Characteristics In This Assignment You Will Demonstrate

Characteristicsin This Assignment You Will Demonstra

In this assignment you will demonstrate your understanding of the learning objective: Identify the characteristics and learning differences of students with mild to moderate disabilities based on the IDEA. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 2 and MASE Program Learning Outcomes 1 and 2. Researchers have identified multiple potential causes as well as suggested interventions for children who have been identified as having mild to moderate learning disabilities. These strategies may include environmental, instructional, behavioral, and/or psychological approaches within the classroom or school setting.

This information can be instrumental in the decision-making process, specifically for the IEP team, when developing a student’s individualized goals and services. Using research-based interventions along with the student’s present levels of performance, background and cultural influences, for the purpose of developing an individualized plan are the recommended procedure for supporting a student’s needs. Assessments are one important measure of a child’s level of functioning. They can measure a variety of areas including academic performance, processing abilities, language comprehension and usage as well as many others. There are many types of informal and formal assessments that contribute to the overall picture of a student’s abilities and which help to determine the gaps that need remediation.

Whether conducted by a teacher or school psychologist, a report is written to explain the findings, which include current levels of functioning, strengths, and weaknesses. After reviewing Henry’s assessment report, you will contribute to his case study by completing the “Background” section. Instructions: In this assignment you will read a Case Study, Henry, and then create the “Background History” section using the characteristics of mild to moderate disabilities. In addition, you will explain how each determinant may impact his academic progress. Review Henry’s Case Study I.

Paper For Above instruction

Henry is a recent transfer student enrolled approximately three weeks after the start of the school year. His previous school did not forward his records, and he is currently placed in an inclusive classroom co-taught by Mr. Franklin and yourself. Observations indicate that Henry is a quiet, reserved student who sits near the back and avoids peer engagement. Although he is capable of decoding words and will participate in oral reading tasks, his responses during comprehension activities suggest significant difficulties in understanding and applying grade-level vocabulary and reading comprehension skills. His reluctance to participate actively in discussions and group work points to possible social and emotional factors accompanying his academic challenges.

The assessment results provide valuable insights into Henry’s academic profile, revealing strengths in mathematics calculations and fluency, as well as in visually and auditorily-based writing samples. However, significant weaknesses are evident in reading comprehension, vocabulary, and decoding, consistent with characteristics associated with mild to moderate learning disabilities, such as Specific Learning Disability (SLD) in reading, as outlined by the Individuals with Disabilities Education Act (IDEA). These characteristics include persistent difficulties with reading comprehension, decoding unfamiliar words, and vocabulary acquisition, which hamper overall academic progress.

The causes of Henry’s difficulties are multifaceted. Environmental factors, such as limited access to appropriate reading materials and a supportive literacy environment at his previous school, might have contributed to his current challenges. Instructionally, ineffective teaching strategies that do not target his specific learning needs could have exacerbated these issues. Psychologically, early self-doubt and negative attitudes toward reading, as evidenced by his comments and reluctance, could impact his motivation and engagement, further affecting his learning outcomes.

Henry’s academic progress appears to be significantly compromised by these factors. His low comprehension scores and vocabulary deficits are likely to fall behind his peers if interventions are not implemented promptly. Early identification and targeted support—such as evidence-based reading interventions, vocabulary development programs, and social-emotional support—are essential to address these areas of weakness and facilitate his academic growth. Understanding the interplay between the characteristics inherent in mild to moderate disabilities and the various influences affecting Henry’s learning will enable educators and specialists to develop personalized strategies to support his educational success.

References

• Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Pearson.
• Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
• National Association of Special Education Teachers. (n.d). Exceptional students and disability information. Retrieved from https://naset.org/resources
• Swanson, H. L., & Hoskyns, M. (2001). Experimental interventions for students with learning disabilities: A meta-analysis. Journal of Learning Disabilities, 32(5), 394-407.
• Vaughn, S., & Fuchs, L. S. (2003). Responsiveness-to-intervention: A blueprint for high-quality early reading programs. Journal of Learning Disabilities, 36(4), 279-292.
• Gersten, R., et al. (2005). Effective literacy practices for students with learning disabilities. Journal of Learning Disabilities, 38(6), 537-552.
• Fletcher, J. M., & Lyon, R. (2011). The early years: Development and intervention for young children with reading disabilities. Journal of Child Psychology and Psychiatry, 52(1), 69-78.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health & Human Development.
• Snow, C. E., & Bruner, J. S. (1986). A collaborative view of language and learning. Language Arts, 63(4), 377-388.
• Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (BASC-2). PST.