This paper shall discuss the various strategies which can be applied by the teacher in order to effectively teach students with severe disabilities who are also second language learners. Body Learning impaired students refer to students who have been diagnosed with learning disabilities, disabilities which are ranging from processing deficits (input, integration, storage, or output) (Rathus, 2010). It also includes function impairment, developmental dyslexia, dysphagia, aphasia, as well as low IQ scores. These impairments often imply that the students are not performing well in school and may be even delayed in their studies (Rathus, 2010). Second language students are those students who are in the process of learning a second language. More often than not, they may be immigrant students trying who are not native English speakers. The challenge in this case is how the teacher can communicate with the second language students, especially those students who are learning impaired. The teacher must develop strategies in order to manage the challenges in teaching these students. Schools are institutions which represent the richness and diversity of culture and languages, including customs and traditions. ...Show more
Teaching strategies to students with severe disabilities who are second language learners Introduction Students with severe disabilities suffer from difficulties in learning and in carrying out daily independent activities. Their mental capacity is limited by their physiology, with issues in terms of reading, writing, comprehension, and deduction…
This research aims to evaluate and present the comprehensive definition of testing accommodations with the purpose of providing testing to students with disabilities; relevant findings related to the testing accommodations for the students’ benefit; student characteristics that would guide the selection of appropriate accommodations; the future of educational technology.
For most of the students, the learning difficulties remain lifelong challenges, although some develop compensatory skill sets or effective coping strategies. Technology can be a fundamental factor for some students in altering learning disability into a learning difference.
God taught Adam certain principles needed to be observed in his life; however, Adam failed to learn these principles properly and committed the first sin. Adam failed to obey the instructions of God because of his inability in understanding the instructions of God properly even though he was an able human in all the other respects.
Children who get a chance to build up foundational language, as well as literacy skills, during their preschool years enter kindergarten sufficiently ready to write and read (Nemeth, 2009). Attaining excellence in early preschool and early childhood education is a critical goal for teachers and young ELL children.
The challenge is the apparent difficulties that one may face in his attempt to learn his second language of choice. It is a proven fact that the ease of learning and grasping a language is a function of the relationship between one’s first language and the second language (Trimnell 2005, 76).
In fact, this form of research is facilitated by effort aimed at exploring the process of classroom language acquisition (Archibald, 2000). Therefore, in elementary school the learning process of second language depends on the input offered by teachers and oral output of learners.
Manupilatives are used to bridge the gap between informal Math and formal Math. To achieve these objectives manupilatives used in classroom instruction must fit the development level of the students (Case et al, 2009). Young
According to the Department of Disability Services (2014) of the Texas A&M University, in providing classroom accommodations, it addresses the students’ disability and understanding their limitations can help them learn and achieve mastery of course