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As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.
Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities.
The brochure should include the following:
Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.
Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.
Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.
Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.
Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.
Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.
Support the assignment with a minimum of three scholarly resources.
Rationale:
This brochure is intended to communicate with parents/guardians and establish mutual expectations to help us work collaboratively to support child development and achievement for students with a disability. With this information, families can understand their role in accessing and providing intervention services, learn of the resources available in the community that can provide additional support, and feel more confident navigating the process of supporting their children.
Definition:
A Specific Learning Disability (SLD) is defined as a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself as an imperfect ability to listen, think, speak read , write, spell or do mathematical calculations. SLDs are caused by physical impairments such as visual disabilities or hearing problems; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; limited English proficiency; lack of appropriate instruction; health problems influencing learning capacity such as epilepsy and brain trauma; attention disorders such as ADD/ADHD etc. These disorders may affect the acquisition of speaking skills, reading comprehension abilities, writing abilities including spelling and penmanship issues etc., mathematics-related reasoning processes etc.
Developmentally Appropriate Instructional Strategies:
1) Differentiate instruction for students with learning disabilities by providing them access to alternate teaching methods that accommodate their specific needs (e.g., visual aids). For example use graphic organizers when presenting material so that students have a better understanding of how different elements relate to each other.
2) Use frequent checks for understanding throughout lessons so that you can ensure student engagement and offer adaption when needed due to gaps between student’s learning level and academic content standards expected from them.
3) Allow student choice when possible through provisioning flexible pathways towards completing worksheets activities which provide motivation while also helping foster self-esteem.
Intervention strategies families can implement at home:
1) Provide structure at home so that children will understand routines clearly allowing them an easier time transitioning from activity to activity within designated timelines instead of jumping abruptly from one thing leading into another creating chaos around them .
2) Implement positive reinforcement techniques like rewards according reward systems upon completion tasks rather than punishing failure during attempts at activities which could lead into discouragement & low self-esteem issues . 3) Model desired behaviors for your child & engage him /her in conversation about topics related directly related on those activities previously practiced so they may gain greater insight regarding subject matter & further his own understanding .
Communication/Collaboration Strategies: 1) Establish open communication lines between school personnel staff service providers state agencies parents guardians & any relevant individuals who are playing part on providing educational services& interventions toward special education needs kids have . 2) Perform assessments together , focusing not only on what’s wrong but also taking time acknowledging successes every small step made exhibiting progress toward overall goals set up earlier after consulting with all parties involved ( like IEP ) 3 )Plan regular meetings between teachers administrators counselors family members physiotherapists occupational therapists social workers etc ..to discuss plans actions taken achievements gained obstacles faced ,etc..so everyone is updated constantly regarding current status on matters impacting student educational progress . 4 )Set up parameters regarding confidentiality requirements requested data sharing protocols being followed acceptable forms communication used ,etc..
Organizations Families Can Contact: 1 )The Council for Exceptional Children : www.cecweb8org 2 )National Center for Learning Disabilities : wwwclaweborg 3 )Learning Disabilities Association Of America : wwwldanatlnet 4 )International Dyslexia Association : https://dyslexiaidaorg 5U Department Of Education Office Of Special Education Programs https://www2edgov/about/offices/listoel%20programsoserspspdhtml 6 U National Autism Resources httpwwwautismresourcescom
References: Balmaceda-Cruzat E., Borges G.(2020). Supporting Students With Special Educational Needs In The Classroom Through Research –Based Practices A Systematic Review From 2001–2019 Front Psychol 11 1839 https//doi103389fpsyg202021839 Fuchs D., Fuchs L.(2006). Introduction To ResponseTo Intervention What It Is And How To Do It Reading Rockets Publication httpwwwreadingrocketsorgarticleintroductionresponseintervention Stavropoulos K.(2018). 10 Tips For ParentsOf Children With Learning Disabilitieshttpsparentingsciencecomchildren_with_learning_disabilitie