ECD 310 WEEK 5 FINAL ASSIGNMENT

Week 4 DQ 1

Johnny Age: 6

Michael Age: 5

Johnny is six and has been diagnosed with a specific learning disability in reading. A specific learning disability (SLD) is a disorder in one or more of the basic psychological processes used in receiving, understanding, storing, and responding to information. It affects the academic skills of a student, so students with an SLD may struggle with reading, writing, spelling, math, listening, or speaking—or with more than one of these skills (Powell & Driver, 2013).

The evidence-based strategy for Johnny would be to help him by first building his vocabulary by using flash cards and having him read books that contain the words he practiced in order to identify them in a story to gain a better understanding of the word in context. I would also have him read out loud and as questions to see if he is understanding the content or what the story is about using who what where when how and why.

Michael is five and has a stutter. He may be experiencing a speech impairment or speech sound disorder which is the faulty production of sounds and sound patterns (Powell & Driver, 2013). Childhood-onset fluency disorder is another word for stuttering getting stuck on a syllable or word and repeating it several times. He may have difficulty in the production of sounds that is necessary to make words. For Michael, the developmental milestone he would be struggling to meet is the ability to produce sounds in order to construct words.

The evidence-based strategy for Michael would be to refer the child to a speech- language pathologist, create a relaxed communication environment, give the student the same responsibilities as the other students, make classroom accommodations for the student, collaborate with the parents and pathologist about the stuttering and educate the class on teasing. Refrain from interrupting the student and telling them to slow down or spit it out (William, 1999). It may also help if I repeat or paraphrase to show the student you understand what he is saying and that I am listening.

Collaborating with stakeholders is the best way to ensure the strategies you are using will be beneficial for the student. Feed back from everyone can turnout to be very useful. Parents can also help at home by keeping up with the strategies I am using in school by implementing them at home as well. This will help to have a constant flow of support. The parents can communicate and record the child’s progress with the teacher and any professionals that may be a part of the collaborative team supporting the student.

Powell, S. R., & Driver, M. K. (2013). Working with exceptional students: An introduction to special education. 2nd ed. Retrieved from https://content.ashford.edu/

Williams, D. F. (1999). The Child Who Stutters. Young Exceptional Children, 2(3), 9. Retrieved from https://journals-sagepub-com.proxy- library.ashford.edu/doi/pdf/10.1177/109625069900200302 (Links to an external site.)

Week 4 DQ 2

Describe the unique educational needs that you will need to anticipate in order to create an inclusive environment for children with ADHD, ED, and BD.

ADHD is a disorder in which children exhibit some type of inattention (having trouble focusing on a task for an extended period of time), hyperactivity (tends to fidget or have a hard time staying in their seat), and impulsivity (speaking at the wrong time and very impatient). ED is an emotional disturbance which is behavior that is inappropriate unusual or excessive. BD is a behavioral disorder which is described as having emotional and behavioral difficulties (EBD).

Children that exhibit excessive behaviors and emotions may need to the use of either medication or therapy and in some cases depending on the symptoms may need both. To create an inclusive environment for children with ADHD, ED, and BD I would need to collaborate with SPED and the parents of those children.

Explain at least three strategies that you will use to support children with ADHD, ED, and BD. You can pull a strategy from the Week Three discussions, your course text, or another scholarly source.

1. I would first have an organized classroom and utilize good classroom management techniques and develop a consistent schedule and be sure to include a Universal Design for Learning.

2. Utilize PBIS giving praise or rewards for good behavior or following the rules. 3. I would also utilize Co-Teaching to have constant monitoring and interaction to help

with keeping students on task.

Summarize how the strategies you have shared align with your philosophy of inclusion.

My philosophy is every child has the right to equal opportunity in education whether or not if they have a disability. The strategies I have chosen align and are strategies for an inclusive environment. Part of the UDL requires collaboration which is essential to the success of students who have disabilities so being organized and having good classroom management is very important for children with ADHD. Utilization of resources such as technology can also be used as a tool for capturing a child’s attention to redirect their focus.