Documente Academic
Documente Profesional
Documente Cultură
EDU 2803
Assessment 2
Report on the Integration of Special Needs in Mainstreams
Classroom
Student profile:
1 | Page
Modification:
Modification is to remove part of the curriculum which means the hard part
of the curriculum.
Removing the hard vocabulary from the exam:
Dyslexic child is different than the mainstream children in processing the
new information. (Lapkin, 2014) So, the teacher need to keep in mind that
he/she will not learn the same information as other students will learn.
Therefore, the content of the questions in the exam should be different that
other students by not including the hard questions.
For example, the students in grade one learn hippopotamus the teacher will
modify the exam for dyslexia child by remove this word in the exam.
Teaching easy vowels:
Since Ahmed struggle in phonological awareness and phonics, I will require
him to write words that has the basic vowels which means (a,e,i,o and y)
instead of (oi) sound. As Krashen said in ZPD (Zone of proximal
development) children need to learn information that is beyond their
abilities. Therefore, learning a,e,i and y is slightly higher than his ability so
he can learn it and learn (oi) sound later. (Barton, 2001)
Domains
Current status
Cognitive domains
Fine motor
Strength
(Hurley)
IEP plan:
IEP is Individual Educational Plan which focuses on the special need child
ability by finding his/her strength and weakness in way to fit his/her potential
and assistive and supportive way of learning to learn as mainstream
students.
It considered by the specialist education, teacher, parents, school district
respresentive, psychologist and the students who are above 16 years.
They work as team to develop the lesson plan it go through process:
Pre referential:
Look at the students difficulties and strength to start due to the test. Some
time the plan fail so the specialist educational involve to the plan.
Identification:
4 | Page
By identifying if the student is special need or not. So, I didn't has any
information about Ahmed but I found that he has a sign of dyslexia and I
noticed that the teacher teach him separately some time.
Implementing teaching:
I emphasize implementing my teaching on three domains which are
cognitive, physical and emotional domains (Stanberry, 2014)
Cognitive domain
Goal 1: I want Ahmed to read 20
words with accepting mistakes and
decoding.
Goal 2: I want Ahmed to distinguish
between d, b and g and q.
Objectives
5 | Page
Goals
Objectives
Objectives
Emotional domain
Goal 1: Able to accept his ability and use
his strength to develop his learning.
Goal 2: Feel comfortable learning
environment.
Objective 1: Search about his strength.
Objective 2: Doing activities that based
on his strength. ( Encourage him to
express about his ideas).
Objective 3: providing less restrictive
environment.
(Hurley).
6 | Page
I should keep in mind to never let Ahmed read aloud or write in front of the
students which might decrease his self esteem. As a result, the disability will
increase.
Due to the slow processing the information, The child need extra time to
comprehend the new information. So, Ahmed need extra time in reading and
writing (Stanberry, 2014).
Assistive technologies:
Assistive technology is an important element to support special needs
learning. However, the teacher need to keep in mind that the teacher should
not rely completely on the technology. He/she need to use different
strategies beside the technology that make dyslexia student learn as
mainstream students.
IPad:
IPad is very useful device for dyslexia students because it packs with sort of
apps and facilities that improve reading and writing.
Teacher can download digital books that has clear letter formation with the
voice-speech to help the students match the speech with the formation. I
think the teacher can involve teaching phonics with these books. In this case,
the teacher can target the sounds that the students will learned , put the line
under them, say to the child focus on the sound of this word. So, the child
will see the word and listen to the speech. The teacher can repeat the
sounds and encourage him/her to repeat it.
Voice over:
Voice over is great program that encourage the child to express his/her idea
verbally. The teacher might give him/her a topics to talk. The child will talk
about this topic then it will written what he/she said. So, it is good practice
for writing skills (Huppertz).
My opinion:
I think the teacher can create book tailor dyslexia child by writing story that
has pictures that describe the events and audio which help the student to
match the sound with the print.
7 | Page
Bibliography
Barton, S. (2001). Classroom Accomodation for Dyslexic Students. California,
US.: Camden Ave.
Huppertz, K. (n.d.). Assisstive Tchnology for Dyslexic Students and Adults.
Georgia: The international Dyslxia Association.
8 | Page
9 | Page