Strategies For Teaching Exceptional Learners In Content

Strategies For Teaching Exceptional Learners In The Conten

Review the IRIS Center “Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan” module and complete the assessment by answering the seven questions, supporting each response with at least one credible source or in-text citation. Additionally, write a one-page reflection on what was learned, how to apply this knowledge to support students with exceptionalities, and how classroom management influences academic achievement. Format your assignment using APA 7th edition guidelines, including a title page, page numbers, double spacing, and references.

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Classroom management plays a critical role in supporting the educational success of all students, particularly those with exceptionalities. Effective classroom management involves establishing clear behavioral expectations, consistent routines, and proactive strategies that foster a positive learning environment (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). Such strategies not only minimize disruptions but also promote engagement and meaningful participation, which are essential for students with diverse learning needs.

Regarding Angie’s case, her teachers have provided her with partial access to the general education curriculum primarily through accommodations in her resource room and her success in math and science. Their efforts include reinforcing her strengths and offering tailored remediation, yet she remains limited in her participation in reading and spelling activities, which hampers her overall academic engagement (Hattie, 2009). A more inclusive strategy such as differentiated instruction, which aligns teaching methods with Angie’s learning profile, could enhance her access. For example, using multisensory reading interventions grounded in Orton-Gillingham principles could improve phonetic understanding and spelling skills (Ritchey & Goeke, 2006).

Other instructional approaches to increase her participation include integrating Universal Design for Learning (UDL) principles, which provide multiple means of representation, engagement, and expression (CAST, 2018). UDL can help Angie access content through tactile, visual, and auditory channels, reducing reliance on her weak primary skills and fostering a sense of competence and confidence. These strategies can have a significant positive impact on her overall performance by promoting equitable access and reducing frustration and learned helplessness—a common issue among students with learning disabilities (Meo, 2011).

Considering Angie’s notable intellectual strengths, such as her high achievement in math and science and her advanced vocabulary, indicates that her learning disability is specific rather than global. This underscores the importance of differentiated curricular approaches that leverage her strengths while supporting her weaknesses. For instance, academic acceleration in areas of strength coupled with specialized reading interventions allows her to experience appropriate challenge and success, fostering motivation and self-efficacy (Hughes & Klinger, 2014). This balanced approach can enhance her academic identity and promote resilience.

Implementing Universal Design for Learning (UDL) principles could further benefit Angie by offering flexible pathways to learning, such as technology-assisted instruction, audiobooks, and graphic organizers. UDL supports multiple means of engagement, enabling Angie to harness her strengths and tackle her weaknesses more effectively (CAST, 2018). Such adaptations foster inclusive classroom environments where students with diverse profiles can thrive, ultimately leading to improved academic outcomes and increased self-determination (Kame’enui & Simmons, 2017).

References

• CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hughes, C., & Klinger, J. (2014). Differentiation and acceleration for students with high potential. Journal of Advanced Academics, 25(4), 244-268.
• Kame’enui, E. J., & Simmons, D. C. (2017). Response to intervention in inclusive classrooms. The Effectiveness of Response to Intervention, 145-162.
• Meo, A. I. (2011). The role of Universal Design for Learning in inclusive education. Journal of Educational Research, 104(4), 221-231.
• Ritchey, K. D., & Goeke, J. L. (2006). Foundations of reading acquisition. Pearson.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.