Assignment: Early childhood special Education
For this assignment you will choose appropriate accommodations to make a specific reading, writing, or math activity/lesson more effective for a student with a learning disability.
Before you begin, you need to decide on the following:
1) Which subject area will you target: Reading, Writing, or Math? Choose ONE of these subject areas only.
2) What grade level will you target (grades prek - 3rd grade)? Choose ONE grade level only.
3) Choose an activity or lesson you want to use for this assignment. Include the activity/lesson/lesson url which should take me directly to your activity/lesson. If the url does not work or does not take me to the correct place, then your grade will be a 0, so be sure your url is correct and works appropriately.
You can find an activity/lesson of your choosing or you can look on one of the links below for ideas.
https://www2.scholastic.com/browse/lessonplans.jsp
https://www.lessonplans.com/
Please remember that many of these lessons and/or activities are not written in the proper lesson planning format and/or may not have measurable objectives/learning outcomes and/or be tied to standards. Don't worry so much about that-find an activity/lesson/lesson you want to use that looks like you can add the types of accommodations required for the assignment.
4) You will need to add at least one measurable objective/learning outcome/standard for the activity/lesson you choose.
Even if the activity/lesson you choose has objectives/learning outcomes, most likely they are not written in measurable terms, so in almost all cases, you will need to add an appropriate objective/learning outcome or standard. If your activity/lesson has a standard it may not be standards that Maryland uses and then you will need to add one for MD. If your activity/lesson/lesson has measurable objectives/learning outcomes/standards written appropriately, then you will need to write at least one additional objective/learning outcome or standard. Having an appropriate measurable objective/learning outcome/standard will guide you toward the most appropriate types of accommodations which will impact the learning of a child with LD.
You do not need both an objective/learning outcome and a standard, but make sure you have one that you had added to the activity/lesson you chose.
For standards go to: https://mdk12.msde.maryland.gov/instruction/commoncore/ which give the math and reading/language arts standards for Common Core in MD and the state standards for other areas. Choose one standard which fits the activity/lesson you chose for this assignment.
If you list a standard, please tell where it comes from. Either list the url link to that specific standard or write and label the standard (example RL 3.1)
If you write an objective/learning outcome, please make sure it is measurable, clear, and specific. Do NOT put in threshold of success or frequency as you would in an IEP obj, but make sure it's a lesson obj. such as SWBAT sequence 3 events from the story. Use Bloom's Taxonomy to help determine if the verb you use can be measurable.
5) You will need to make 4 accommodations to this activity/lesson so that it is successful for all children in your classroom, specifically targeting those students with general learning disabilities.
You will be writing accommodations for this activity/lesson for general learning disabilities. Consider that you are targeting multiple children in your inclusive classroom who have a variety of learning disabilities. You want all of the children in your classroom to be successful.
Use the attached chart to complete this assignment and include all the information below about each accommodation you choose.
Accommodations:
Be sure these accommodations are meaningful and will target the major reasons why this activity/lesson without changes would not necessarily be an effective one for a child with LD.
Make sure you have 4 accommodations.
These should not be strategies you would use as an effective teacher for all students. These strategies need to be above and beyond what an effective teacher would use with all their students. For example, giving praise or monitoring groups are not appropriate examples of an accommodation.
The accommodations also need to be lesson specific-about this activity/lesson. This means no general accommodations are allowed unless they are directly related and needed to the activity/lesson you have chosen here. For example, classroom routines or keeping walls clear of unneeded signage are not lesson specific and cannot be used.
Be specific and give examples to illustrate. For example, don't just say, "I will change the directions given to the class." Make sure you give examples of how you will change the directions. Or tell where or how in the activity/lesson the accommodation will be used.
Environments:
Try to think of an accommodation for each of the 3 environments, but depending on the activity/lesson, this may not be appropriate. Remember that the environments are:
1) physical environment (walls, floors, signage, desks, windows, etc),
2) instructional environment (how and what you are teaching),
3) social/emotional environment (cooperation, social skills, communication, etc). If you are not sure what environment to choose, choose the one where you feel the accommodation is mainly focused upon.
Just write the environment-no explanation needed.
Type of Accommodation:
For EACH accommodation, list what type of accommodation it is (presentation, response, setting, or timing/scheduling).
Just write the word-no explanation.
Tier:
For EACH accommodation, tell whether you are using it as a Tier 1, 2, or 3 strategy.
You can just put Tier 1, 2, or 3-no explanation.
Reason For Accommodation:
Tell why each accommodation is needed for a child with LD to be successful in this specific lesson. Make sure to use the language (vocabulary) and concepts from this module when explaining this, and focus on the characteristics of LD which make this accommodation needed.
Attachment:- Tiers of Support.rar