response

Conflicting Views

Student’s Name

Institution Affiliation

Course

Professor’s Name

Date

Conflicting Views

Destini has a reading disability. As a special needs student, the law requires that she be provided with all necessary learning equipment and services to ensure that she has a learning experience equal to that of her non-disabled peers. The option for providing Destini with the suggested supplemental remedies is excellent (Osborne & Russo, 2003). It would speed up her learning abilities. However, the only issue is that the school does not have the service at the moment. Considering its cost, it might take some time to get the amount required to acquire the program. The Individuals with Disabilities Education Act (IDEA) requires all public schools to offer children Free Appropriate Public Education (FAPE) (National Center for Learning Disabilities, 2010). Providing the student with special education and related services is a part of implementing FAPE. In this case, it is the school's responsibility to ensure that Destini develops her learning abilities by providing corrective, developmental, and supportive services.

In line with heaping Destini, other assisted programs may also promote her learning and reading abilities. Considering that she will be in a general class as required by IDEA, teachers may use elaboration and group instruction techniques to develop Destini's reading abilities. Elaboration entails providing the student with additional information or explaining the concepts, procedures, and texts they are reading. Explaining a concept in simpler words can enable a student to understand the concept easily. The use of repetition of word redundancy can also promote remembering and comprehending. Group instruction is about conducting verbal interactions in small groups of students and teachers. This technique can help Destini to learn from her peers by directly engaging with one another. Although these programs are less complex, they are also effective as the one you suggested. The only difference is that these programs are inclusive and applicable in the case of non-disabled learners.

References

National Center for Learning Disabilities. (2010, August 17). IDEA parent guide (Links to an external site.). Retrieved from http://www.pacer.org/legislation/idea/pdf/idea2004parentguide.pdf

Osborne, A. G., & Russo, C. J. (2003). Special education and the law: A guide for practitioners (3rd ed.). Thousand Oaks, CA: Corwin Press.