Characteristics of LD & Strategies to Teach Individuals with LD

Grand Canyon University – College of Education

Masters of Education in Special Education

SPE-359 LD: The Puzzling Paradox

Benchmark Assessment and Rubric

Targeted Essential Learning

Effective teachers utilize a variety of instructional strategies to adapt lessons that enhance the educational development of the learners with LD. (InTASC 1, 2; CEC 1, 4)

Assessment Tool Selected

Two Part Project

a) Lesson Plan

b) Essay

Specific Performance/Task(s)

· Design and implement various effective instructional practices. (InTASC 1d)

· Differentiate instruction for exceptional children. (InTASC 1a)

· Evaluate and strategically select curriculum materials and resources that optimize student success. (InTASC 1b)

· Understand the characteristics associated with a variety of disability categories. (CEC 1.2)

· Adapt instruction based on student needs. (InTASC 2a)

· Select and apply evidence-based instructional strategies to serve students with specific disabilities. (CEC 4.1)

· Select appropriate supports and adaptations to enable a student with disabilities to access and fully participate in the general education curriculum. (CEC 1.0)

Relevancy of Task to Teacher Candidate

Special education teachers must have full knowledge of learners with LD and be able to implement lesson plans modified from research-based instructional strategies.

Assessment: Student Prompts/Teacher Directions

1) Individual: LD: The Puzzling Paradox (Benchmark Assessment)

a) General practicum information:

i) Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum/Field Experience Observation and Activity Log Directions.

ii) Students should complete the Practicum/Field Experience Observation and Activity Log with the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the form to the instructor along with your Benchmark Assessment.

iii) Spend 20 hours in a setting that serves a student with a learning disability. This setting can be resource room or a regular educational setting in which the student is mainstreamed.

b) Benchmark Assessment:

i) Part 1: Research the following questions using the GCU Library and the Internet:

(1) What is a learning disability? (Locate 2-3 definitions/explanations)

(2) How do individuals with learning disabilities process information? What challenges are related to how these individuals process information?

ii) Part 2: Identify a student who has a learning disability and answer the following questions:

(1) In which academic area(s) does the student struggle?

(2) In which academic area(s) does the student have strengths?

(3) How does the student’s disability influence his or her ability to socially interact with others (social skills)?

iii) Part 3: Identify one area in which the student academically struggles.

(1) Choose one skill you will teach the student using a learning strategy. Note: This strategy must be generalizable and have less than seven steps. Write a lesson plan following these steps based on Hunter’s model:

(a) Learning objective (make sure you indicate the state and national standards related to this objective).

(b) Prerequisite skills needed in relation to this objective.

(d) Anticipatory set (remember, you want to motivate the student to learn this skill and indicate how learning the skill will facilitate learning in other areas).

(e) Lesson input

(f) Guided practice (remember to always use controlled materials when first introducing a skill)

(g) Independent practice (remember to not allow students to independently practice a skill until it is mastered and there is automaticity).

(2) Implement the lesson plan with the student and provide, in written form, a reflection with regard to effectiveness of the strategies. Also, please include a reflection indicating what you would do the same/different if you were to use this strategy again.

iv) Write a 1,250-1,500-word essay in which you include information from each of the three parts above. Be detailed in the information requested for Parts 1 and 2. For Part 3, reflect on the effectiveness of the strategies you used, and how you would revise the lesson if you were to use these strategies again.

v) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section. Attach the Classroom Teacher Evaluation Form, the original lesson plan, and the Practicum/Field Experience Observation and Activity Log Directions, and submit as the Benchmark Assessment.

vi) Submit your assignment to the instructor by the end of Topic 6.

Scoring Tool/Guide (Rubric)

Topic 6 Rubric: LD: The Puzzling Paradox (Benchmark Assessment)

Criteria / % Value / 1: Unsatisfactory / 2: Less Than Satisfactory / 3: Satisfactory / 4: Good / 5: Excellent
% Scaling / 0% / 65% / 75% / 85% / 100%
Content – 90%
Definition of Learning Disability
CEC 2, 3 / 10% / No definitions of a learning disability are provided. / 1-2 definitions of a learning disability are provided. / 2-3 definitions of a learning disability are provided. / 2-3 definitions of a learning disability are referenced. / 3 or more definitions of a learning disability are clearly and thoroughly provided and referenced
Discussion of Processing Challenges
CEC 2, 3 / 10% / Lacks a discussion of processing challenges. / Explains how individuals with learning disabilities process information, though sketchy. / Explains how individuals with learning disabilities process information and discusses challenges associated with processing difficulties. / Clearly explains how individuals with learning disabilities process information and discusses challenges associated with processing difficulties. / Examples are provided to depict these processing challenges.
Student Information
CEC 3 / 10% / Student’s academic and social strengths and weaknesses are not discussed. / Although the student’s academic strengths and weaknesses are discussed, they are vague. / Student’s academic and social strengths and weaknesses are discussed. / Student’s academic and social strengths and weaknesses are analyzed. / Examples are provided from observing the student.
Skill and learning Strategy Identification
CEC 2, 3 / 20% / One area in which the student academically struggles is unclearly stated. / One area in which the student academically struggles is vaguely stated. / One area in which the student academically struggles is stated.
. / One area in which the student academically struggles is stated and discussed. / One area in which the student academically struggles is stated, clearly discussed, and 1-2 examples from observing the student are provided.
Lesson plan
CEC 4, 7 / 20% / Essential components are missing. A learning strategy is unclearly stated, but is either not generalizable and/or has more than seven steps. / Essential components are stated, but some are not evident and/or vaguely explained. A learning strategy is stated, but is either not generalizable and/or has more than sseven steps. / Essential components are stated (learning objective, pre-requisite skills, anticipatory set, lesson input, guided practice, independent practice). A learning strategy is discussed, is generalizable, and has less than seven steps. / Essential components are stated and clearly described. / Essential components are clearly and thoroughly stated and described.
Reflection on Lesson Implementation
CEC 7 / 20% / Reflection of lesson plan implementation is vaguely provided and contains few of the key components. / Reflection of lesson plan implementation is provided and contains most of the key components. / Reflection of lesson plan implementation is provided and contains key components. / Reflection of lesson plan implementation is clearly provided and contains key components. / Reflection of lesson plan implementation is clearly and thoroughly provided and contains key components.
Organization and Effectiveness – 9%
Mechanics of Writing (includes spelling, punctuation, grammar) / 3% / Surface errors are pervasive enough that they impede communication of meaning. / Frequent and repetitive mechanical errors distract the reader. / Some mechanical errors or typos are present, but are not overly distracting to the reader. / Prose is largely free of mechanical errors, although a few may be present. / Writer is clearly in control of standard, written American English.
Language Use and Audience Awareness (includes sentence construction, word choice, etc) / 3% / Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience. / Some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. / Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience for the most part. / The writer is clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly. / The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.
Essay Structure, Paragraph Development, and Transitions / 3% / Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. / Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. / Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. / A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. / There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
Format – 1%
APA Format and Style Requirements / 1% / APA format and style are not evident. / Title page is present, though missing APA elements; in-text citations, where necessary, are used though formatted inaccurately, but not referenced. / All key elements of an APA title page are present; an abstract is present and formatted correctly; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style. / Plan elements are theoretically supported with accurate citations and references. / A broad understanding of APA format and style is evident in use of level headings and lists, for example.