Presentation/Assigment

Instruction: Group 3 will be posting their videos or links to their videos along with a description of their case study child and a modified lesson plan this week. All candidates must comment a minimum of twice on a minimum of 2 different days on these projects - focus on deepening the conversation by asking a question, for clarification, or reflecting on your experience as it relates to the topic. Bring your textbook reading into the discussion.

Please use only these resources:

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. 

Please, I need feedback for this classmate:

Hello everyone!

The link to my video is below.

https://youtu.be/2Z4NCSgLrSULinks to an external site. Minimize Video

 

I only read a few pages for my video, but as I am reading the story, I will stop and ask open ended questions which will encourage students to participate. I will ask questions like “Why did Rosa want to buy a chair?” “What does it mean to save money?” “Who contributed money to buy the chair?” These types of questions will help reflect on what they just read in the book. When I am reading the story and it shows coins, I will put a real coin in the glass jar. Real-life objects can be powerful tools to enhance students' reading experiences and comprehension. Using physical objects as visual aids can help them understand abstract concepts, such as using models to explain scientific or mathematical principles. Additionally, incorporating tangible objects into storytelling can make narratives more engaging and memorable for young readers.

My focus learner Lyla will sit in front by me as I am reading the story. Lyla may feel frustrated and anxious about her writing abilities, which can lead to a negative impact on her confidence. As in this lesson plan, I implemented instruction by providing support through accommodations like writing tools and fostering a support classroom environment. I have included visual aids, hands-on activities, and verbal explanations to enhance her understanding and retention.

According to Cook et al. (2020), it is important to keep in mind that children with developmental delays may need additional time and assistance as they learn to adjust to boundaries that others might grasp more readily. For instance, while some children may only be able to concentrate on a story for 5 minutes, others might remain engaged for as long as 20 minutes. In my lesson, I walked around the classroom to help students when needed. I supported individual learning styles and acknowledged by respecting their differences. When additional time was given, it made a positive impact on motivation on their learning. This also empowered their independence and ownership of their learning.

             Case Study: Lyla (Spatial Dysgraphia)

Lyla is a six-year-old girl and is in the first grade. Lyla is in an ICT classroom and has an IEP. Lyla’s IEP states that she has a specific learning disability with spatial dysgraphia. At the age of four, she relocated to the United States alongside her parents. Lyla’s parents migrated from Mexico, and Spanish is her native language. Lyla communicates with her parents in Spanish, while they possess basic English language skills. Due to Lyla’s primary use of Spanish at home and limited exposure to English, it was assumed that this was the underlying cause of her deficient writing abilities. While at school, Lyla engages and communicates proficiently with her classmates in English. Lyla and her family members were not diagnosed with any disabilities.

According to assessments conducted by professionals, Lyla’s diagnosis reveals that she has spatial dysgraphia. She faced challenges with writing assignments due to her inability to effectively plan and execute them. Lyla exhibited difficulties in accurately copying words, but did not encounter any issues with spelling. When writing, Lyla has a lack of coordination as a result of her poor fine motor skills. Lyla’s inadequate fine motor skills lead to a lack of coordination when writing. Due to variations in the pressure she applied, Lyla’s writing displayed inconsistencies with letter formation. Lyla experienced challenges in staying within the lines and struggled with spacing between words when copying work. Following the completion of her written assignments, Lyla encountered difficulties in comprehending what she had written.

Lyla demonstrates suitable cognitive and social abilities, effectively engaging in expressive and receptive communication. Lyla actively listens and share her thoughts, indicating a strong understanding of the communicated information. She possesses exceptional reading comprehension abilities and thoroughly enjoys actively participating in discussions. Lyla excels in assignments where she can simply circle her answers instead of writing them out. However, professionals who work with Lyla recognize the importance of developing lifelong writing skills and thus do not want to eliminate the writing process for her. Lyla refuses to let spatial dysgraphia hinder her learning progress. Lyla enthusiastically interacts with her peers and exhibits a strong sense of perseverance.

IEP Goals

1. Lyla will improve fine motor skills by writing legibility in handwriting and correctly write letters with at least 80% accuracy when given instruction.

2. Lyla will increase visual motor integration skills by reproducing the sentences, punctuation, and letter formation with at least 80% accuracy.

Reference

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children

            with disabilities and special needs. Pearson.

EXAMPLE:

I loved your video and use of Story book. You did a fantastic job providing visuals in your lesson. Visual aids are tools that enhance students' understanding of a lesson by providing visual representations of complex concepts or information. These aids, such as diagrams, charts, graphs, illustrations, or multimedia presentations, offer a more engaging and interactive learning experience. Students can better process and retain the material as it appeals to various learning styles and reinforces the verbal explanations from the teacher. Visual aids also simplify abstract topics, making them easier to grasp, and promote active participation. Visuals can also spark curiosity, creativity, and critical thinking, enabling students to connect real-life situations to the subject matter, leading to a deeper comprehension of the lesson's key ideas. I also loved how you gave extra time. Like you stated , "According to Cook et al. (2020), it is important to keep in mind that children with developmental delays may need additional time and assistance as they learn to adjust to boundaries that others might grasp more readily."

I would recommend when reading the story to be more expressive and animated as this would make the story read aloud more engaging. In regards to accommodating Lyla spatial dysgraphia needs it involves implementing strategies that address her specific writing difficulties.  Firstly You can  provide alternative means of expression, such as allowing her to use a computer for writing tasks. You can also  offer extra time for written assignments. This  can reduce stress and help her  to focus on producing their best work. You can Provide pre-printed outlines or graphic organizers that can help her  organize her thoughts and structure her writing more effectively. You can allow breaks during writing activities. This can also be beneficial, as it prevents fatigue and frustration.  Lastly, fostering a supportive and understanding classroom environment, where she feels comfortable seeking help and expressing her needs, can make a significant difference in her  academic success and overall well-being. overall your lesson was great and I really enjoyed it. Great job! 

Reference

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children

 Reply

EXAMPLE:

Thank you for sharing your adapted lesson on Saving Money. You did an amazing job explaining your lesson and I really enjoyed watching your presentation! I like how you asked multiple open ended questions to enhance students’ understanding of the book throughout the read-aloud. In Chapter 9, Cook, Klein, and Chen (2020) emphasized the importance of asking open-ended questions to “enhance children’s interests and attention to book reading as well as increase reciprocal (turn-taking) interaction.” 

As you mentioned in the description of your case study child, Lyla has a specific learning disability with spatial dysgraphia. She often gets frustrated and anxious about her writing abilities, which leads to a negative impact on her confidence. Cook, Klein, and Chen (2020) suggested in Chapter 6 that teachers can avoid frustration by reducing clutter and noise. “Quiet, organized environment are essential to promote learning in children with self-regulation and attention difficulties” (Cook, Klein, & Chen, 2020). 

Cook, R. E., Klein, M. D., & Chen, D. (2020).  Adapting early childhood curricula for children with disabilities and special needs. Pearson.