Gabriella essay

Gabriella’s IEP goal is to increase her speech recognition, language communication efficiency, and general social communication with her peers. High technology AAC -voice output communication aids- that will support Gabriella in communication during different activities and with a variety of communication partners are the best argumentative and alternative communication (AAC) for her. Normally, the kids may demand a variety of AACs methods to aid Gabriella’s communication improvement. Depending on the specific activity on her calendar, a multiplicity system contains ordinary technology, moderate technology, and high tech (Light & McNaughton, 2013).The goal for this is parallel to the language disorder and mild intellectual delays Gabriella experiences. For instance, she receives ninety minutes of language arts instruction since her verbal expression techniques are truncated or minimally, regular array. More so, her interpretation levels are low at first-grade equal with a Lexile range of 300-450. Therefore, to improve on her speech recognition and language improvement, there is a need to combine the multitude systems.

The objective of the goal will be to establish an AAC matrix which will aid the IEP team in planning for Gabriella’s daily schedule. It will contain a mapping tool characterized by a sheet of paper with numerous boxes mapping out Gabriella’s regular schedule. Within each box, box the planned-out activity listed along with the identified communication strategy or rather, the device that provides the student with the daily classroom and lessons for Gabriella (Light & McNaughton, 2014). As such, the goal of the AAC systems would be to understand and evaluate the best system for the child. To efficiently improve on Gabriella’s learning disability the AAC systems will be coupled with assistive technology whose primary goal is to improve on education services for Gabriella. One fundamental system is the speech-output system is a definite system necessary for Gabriella to enable her classmates and her to improve on communication. Other methods include augmentative communication device which is required for the processing of communication of the students within the class.

Part 2: Mini Unit

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Fourth Grade

Language Arts

Lesson Plan 1: Speech and Language

I. Planning

Lesson summary and focus:

The lesson plan is to improve on speech and language delivery from Gabriella.

Classroom and student factors:

The classroom contains normal students with no clinically diagnosed learning disabilities apart from one child who possess clinically diagnosed language disorder and mild intellectual delays.

National / State Learning Standards:

Lesson Plan 1:

Language and Speech Recognition

Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6

Specific learning target(s) / objectives: Gabriella will possess and improve language and speech recognition.

Teaching notes: The lesson falls under language arts which requires the students to interpret information from the storybook-Underground Railroad.

.

Agenda:

Categorically using a speech-output device, Gabriella will listen to the audio and determine the setting of the story.

Formative assessment:

IEP goal evaluation will be on the average improvement of Gabriella’s speech recognition and language interpretation using the speech-output based on speed and accuracy of the process.

Academic Language:

Key vocabulary:

.- Underground railroad

Slaves

Freedom

Function:

The purpose of the vocabulary is to gauge whether Gabriella comprehends the multiple meaning of words.

Form:

The use of assistive technology -speech output device will aid in interpretation.

Instructional Materials, Equipment and Technology:

Assistive technology- speech-output device

Drawing board

Grouping:

Gabriella will be grouped into a pair of two students.

II. Instruction

A. Opening

Prior knowledge connection:

The use of the speech-output device will aid in evaluating IEP goal standards for Gabriella whether she is improving or whether it is helping her by gauging through the mapping tool.

Anticipatory set:

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Read the story and record it through the audio device through which Gabriella together with her classmates go through the book via the recording.

The students will listen through the speech-output device and determine the setting of the story. They will use a graphic organizer to present the assignment.

The students will be placed in different groups with Gabriella in a more primed grouped with special attention given to her.

III. ASSESSMENT

Summative Assessment:

Gabriella will be assessed through the argumentative communication device to gauge whether her speech and language interpretation is working (Sigafoos, 2012).

Differentiation:

Accommodation of Gabriella’s learning differentiation from the other students by providing more attention to her in interpretation of the storyline.

Closure:

Gabriella will be provided with the speech-output device to learn more of the story.

Homework:

The assignment is language interpretation based where Gabriella will have to use the argumentative communication device to interpret the language within the story

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Fourth Grade

Language Arts

Lesson Plan 2: Assess Reading Capability

I. Planning

Lesson summary and focus:

The lesson plan is to assess Gabriella’s reading capability using a text-to-speech software.

Classroom and student factors:

The classroom contains normal students with no clinically diagnosed learning disabilities apart from one child who possess clinically diagnosed language disorder and mild intellectual delays.

National / State Learning Standards:

Lesson Plan 2:

Accessible Instructional Materials

Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6

Specific learning target(s) / objectives: Assessing Gabriella’s improvement in reading skills.

Teaching notes: The lesson falls under language arts which requires the students to interpret information from the storybook-Underground Railroad.

.

Agenda:

Evaluation whether a text-to-speech software will enable Gabriella to improve on her reading capabilities.

Formative assessment:

To evaluate grade level reading comprehension through high-technology improvement using the Lexile Level.

Academic Language:

Key vocabulary:

.- Underground railroad

Slaves

Freedom

Function:

The purpose of the vocabulary is to gauge whether Gabriella comprehends the language within the story and if she can interpret it.

Form:

The use of assistive technology -text-to-speech software will aid in improvement on capability of reading.

Instructional Materials, Equipment and Technology:

Assistive technology- text-to-speech software

Drawing board

Grouping:

Gabriella will not be grouped in this lesson.

II. Instruction

A. Opening

Prior knowledge connection:

The use of the text-to-speech software will aid in evaluating IEP goal standards for Gabriella on whether she has improved in her Lexile gauge range from 400 and above from receptive and expressive language skills.

Anticipatory set:

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Provide Gabriella with the software and give her more attention as she reads the book.

Gabriella will read through the text which will provide parallel speech per each word.

The students will be placed in different groups with Gabriella in a more primed grouped with special attention given to her.

III. ASSESSMENT

Summative Assessment:

Gabriella will be assessed through the alternative communication device to gauge whether her reading skills have improved through the use of high-tech software.

Differentiation:

Accommodation of Gabriella’s learning differentiation from the other students by providing more attention to her in interpretation of the storyline.

Closure:

Gabriella will be provided with the text-to-speech software which will aid her in improving her reading skills.

Homework:

The assignment is language interpretation based where Gabriella will have to use the alternative communication device to interpret the language within the story

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Fourth Grade

Language Arts

Lesson Plan 3: Special Designed Devices of Argumentative Communication Device

I. Planning

Lesson summary and focus:

The lesson plan is to improve on Gabriella’s writing skills.

Classroom and student factors:

The classroom contains normal students with no clinically diagnosed learning disabilities apart from one child who possess clinically diagnosed language disorder and mild intellectual delays.

National / State Learning Standards:

Lesson Plan 2:

Writing Skills

Common Core Standards:CCSS.ELA-Literacy.RI.4.1-RI.4.6

Specific learning target(s) / objectives: Gabriella examination on improved writing skills through the use of a special designed device for writing.

Teaching notes: The lesson falls under language arts which requires the students to interpret information from the storybook-Underground Railroad.

.

Agenda:

Categorically using a special designed device which will enable her to improve on her writing skills.

Formative assessment:

IEP goal evaluation is to evaluate Gabriella’s writing skills to writing more simple sentences of fourth grade level.

Academic Language:

Key vocabulary:

.- Underground railroad

Slaves

Freedom

Function:

The purpose of the vocabulary is to gauge whether Gabriella can write the specific words.

Form:

The use of argumentative assistive technology -special designed device will aid in interpretation.

Instructional Materials, Equipment and Technology:

Assistive technology- special designed device.

Graphic pictures

Grouping:

Gabriella will not be grouped in this lesson.

II. Instruction

A. Opening

Prior knowledge connection:

The use of the speech-output device will aid in evaluating IEP goal standards for Gabriella whether she is improving or whether it is helping her by gauging through the mapping tool.

Anticipatory set:

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Aid Gabriella in writing difficult words that she will not be able to write down.

The student will listen to the story through the speech-output recognition device and write them down.

The student will be grouped alone with the assistant IEP member who will aid her in the writing process.

III. ASSESSMENT

Summative Assessment:

Gabriella will be assessed through the argumentative communication device to gauge whether her she has improved her writing compared to her previous capabilities.

Differentiation:

Accommodation of Gabriella’s learning differentiation from the other students by providing more attention to her in interpretation of the storyline.

Closure:

Gabriella will be provided with the graphic interpreter device which will help her with writing skills.

Homework:

The assignment will be to evaluate whether Gabriella comprehends during her alone time apart from school.

Rationale

The IEP goal for Gabriella is to improve on her language recognition skills and improve on her general writing skills and speech interpretation. It is defined that Augmentative and Alternative Communication devices, supports as well as services and the assistive technology will aid the IEP team in handling the child. With the recognition of Gabriella’s learning disabilities, the aided and unaided high-tech of the AAC will assist her in improving various sections of her learning schedule. It will, therefore, help in overcoming or compensating for her impairment as well as be more independent in participating at school. Moreover, Gabriella will benefit from the AAC as it will be a support system for her and her schoolmates in understanding how to interpret language for her. Nonetheless, one of the beneficiaries is the IEP team where they will be able to gauge and evaluate whether (1) the technology benefits the student (2) whether her learning disabilities are overcome through a series of assessments and (3) improved delivery of services to the child (Mirenda, 2013).

To achieve this the instructions are segregated into three lessons which can be repetitive if the experience improves over time. The three lessons will encapsulate the student’s mild intellectual and learning disabilities to try and improve as well as overcome them in the process. In line with the goals, the instructions will provide a platform for evaluation of the AAC’s role in improving Gabriella’s learning skills and cognitive improvement. To do so the three lesson plans incorporate speech and language, assessing reading capabilities and improved argumentative communication to improve on communication (Juan & others, 2012). As such, the goal and the lesson plan are parallel to each other in that the student will benefit from close supervision throughout the program.

References

Juan, M., & others. (2012). Augmentative and Alternative Communication.

Light, J., & McNaughton, D. (2013). Putting people first: Re-thinking the role of technology in augmentative and alternative communication intervention. Augmentative and Alternative Communication, 29(4), 299–309.

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Taylor & Francis. Retrieved from http://www.tandfonline.com/doi/abs/10.3109/07434618.2014.885080

Mirenda, P. (2013). Augmentative and alternative communication. Encyclopedia of Autism Spectrum Disorders, 328–333.

Sigafoos, J. (2012). Augmentative and alternative communication. Encyclopedia of Special Education. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/9781118660584.ese0239/summary