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Review the responses of several classmates and respond to at least two by discussing any similar experiences you have had in working with students with LD or CD.  Provide any additional insights that you found in the readings that you feel relate to your classmates’ responses.

 

Classmates name-Anita Browner Ware

 

  1. Compare and Contrast: LD and CD
     
    Consider the characteristics of a student with a learning disability (LD) and a student with a communication disorder (CD).  Compare and contrast the following aspects of LD and CD:
    1. Definition of each disability

 

Learning disability is a neurological condition that interferes with an individual’s ability to store, process, or produce information.

 

Communication disorder an impairment in the ability to receive, send, process and comprehend concepts or verbal, nonverbal and graphic symbol systems.

 

    1. Characteristics of each disability

 

Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect an individual’s attention, memory, coordination, social skills and emotional maturity.

 

Communication disorders the speech is distorted when it sounds more like the intended phoneme than another speech sound but is conspicuously wrong.

 

    1. Evaluation of each disability area

 

Learning disability: 1. Provide state or local educational agency may take into consideration whether a student has a severe discrepancy between intellectual ability and achievement in oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, or mathematical reasoning. 2. Response-to-intervention approach, agency can now use a process to determine if the student responds to scientific research-based intervention.

 

Communication disorder: 1. Conduct a screening, a referral for evaluation 2. During intervention, after referral for an assessment, the speech language pathologist conducts an assessment by gathering information from sources such as school records, parent, and teacher interviews, hearing and vision screenings, observations, speech samples, language samples, classwork samples, checklists, standardized tests, non-standardized tests, curriculum-based assessments.

 

    1. Research-based effective instructional strategies, supports, and services.

 

Learning disabilities effective instructional strategies are differentiated instruction, advance organizers, graphic organizer, UDL and curriculum, and IEP team.

 

Communication disorders effective instructional strategies, support and services are partnering for special education, SLP use in schools, direct and indirect, technology, planning for UDL, modeling, focused contrast, event casts, open questions and expansion.

 


What are your experiences with working with a student or individual with a learning disability or communication disorder?  Have you found the characteristics discussed in the readings to be accurate?  What further suggestions might you have for teaching students with LD?

 

I have some experience working with children with learning disabilities and communication disorder, the head start enrolls students with disabilities. The characteristics for both are accurate from the experience I have had with students in the classroom. When teaching students with learning disabilities, keep an open mind be willing to work extra one on one if necessary to make sure the student is successful.

 

Classmate name-Janice Rorie

 

Consider the characteristics of a student with a learning disability (LD) and a student with a communication disorder (CD).  Compare and contrast the following aspects of LD and CD:

 

a.       Definition of each disability: Learning disability– relates to cognitive and gross-motor abilities to the level expected. Communication disorder– relates to the process of hearing, language, and speech abilities.

 

b.      Characteristics of each disability: The characteristics of a learningdisability could be:

 

·         Thinking pattern is mixed up

 

·         Not able to grasp certain concepts

 

·         Delay in task concept

 

·         Speech impairment

 

The characteristics of a Communication disorder could be:

 

·         Speech impairment

 

·         Language barriers

 

These characteristics plays a very important part in a child’s learning environment because it puts them on different levels of learning than their peers, and it takes them sometimes longer to grasp the concept of learning and applying.

 

c.       Evaluation of each disability area:

 

Learning disability: Provide IDEA for the students who are in need of help, and also apply IEP’s for the students to help with their learning disabilities.

 

Communication disorders: Provide certain testing for their hearing language and speech to see the areas that need the most help. Recommend therapist to assist with their communication skills and more.

 

d.      Research-based effective instructional strategies, supports, and services: Learningdisabilities there are different programs that provide certain assistance for students with difficulties in their learning, but performing IEP’s helps the students what they are struggling with by providing professionals to assist them in their learning. Communication disorders there should be screening done to determine what the issue is with the student as well as different types of therapy for the students to help with their difficulties.

 

What are your experiences with working with a student or individual with a learning disability or communication disorder?  Have you found the characteristics discussed in the readings to be accurate?  What further suggestions might you have for teaching students with LD?  I have worked with students with Autism and it’s a real challenge because there are so many issues to deal with that affects the communication skills, so other ways are conducted in order to communicate with them like sign-language or texture touching for calmness. The characteristics discussed are accurate when knowing the signs of a disability or disorder. Just have extreme patience and work with the students as much as possible with one-on-one.

 

Classmate name– Alaina Irias

 

chose to review RTI for English Language Learners: Appropriate Screening, Progress Monitoring, and Instructional Planning.  The first factor to response to intervention is to know your students, ELL students are largely form homes where Spanish is the native language.  The second factor is that linguistic background; students may not get a chance to fully develop their first language before they have to add a second language.  The third factor is their background experience, and the fourth factor is educational experience if students are coming from home schooling, traditional education charter school urban or rural areas, all of these impact student education.  Formative assessment is crucial for screening students and monitoring their progress through the class, assessments given can help identify students that are struggling with core concepts.  Teachers must make sure their assessments are reliable and valid, meaning the assessment tests what you want it to test, and the assessment produces similar scores no matter the condition and situation.  There are unique considerations for progress and monitoring of ELL first being that progress in all languages needs to be monitored.  Set rigorous goals that support grade-level standards, and evaluate growth of true peers to determine whether instruction is generally effective for students with similar linguistic and educational experience.  As for evidence based instruction the PLUSS model is the most common meaning preteach critical vocabulary, language modeling and opportunities for using academic language, use visuals, systematic and explicit instruction in reading components and strategies, strategic use of native language.

 

There are strengths of both models, being that they take the students background and home environment where they learn the most and make sure they are kept in mind when teaching in the classroom, because students are learning their second language.  There are challenges that exist in implementing RTI model in schools and that is because teachers may have a hard time getting to know all of their ELL students and their background. 

 

RTI for English Language Learners: Appropriate Screening, Progress Monitoring, and Instructional Planning.  (http://www.rti4success.org)

 

Classmate name- Anita Browner Ware

 

Using a Response to Intervention Framework to Improve Student Learning

The article is a guide that discuss or explains how the research-based framework for response to intervention for leaders to improve the learning for all students. The guide shows how state leverage how to asses to support school improvements statewide within the ESEA flexibility plans. Using a Response to Intervention Framework to Improve Student Learning is designed to help state and local policymakers and practitioners implement ESEA flexibility plans. The guide called the pocket guide gives a description of the essential components of Response to Intervention, the guide also discuss the requirements for Principle 2 in the application for building state, district, and school capacity to improve learning in all schools—particularly low-performing schools and those with the largest achievement gaps and the application of a research based response to intervention framework addressing principle 2 in approved plans is also discussed. Due to the extreme research for the implementation of response to intervention with careful thought address the proposed reforms.
Discrepancy Model, traditional method used to determine if a student has a learning disability and needs special education services. Response to intervention model approach identifies and supports early learning and behavior needs of students with a multi-tier approach.Advantages of Response to Intervention (RTI) Model The Response to Intervention Model (RTI), allows schools to intervene early to meet the needs of struggling learners.The test-score discrepancy model requires chronic school failure before special education supports can be given.

 

 

 

 

 

 

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