Week 5 respond to 2 people for DQ 1 (50 words or more per a person)

Week 5 respond to 2 people for DQ 1

Provide a substantive response to at least two of your classmates’ posts.  How can you, as the special educator, teach the general educator to make the suggested accommodations or use the suggested assistive technology to support inclusive education?  Continue the dialogue with your peer to discuss how you would know if the accommodations are truly effective in providing access to the learner.

Week 5 - Discussion 1

Melanie,

An instructional activity I would use to support a student with Autism to learn vocabulary is specific word instruction.  Specific word instruction supports a student’s ability to learn new words by teaching them a few selected words each week.  These words are used in other activities, classwork and in other various ways throughout the week.   In chapter 10 of Strategies for teaching students with learning and behavior problems, Vaughn & Bos state that the recommended effective approach to teaching vocabulary is using specific word instruction.  Vaughn & Bos state “Many students with learning and behavior problems are less likely to learn words indirectly than their average-achieving peers” (Vaughn & Bos, pg. 316, 2015).  Specific word instruction includes pre-teaching vocabulary before reading.  Vaugh suggests three steps to pre-teaching vocabulary words:

1). Introduce a vocabulary word and ask students to repeat the word so they know how to pronounce it.

2). Discuss the meaning of the word by using synonyms, examples, pictures and/or definitions. 

3). Check for understanding of the word by asking students to use them in a sentence or by asking students to figure out correct or incorrect examples.

For this student I would use technology like a power point presentation or promethean board to display the words with an example sentence and a picture.  I would also use an audio book that incorporates the words into story.   I would have activities that involve the words.  By using the words in many different activities throughout the week, the students will become familiar and start to recognize the word. 

Vaughn, S. & Bos, C. (2015). Strategies for teaching students with learning and behavior problems (9th ed.). Boston, MA: Pearson.

Instructional activity used and accommodation as well as modifying to support the student with autism Word association Map. The objective is to teach the student strategy for learning vocabulary words. Teaching this procedure would involve the use of key words written on index cards or an activity sheet. Teacher would provide examples of the word using pictures/words, visual cues to help student understand vocabulary word. Ways to include technology would be to consider the needs for assistive technology or device picture exchange communication system and augmentive communication or a personalized IPAD with various software or communication book this will enable the student to help communicate words. UDL provides a flexible curriculum that offers options for how information is presented and how students are engaged in learning to reduce barriers in the learning environment. The use of technology as part of UDL for the entire class population, curriculum can be enabled easier and more effectively with the use of computers, to help meet the student where they are, students can access the built in supports, scaffolds, and challenges to help them understand, navigate and engage in all learning programs to meet the learners need.

Reference

Sample IEP for child with autism/ppd.(n.d.) Retrieved March 16, 2016, from

            http://trainland.tripod.com/sample.htm

Vaughn, S., Bos C.S. (2015) Strategies for teaching Students with Learning and Behavior

            Problems (9th ed) Pearson