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 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. For most students, parents, and other educators, establishing ways by which to instruct all children effectively and meaningfully is considered a professional and pedagogical responsibility (Lopez-Reyna, 2002). Specifically, ways to manage the knowledge which many people have established from the bilingual and special education fields have also been established by various academicians. Crucial to the process of teaching children is to secure a thorough understanding of his or her learning based on his or her specific learning skills, weaknesses, and needs (Wagner, et.al., 2005). There is a need to secure a complete and informal evaluation in order to ensure that the teacher understands what the child knows, and what he already understands. The primary assumption on learning is that there is also a need to secure a strong sense of a student’s language, his home setting, his values, and his previous experiences in his current or previous school (Lopez-Reyna, Birnbaum, 2002). There are eight principles which are considered effective in teaching English language learners (Gersten and Jimenez, 1994). These principles include the need to secure higher order thinking opportunities as well as expectations, including the higher level of involvement in one’s own learning, experiences, and cultural diversity. Suggestions on the use of mediation via visual organizers and modelling the application of appropriate resources have also been made. Support for the application of collaborative and cooperative learning has also been advocated (Calderon, et.al., 2011). A determination on which language to use for learning impaired students has often been posed. Even as the benefits of ensuring instruction in a child’s primary language has been seen in terms of general education settings, it is not clear how the learning should unfold for learning impaired students (Lopez-Reyna, 2002). Using English can be a challenge because it would take years to master the language for second language learners. In effect, teaching academic skills to students in their native language seems to be the more effective method of teaching ...
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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.
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.
As the discussion, Students with Severe Disabilities, stresses students with severe difficulties such as mental retardation should not be considered in this respect, as such severity needs much attention in order to be a part and parcel of the social groups and peers competence. There are few models for students involved in school process.
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