Journal SED 609

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National University College *

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609

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Arts Humanities

Date

May 17, 2024

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docx

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Journal Sed 609 Dillon Hollingsworth Throughout this course, I've learned about several intervention strategies for both MMSN (mild/moderate special needs) and ESN (extensive special needs) children. I've developed various strategies for my teaching position based on the readings, discussions, and assignments. A. MMSN Students One strategy that I find most important for MMSN students is the use of differentiated instruction. As mentioned in [Reference 1], differentiated education involves adapting instructional methods, content, and resources to students' unique needs in the classroom. This strategy ensures that each student receives education at their appropriate level and pace, which is especially crucial for MMSN students with diverse degrees of academic ability and learning styles. I can more effectively attend to the specific needs of MMSN students and give them worthwhile learning opportunities by putting differentiated education into practice. Another key option for MMSN students is to include multisensory strategies in reading education. Studies indicate that multimodal strategies, like Orton- Gillingham-based techniques, can be quite successful in helping students with learning disabilities, such as dyslexia [Reference 2]. By using many senses during reading teaching, MMSN students can improve their phonemic awareness, decoding skills, and general literacy development. B. ESN Students For ESN students, one of the most important strategies is using visual aids and scaffolds. Visual aids, such as graphic organizers, pictorial schedules, and illustrations, can help ESN students comprehend and manage classroom routines and academic assignments [Reference 1]. These visual aids provide additional assistance to students who may struggle with receptive language or comprehension. Furthermore, peer-mediated methods have demonstrated effectiveness in improving social interactions and communication skills among ESN students [Reference 2]. By placing ESN students with typically developing peers, I may facilitate comfortable social interactions and meaningful peer relationships. Peer-mediated interventions not only help ESN children improve social-emotional skills, but they also provide a sense of belonging in their learning environment.

2. Keeping up with Reading Research, Technology Resources, and AAC Devices. As an educator dedicated to continuous professional development, I adopt proactive measures to remain current on reading research, technology resources, and AAC (Augmentative and Alternative Communication) technologies. In terms of reading research, I often turn to scholarly papers, journals, and professional development programs centered on literacy instruction and evidence-based approaches. For example, I receive emails from respectable organizations such as the International Literacy Association and attend conferences and workshops focused on literacy research and best practices. In terms of technological resources, I proactively investigate and assess instructional software, apps, and digital technologies that can improve literacy teaching and assist a variety of learners. Platforms such as Read&Write and Bookshare provide accessible resources and assistance features that help students with reading challenges or disabilities. I engage in online discussions and networking groups where educators share recommendations and discuss creative applications of technology in educational settings. When it comes to AAC devices, I work with speech-language pathologists and assistive technology experts to learn about the most recent breakthroughs and best practices for AAC deployment. I attended the activity session and webinar about the system and device of AAC, and I learned that I knew all about the accessible options and how to effectively include that support in AAC in the teaching method of students who have communication disabilities. By staying current in these areas, I can offer my students a high-quality education as well as access to the tools and resources they require to succeed in literacy acquisition. 3. Dyslexia and English Learners: Literacy and Reading I learned a lot about how dyslexia and English language learners interact with literacy and reading teaching from this course. The significance of identifying and attending to the particular needs of different student groupings is one important lesson to be learned. Early detection and intervention are essential for reducing reading difficulties and fostering academic achievement in dyslexic students [reference 1]. I

now know that dyslexia is characterized by phonological processing deficiencies, trouble with spelling and decoding, and other issues that call for specialized help and education. I can help students with dyslexia improve their reading abilities by creating strategies with evidence, such as activities related to phonemic awareness and structured literacy techniques. Similarly, English learners may experience additional literacy and reading issues due to language hurdles and a lack of English competency. English language development (ELD) training that supports language learning and develops literacy skills at the same time is crucial [Reference 2]. I discovered strategies like sheltered education and language immersion approaches that can help English learners strengthen their language and literacy skills. By understanding the unique needs of both dyslexic students and English learners, I can adapt my teaching strategies and interventions to meet their specific needs and foster their growth as readers. and reporter. 4. Implementing IEP Accommodations and Modifications for Literacy and Reading Ensuring that IEP (Individualized Education Program) changes and updates are appropriately implemented is essential for assisting students with special needs with literacy and reading. I'll use a few different approaches to make sure it's accurate and efficient. I will carefully and thoroughly check the IEP of every student to be familiar with the particular accommodations and changes that they have regarding their reading and literacy. This covers things like extra time for assignments, first-choice seats, assistive technology access, and reworked tasks or evaluations. Next, I will work closely with specialized education colleagues, paraprofessionals, and related service providers to ensure that all team members understand and are accountable for implementing the IEP's adaptations and changes. In addition, I will periodically review students' progress and alter instructional strategies and supports as necessary based on ongoing assessment data and feedback. By keeping open communication with students and their families, I can ensure that their opinions are heard and their needs are properly met. Finally, to improve my ability to address the diverse reading and literacy needs of children with special needs, I will participate in professional development opportunities centered around inclusive practices, differentiated instruction, and Universal Design for Learning (UDL).

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