Case Study: Student named Gabriela
Gabriela is a fourth grade student with a language disorder and mild intellectual delays. She is nine years old and spends a large portion of her day in self-contained settings. She receives speech and language services from a speech pathologist for a minimum of 40 minutes three days a week. The rest of the time, her language needs are supported by the special education teacher. She does attend a general education fourth grade classroom daily for 90 minutes for language arts instruction. An instructional assistant accompanies Gabriela to class. Gabriela's oral expression skills are in the low to average range. She struggles with figurative speech, sarcasm, and multiple meanings of words. Her speech is literal and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 300-450. Her favorite books are the Frog and Toad books by Arnold Lobel. She is writing simple sentences with a subject and a predicate, but relies on picture cues and rewriting strategies to plan her sentences.
Part 1: Goal Writing
Write A measureable IEP goal for Gabriella that includes the use of augmentative and alternative communication systems, and assistive technology in the classroom to facilitate communication with peers and aid in comprehension of content.
Part 2: Mini Unit
Utilizing the COE Lesson Plan Template, compose a mini-unit of three formal ELA lesson plans that build upon the following:
Current Instruction and Content in the Fourth Grade Classroom:
- Currently, students are reading about the Underground Railroad.
- Current instruction must be aligned to Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6
- Completed lesson activity and learning target includes students working individually to construct a graphic organizer to identify the setting, main idea, and key details.
- For each lesson plan, differentiate activities for Gabriela that address Gabriela's measurable IEP goal and include assistive technologies. In addition, for each lesson plan, develop a pre-assessment and post-assessment, using a low or high tech based accommodation, to evaluate whether Gabriela's measurable IEP goal are met.
Part 3: Rationale
Provide a 250 to 500 worded rationale that supports your instructional choices for Gabriela's IEP goal, the differentiated activities in the mini-unit, and the alignment between the two. Support your rationale with 2-3 scholarly resources on best practices regarding semantics disorders and the use of assistive technology.
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