-3 inclusive classroom. In a 750-1,000 word essay:
1. Include a description of the setting you have selected.
2. Include a picture or illustration of the AT device you have chosen.
3. Describe the device and its uses.
4. Explain how it is beneficial to children with development delays.
5. Describe how you could implement the device in your classroom.
6. Reflect on the challenges of implementing assistive technologies in the classroom. Consider how you will seek resources or assistance in learning the device and how to best use it to help the students be successful in their learning environment.
Support your essay with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
2. As with all things, teachers and students may face challenges when utilizing assistive technology in the classroom. Discuss challenges one might face when assistive technology is used, and how you as the teacher will handle such situations.
3. After reading “Emerging Literacy through Assistive Technology’” reflect on the importance of pictures and picture schedules for children who are non-verbal or limited in their speech. Describe how picture schedules can be used at school. Discuss other settings to which this skill can be transferred.
4. For this assignment, you will use the knowledge you have gained in this course to create a digital presentation describing five at-home activities for developing language, literacy, and communication skills that are appropriate for children described in the provided “1st grade Class Profile.”
Design a 10-15 slide digital presentation to show to parents that explains five at-home activities that can be used to develop language, literacy, and communication skills, based on the ELA standards, for their child. Your presentation should include a title slide, references slide, detailed speaker’s notes, and include the following:
1. Title and brief description of each activity. Each activity should be developmentally appropriate and engaging. Include two activities to develop reading skills, two for writing skills, and one for speaking skills. Include 1-2 adaptations for children who may be struggling in each area, as well as 1-2 adaptations for those who are above grade level, based on data from the “Class Profile.”
2. The activities should teach cross-disciplinary knowledge and skills such as critical thinking and problem solving.
3. A research-based explanation of how each activity will benefit the children, relating it back to the data provided in the “Class Profile.”
4. Ways that each activity can be remediated for students with development delays, as well as how it can be enriched for gifted students, based on the needs of students outlined in the “Class Profile.”
5. A closing slide summarizing key points in your presentation.
Although you will be making instructional choices based on data from the “Class Profile,” remember not to call out individual children or use children’s names in this parent presentation.
Support your information with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Program competencies and national standards assessed in the benchmark assignment:
COE 2.5: Use strategies to enhance language development and communication skills of individuals with exceptionalities. [CEC 5.4; InTASC 2(e)]
COE 3.7: Use data to select, develop, and adapt learning experiences for individuals with exceptionalities that are reflective of their abilities, interests, and cultural, and linguistic factors. [CEC 5.1; InTASC 1(b), 7(b)]
COE 3.8: Use augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. [CEC 5.3; InTASC 3(h), 8(h); ISTE 1d]
COE 3.10: Teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. [CEC 5.7; InTASC 5(a), 7(h)]
AttachmentsECS-570-Class Profile BAR.docx
1st Grade Class Profile
|
Student Name |
English Language Learner |
Socio-economic Status |
Ethnicity |
Gender |
IEP/504 |
Academic Level of Functioning for Reading |
Academic Level of Functioning for Writing |
Academic Level of functioning for Speaking Skills |
Level of Parental Involvement |
Previous Educational Experience |
|
Arturo |
Yes |
Low SES |
Hispanic |
Male |
No |
Grade level |
Grade level |
Grade level |
Med |
No Preschool or Kinder |
|
Bertie |
No |
Low SES |
Asian |
Female |
No |
Grade level |
Grade level |
Grade level |
Low |
Yes Preschool and Kinder |
|
Beryl |
No |
Mid SES |
White |
Female |
No |
Grade level |
Grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Brandie |
No |
Low SES |
White |
Female |
No |
Grade level |
Grade level |
Grade level |
Low |
No Preschool or Kinder |
|
Dessie |
No |
Mid SES |
White |
Female |
No |
Grade level |
Grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Diana |
Yes |
Low SES |
White |
Female |
No |
Grade level |
Grade level |
Grade level |
Low |
No Preschool or Kinder |
|
Donnie |
No |
Mid SES |
African American |
Female |
No |
Grade level |
Grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Eduardo |
Yes |
Low SES |
Hispanic |
Male |
No |
Grade level |
Grade level |
Grade level |
Low |
No Preschool or Kinder |
|
Emma |
No |
Mid SES |
White |
Female |
No |
Grade level |
Grade level |
Grade level |
Low |
Yes Preschool and Kinder |
|
Enrique |
No |
Low SES |
Hispanic |
Male |
No |
Below grade level |
One year below grade level |
Grade level |
Low |
No Preschool or Kinder |
|
Fatma |
Yes |
Low SES |
White |
Female |
No |
Below grade level |
One year below grade level |
Grade level |
Low |
Yes Preschool and Kinder |
|
Frances |
No |
Mid SES |
White |
Female |
No |
Below grade level |
One year below grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Francesca |
No |
Low SES |
White |
Female |
No |
Below grade level |
One year below grade level |
Below grade level |
High |
No Preschool or Kinder |
|
Fredrick |
No |
Low SES |
White |
Male |
Traumatic Brain Injury |
Below grade level |
One year below grade level |
Grade Level |
Very High |
No Preschool or Kinder |
|
Ines |
No |
Low SES |
Hispanic |
Female |
ASD |
Below grade level |
One Year below grade level |
Mostly nonverbal and simple words and phrases |
Low |
No Preschool or Kinder |
|
Jade |
No |
Mid SES |
African American |
Female |
No |
Grade level |
Grade level |
Grade level |
High |
Yes Preschool and Kinder |
|
Kent |
No |
High SES |
White |
Male |
Emotion-ally Disabled |
Grade level |
Grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Larry |
No |
Mid SES |
Native American/ Pacific Islander |
Male |
No |
Below Grade Level |
One year below grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Martin |
No |
Mid SES |
Hispanic |
Male |
No |
Below grade level |
One year below grade level |
Some articulation errors |
Low |
Yes Preschool and Kinder |
|
Mason |
No |
Low SES |
White |
Male |
No |
Below grade level
|
One year below grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Nick |
No |
Low SES |
White |
Male |
No |
Grade level |
Grade level |
Grade level |
Med |
No Preschool or Kinder |
|
Noah |
No |
Low SES |
White |
Male |
No |
Below grade level |
One year below grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Charles |
No |
Mid SES |
White |
Male |
No |
Below grade level |
One year below grade level |
Grade level |
Med |
No Preschool or Kinder |
|
Steve |
No |
Mid SES |
White |
Male |
No |
Grade level |
Grade level |
Grade level
|
Med |
Yes Preschool and Kinder |
|
Stuart |
No |
Mid SES |
White |
Male |
No |
Below grade level |
One year below grade level |
Below grade level |
Med |
Yes Preschool and Kinder |
|
Terrence |
No |
Mid SES |
White |
Male |
No |
Grade level |
Grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Wade |
No |
Mid SES |
White |
Male |
No |
Below grade level |
One year below grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Wayne |
No |
High SES |
White |
Male |
Intellectually Disabled |
Below grade level |
One year below grade level |
Mostly nonverbal |
High |
Yes Preschool and Kinder |
|
Wendell |
No |
Mid SES |
African American |
Male |
Learning Disabled |
Slightly below grade level |
Grade level |
Grade level |
Med |
Yes Preschool and Kinder |
|
Yung |
No |
Mid SES |
Asian |
Male |
No |
Below grade level |
One year below grade level |
Grade level |
Low |
Yes Preschool and Kinder |
Dynamic Indicators of Basic Early Literacy Skills (DIBELS), 6th ed. Fall scores and level of support at the beginning of first grade
|
Student Name |
Letter Name Fluency |
Nonsense Word Fluency- Correct Letter sounds |
Nonsense Word Fluency Word Recoded Correctly |
Word Use Fluency |
|
Arturo |
38/Core |
3/Core |
3/Core |
27/Core |
|
Bertie |
40/Core |
5/Core |
5/Core |
29/Core |
|
Beryl |
39/Core |
6/Core |
7/Core |
32/Core |
|
Brandie |
37/Core |
4/Core |
4/Core |
26/Core |
|
Dessie |
38/Core |
5/Core |
5/Core |
25/Core |
|
Diana |
37/Core |
6/Core |
6/Core |
28/Core |
|
Donnie |
40/Core |
7/Core |
7/Core |
30/Core |
|
Eduardo |
35/Core |
3/Core |
3/Core |
25/Core |
|
Emma |
36/Core |
4/Core |
5/Core |
27/Core |
|
Enrique |
33/Strategic |
19/Strategic |
1/Strategic |
14/Strategic |
|
Fatma |
34/Strategic |
21/Strategic |
1/Strategic |
13/Intensive |
|
Frances |
33/Strategic |
18/Intensive |
0/Intensive |
14/Strategic |
|
Francesca |
35/Strategic |
21/Strategic |
1/Strategic |
15/Strategic |
|
Fredrick |
32/Strategic |
20/Strategic |
1/Strategic |
16/Strategic |
|
Ines |
33/Strategic |
15/Intensive |
0/Intensive |
1/Intensive |
|
Jade |
40/Core |
28/Core |
2/Core |
29/Core |
|
Kent |
39/Core |
27/Core |
2/Core |
29/Core |
|
Larry |
39/Core |
19/Strategic |
1.Strategic |
14/Strategic |
|
Martin |
34/Strategic |
20/Strategic |
1/Strategic |
17/Strategic |
|
Mason |
33/Strategic |
22/Strategic |
1/Strategic |
18/Strategic |
|
Nick |
40/Core |
4/Core |
5/Core |
30/Core |
|
Noah |
32/Strategic |
20/Strategic |
1/Strategic |
15/Strategic |
|
Charles |
34/Strategic |
19/Strategic |
1Strategic |
18.Strategic |
|
Steve |
38/Core |
27/Core |
2/Core |
28/Core |
|
Stuart |
35/Strategic |
20/Strategic |
1/Strategic |
14/Strategic |
|
Terrence |
40/Core |
29/Core |
2/Core |
29/Core |
|
Wade |
32/Strategic |
24/Strategic |
2/Core |
19/Strategic |
|
Wayne |
5/Intensive |
2/Intensive |
0/Intensive |
3/Intensive |
|
Wendell |
30/Strategic |
18/Intensive |
1/Strategic |
33/Strategic |
|
Yung |
32/Strategic |
22/Strategic |
1/Strategic |
33/Strategic |
6. Identify a local resource center and how it could be beneficial to a child with special needs, as well as to his or her family. Based on the information that you gathered, what do you consider to be the most valuable service offered through the center? Please explain your reasoning.
7. After reading “Emerging Literacy through Assistive Technology’” reflect on the importance of pictures and picture schedules for children who are non-verbal or limited in their speech. Describe how picture schedules can be used at school. Discuss other settings to which this skill can be transferred.
8. Special education services are funded through different sources and agencies. Describe services available for children in three different age groups: Birth-3, 3-5, and 5-8. Which age group has the most access to services and discuss why you think it is that way.
Oral language forms the foundation of reading comprehension and affects our understanding of the symbol systems that are used for reading and writing. Teachers have opportunities to promote reading and writing through various activities that involve oral language such as group activities that engage students in conversations about what they read and write.
Review the following case study to inform the assignment below:
Student: Raymond
Age: 6.1
Grade: K
Raymond is having difficulty mastering basic reading skills and his teacher is concerned. Most of the students are able to rhyme CVC (consonant-vowel-consonant) words. However, Raymond is having difficulty identifying rhyming words. He can match all upper and lower case letters and can identify all upper case letters. Raymond has trouble with lower case letters, he mixes up /b/ and /d/, /g/ and /j/, /m/ and /n/, and /p/ and /q/.
His teacher is also concerned about Raymond’s comprehension skills. He enjoys listening to stories and is able to identify the characters and setting of the story. He is able to identify what happened at the beginning and at the end of the story, but has difficulty sequencing the middle of a story.
His teacher has spoken with his parents about the possible need for additional support and his parents have agreed to help at home with any activity the teacher sends home. The following are goals for Raymond to achieve:
· Given a list of CVC words, Raymond will match the rhyming words.
· Given a CVC word, Raymond will produce rhyming words.
· Identify lower case letters.
· After listening to a story, Raymond will identify the main ideas.
· After listening to a story, Raymond will sequence three or four events.
Case scenario used with permission from The Iris Center.
http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_earrd.pdf
In a 500-750 word essay, describe the effect of oral language on decoding, reading comprehension, and written expression. In addition, describe communicative strategies that teachers can use to improve Raymond’s reading and written expression skills. Your essay should include:
· A discussion with examples about how oral language affects decoding, reading comprehension, and written expression.
· Describe at least two communicative strategies that can be used to develop Raymond’s reading skills. Explain how these strategies improve decoding and comprehension.
· Describe at least two communicative strategies that can be used to develop Raymond’s written expression skills. Explain how these strategies improve the quality of writing samples.
· At least two examples of assistive technology that could be used to support the development of Raymond’s reading and writing skills.
Include at least three scholarly sources to support your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
9. the years, there has been much discussion about the best order in which to introduce young children to letters and letter sounds. What do you feel is the best order in which to introduce letters in the classroom and why?