Characteristics In This Assignment You Will Demonstra 075308

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 student with a complex profile of learning abilities and difficulties that exemplify many of the characteristics associated with mild to moderate disabilities as defined by the Individuals with Disabilities Education Act (IDEA). In understanding Henry’s educational challenges, it is essential to identify the specific characteristics he exhibits and how they align with the diagnostic criteria for such disabilities. These include difficulties with reading comprehension, vocabulary development, and certain aspects of language processing, although his strengths are evident in math calculations and fluency, as well as in written expression when visual and auditory cues are available.

Henry’s case demonstrates several characteristic features of students with mild to moderate disabilities, including struggles in reading comprehension, vocabulary acquisition, and phonetic decoding. These difficulties often manifest in challenges with academic tasks that require higher-order thinking and language comprehension, such as answering questions about texts or understanding complex vocabulary. Such students often exhibit behaviors like reluctance to participate in class discussions, hesitation in reading aloud, and a preference for individual roles such as secretary in group work to avoid peer engagement. These behaviors reflect their social and emotional adaptations to their learning difficulties and impact their participation and learning in classroom settings.

In choosing Henry’s specific profile, the case study illustrates how language-based learning disabilities affect both academic performance and social interaction. His performance on assessments—particularly low scores in Passage Comprehension (score of 77) and Reading Vocabulary (score of 76)—indicate significant challenges in understanding and using domain-specific vocabulary and comprehending written passages. Despite these difficulties, Henry’s strengths in math and writing fluency highlight that his disability is relatively specific to language processing areas rather than general cognitive or auditory-motor skills, aligning with typical profiles of students with specific learning disabilities (SLD), especially those classified under reading and language-related subtypes as outlined by IDEA standards (Henley, Ramsey, & Algozzine, 2009).

The potential causes for Henry’s learning profile can be traced to multiple environmental, instructional, and psychological factors. Environmentally, limited early exposure to diverse reading materials or inadequate home literacy support may contribute to lagging vocabulary and comprehension skills. Instructionally, a lack of differentiated teaching strategies tailored to language learners can exacerbate difficulties in reading and vocabulary development. Psychologically, anxiety related to reading tasks, or low self-efficacy stemming from repeated failures or discouragement, may reinforce avoidance behaviors like reluctance to participate or volunteer for roles that involve peer interaction.

Additionally, behavioral factors—such as Henry’s expressed frustration and asking for reassurance about his performance—could also influence his academic trajectory by affecting motivation and engagement. Psychological theories suggest that children with learning disabilities often experience lower self-esteem and heightened anxiety around academic tasks, which can impede their ability to process information efficiently and sustain effort (Swanson et al., 2009). Together, these factors pose significant threats to Henry’s academic success if not addressed with targeted support strategies.

The overall impact of these characteristics and potential causes on Henry’s academic progress is profound. His low performance in reading comprehension and vocabulary acquisition can lead to persistent gaps in foundational skills, thereby hindering overall literacy development and limiting access to higher-level curricular content. If interventions—such as targeted reading comprehension strategies, language development programs, and socio-emotional support—are not implemented, Henry risks falling further behind his peers, adversely affecting his academic confidence and future educational opportunities.

In conclusion, Henry’s profile exemplifies the key characteristics of students with mild to moderate disabilities, especially in language and reading domains, with influences stemming from multiple environmental, instructional, and psychological factors. Recognizing these facets allows educators and IEP teams to develop personalized, research-based interventions aimed at bridging skill gaps, fostering motivation, and supporting Henry's overall academic and social development. Accurate assessment, detailed background information, and culturally responsive teaching practices are crucial in guiding his educational planning and ensuring his academic success.

References

• Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities. Pearson.
• Swanson, H. L., Howard, C., & Saez, L. (2009). Working memory differences among children with learning disabilities, attention deficit hyperactivity disorder, and typical development. Journal of Learning Disabilities, 42(6), 530-543.
• Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2005). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 75(3), 293-339.
• Catts, H. W., & Kamhi, A. G. (2005). Language andreading disabilities: A neuropsychological perspective. Allyn & Bacon.
• Memory, L., & Schachar, R. (Eds.). (2004). Understanding learning disabilities: From identification to intervention. Routledge.
• Hatcher, J. A., & Snowling, M. J. (2009). The development of phonological skills and reading. Reading & Writing Quarterly, 25(4), 259-273.
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. 00-4769.
• Reschly, D. J., & Waldron, N. (2010). Bridging the gap: Comparing special education and general education in addressing students' needs. Journal of Emotional and Behavioral Disorders, 18(3), 157-166.
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.
• Fletcher, J. M., Lyon, R. G., Fuchs, L. S., & Barnes, M. A. (2019). Learning Disabilities: From Identification to Instruction. The Guilford Press.