Disability matrix gcu spd 200

Topic Material:

Textbook1. Introduction to Children with Language Disorders

Review chapter 10 and read chapter 12 in Introduction to Children with Language Disorders.

http://gcumedia.com/digital-resources/pearson/2012/introduction-to-children-with-language-disorders_ebook_4e.php

Electronic Resource1. Assistive Technology Devices

Read "Assistive Technology Devices," from the PBS Parents website.

http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learning-disabilities/assistive-technology-devices/ 2. Assistive Technology

Explore "Assistive Technology Basics," available on the Understood website.

http://www.ncld.org/students-disabilities/assistive-technology-education 3. Assistive Technology for Kids with Learning Disabilities: An Overview

Read "Assistive Technology for Kids with Learning Disabilities: An Overview," by Stanberry and Raskind, from the Reading Rockets website.

http://www.readingrockets.org/article/33074 4. Augmentative and Alternative Communication (AAC)

Read "Augmentative and Alternative Communication (AAC)," available on the American Speech-Language-Hearing Association website.

http://www.asha.org/public/speech/disorders/AAC/ 5. Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms

Read "Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms," by Quenneville, available on the LD Online website.

http://www.ldonline.org/article/6380/

Assignment

Part 1

Assistive Technology Device Matrix

Research two low tech, two high tech, two augmentative, and two alternative assistive technology devices appropriate for students with previously identified mild to moderate language disabilities. Use the “Assistive Technology Device Matrix Template” to complete the assignment.

Use a minimum of three scholarly resources to support your findings.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin.

Part 2

Field Experience A: Learner Development

Spend at least 3 hours to complete this part of the clinical field experience.

Complete field experiences from the Focused Field Experience Activity List A:

· Formally assess the performance of a student with a language disability for data that could be used to guide future scaffolded instruction. (InTASC 1)

· If you are unable to assess an individual with exceptionalities without proper certification per your state regulations on special education, please work with your mentor teacher to discuss the results of the assessment to help complete the assignment.

· Modify instruction for a student who has a language disability to make instruction relevant, accessible, and challenging. (InTASC 1)

· Observe a student who has atypical language development in an educational setting (classroom). (InTASC 1)

· Observe a student who has atypical language development in a non-educational setting (cafeteria, playground, etc.). (InTASC 1)

· Observe a student with an auditory processing disorder. (InTASC 1)

Your field experiences should include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Part 3

Field Experience B: Learning Differences

Spend at least 3 hours to complete this part of the clinical field experience.

Complete field experiences from the Focused Field Experience Activity List B:

· Select appropriate modifications for a student with a language disability. (InTASC 2)

· Select appropriate accommodations for a student with a language disability. (InTASC 2)

· Modify a lesson plan to include specific strategies for a student with a language disability. (InTASC 2)

· Observe the communication and social interactions of a teacher and nonverbal student. (InTASC 2)

Your field experiences should include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.

APA format is not required, but solid academic writing is expected.

Part 4

Field Experience C: Learning Environments

Spend at least 3 hours to complete this part of the clinical field experience.

Complete field experiences from the Focused Field Experience Activity List C:

· Instruct a student on the safe and responsible use of an assistive technology device. (InTASC 3)

· Observe a student using an assistive technology device. (InTASC 3)

· Observe a teacher using an assistive technology device. (InTASC 3)

· Select and implement an assistive technology device in the classroom. (InTASC 3)

The field experiences must include a mix of K-8 and 9-12 grade level settings and students with language disabilities. Reflect upon your field experience choices in a 250-500-word summary.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin.

Part 6

Week 5 DQ 1 word count 200

What is an acquired language disorder? What are the challenges and implications for working with individuals who have an acquired language disorder? What is the difference between interventions focused on facilitating language and compensatory interventions?

Week 5 DQ 2 word count 200

What is AAC? Who benefits from the use of AAC?