Category: Education & Teaching

Teaching Students with Special Needs: A Guide for Future Educators is the book that is needed to complete this assignment.The book i purchased through Vitialsource. I will provide the access information:
Access Info:
VitalSource:
Product ISBN : 9781792448539 : Students Special Needs
Access Code: VF6SJRHW2GZHHQ8PSAT3
Login Info:
kdpierce1@liberty.edu
Nolaboi36!
When you log in, click on Kevin’s bookshelf at the top to go to the book.
Assignment Instructions:
After reading Chapter 14 (Textbook Access Information Located Above) of the O’Brien and Beattie textbook, you will research the concepts covered in the chapter utilizing a minimum of 3 other scholarly journal articles. After reading the assigned chapter and scholarly journal articles, you will write a short paper discussing your findings.
Parameters for this assignment include:
1. Include a correctly formatted title page, headings, and reference page.
2. 4-5-pages (excluding the title page, abstract, and reference page).
3. A minimum of 6 citations utilizing at least 4 references (the textbook and 3 scholarly journal articles) to support your assertions.
4. Discuss the following prompts:
a) What do in-service teachers need to know about the concept of early childhood special education development of the preschool child who had not previously received infant-toddler early interventions services.
b) Why is a family centered approach to providing early intervention in the natural environment important?
c) Describe the concept of embedded intervention that is used to provide early intervention/each childhood special education?
d) What role does research and evidence-based practice play in early childhood interventions?
e) What do pre-service teachers need to know about providing early intervention to students with special needs?
5. Include a summary and Biblical Worldview.
Attachments:
Assignment Instructions
Gradding Rubric
Assignment will be checked for A/I use and plagiarism.

I need an introduction on the impacts of AI use in the education sector. I need an introduction only around 100 words with a clear thesis statement.

1)Which of the following is NOT a definition of grammar?
Group of answer choicesThe rhetorically correct use of sentence orderThe functional command of sentence structure
A description of syntactic structure
A prescription for correct use
2)
Because they speak English as a native language, native English speakers are usually very good at grammar.
Group of answer choicesTrue False
3) Teachers should teach grammar because students learn well from grammar instruction.
Group of answer choicesTrueFalse
4)Which of the following is NOT a reason teachers teach grammar?
Group of answer choicesTeachers are required to teach grammar.Parents expect grammar to be taught.
Teachers believe grammar is interesting.
Teaching grammar improves students’ use of grammar.
5)Syntax is the study of . . .
Group of answer choicesword orderword sounds
spelling
units of words
6)Which is the best definition of generative grammar?
Group of answer choicesan attempt to develop rules that apply to deep structure sentencesan attempt to develop a small set of rules that can be used to produce any sentence
an attempt to make teaching grammar easier
an attempt to eliminate grammar classes
7)
Theories of syntax are based on all of the following EXCEPT…
Group of answer choiceslinear order of wordsmorphological categories of words
phonological awareness
constituents of sentences
8)Which of the following is a compound sentence?
Group of answer choicesThe boy went home, and he did his homework.The boy went home after he did his homework.
The boy did his homework at home.
The boy went home with his homework.
9)
Which of the following is a complex sentence?
Group of answer choicesThe boy went home, and he did his homework.The boy went home after he did his homework.
The boy did his homework at home.
They went home with his homework.
10)
Which sentence contains an adverb clause?
Group of answer choicesThe boy went home after he did his homework.The boy went home and did his homework.
The boy went home, and he did his homework.
His homework is at home.
11)Which sentence contains an adjective clause?
Group of answer choicesThe dog in the cage is our dog.The brown dog is ours.
That dog is ours.
The dog that is in the cage is the one we’re looking for.
12)Should you teach grammar directly, and if so, how should you teach it to non-native English speakers?

DEA requires that special education students be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). Special education teachers are among of the decision makers who identify what is the most appropriate, least restrictive educational environment for each student for whom an Individualized Education Program (IEP) is developed. It is important that special education teachers be aware of the benefits and restrictions of each type of placement setting and know how to provide an individualized, effective education for students with disabilities.
Part 1: Graphic Organizer
Create a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.
Part 2: Essay
Write a 1,000-1,250 word essay regarding the FAPE requirement of IDEA. Based on FAPE, discuss how the LRE should be appropriate in meeting student needs and following legislative guidelines. In addition, discuss the factors that should be used to determine the appropriate placement in the LRE for students with disabilities to ensure they receive a free and appropriate public education. Discuss how a student might move through a continuum of placements (e.g., inclusion, resource, self-contained) to best meet his or her needs and level of support.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Final project:
Title: Integrative Human Health Case Study
Description: In this capstone project, you will compile your gained knowledge into an integrative case study.
Choose a fictional or real-life individual and create a comprehensive case study that encompasses their anatomical and physiological profile, as well as any alterations in physical and functional development they may experience throughout their life.
Describe the individual’s overall health journey, addressing key developmental stages and potential health challenges.
Incorporate the strategies you’ve discussed into your assigned tasks to design a holistic plan to promote your well-being and address any specific health concerns.
Final project: The integrative case study should be approximately 5 to 7 pages long (1,500 to 2,000 words). This includes the person’s profile, developmental stages, health challenges, and comprehensive wellness plan. Also, include relevant diagrams, graphs, or illustrations to enhance the clarity of your case study.
Instructions for Submitting the Final Project
For the final project, you will have the opportunity to present your Integrative Human Health Case Study to your classmates and instructor. This presentation will allow you to show your understanding of the concepts of General Anatomy and Physiology, your ability to analyze stages of development and health challenges, and your ability to propose comprehensive wellness strategies. Follow the guidelines below to create an engaging and informative presentation:
Presentation Structure:
Start with a brief introduction of yourself and the purpose of your presentation.
Provide an overview of the person you have chosen for the case study and their context.
Anatomical and Physiological Profile
Outline the key anatomical systems and structures relevant to the health journey of the person you have chosen.
Explains the essential physiological functions of these systems and how they contribute to overall health.
Developmental Stages and Health Challenges
It describes the significant developmental stages that a person goes through during their life cycle.
It talks about possible alterations in physical and functional development that may occur at each stage.
Highlights the specific health challenges the person might face due to these alterations.
Wellness Plan
Present the comprehensive wellness plan you have developed based on the knowledge gained from your research and previous tasks.
Outlines specific strategies, interventions, and lifestyle recommendations to address health challenges and support optimal well-being.
Explains how each strategy aligns with the person’s anatomical and physiological needs
Visual Aids: Use slides with concise points, relevant diagrams, graphs and images to enhance your explanations and capture the audience’s attention.
IMPORTANT
THIS FINAL PROJECT SHOULD INCLUDE A SEPARATE POWER POINT PRESENTATION
COVER ,INTRODUCTION ,CONCLUSION ,REFERENCES ,CITES IS SUPER IMPORTANT IN APA 7 EDITION .THE UNIVERSITY IS USING DIFFERENT PROGRAMS TO SUPERVISE THE PLAGIARISM AND AI .THEY RETURNING ALL THE DOCUMENTS THAT AI IS IN SOLVE SO PLEASE AVOID THE BOTH.I need this assignment as soon as possible .Thanks

Final project:
Title: Integrative Human Health Case Study
Description: In this capstone project, you will compile your gained knowledge into an integrative case study.
Choose a fictional or real-life individual and create a comprehensive case study that encompasses their anatomical and physiological profile, as well as any alterations in physical and functional development they may experience throughout their life.
Describe the individual’s overall health journey, addressing key developmental stages and potential health challenges.
Incorporate the strategies you’ve discussed into your assigned tasks to design a holistic plan to promote your well-being and address any specific health concerns.
Final project: The integrative case study should be approximately 5 to 7 pages long (1,500 to 2,000 words). This includes the person’s profile, developmental stages, health challenges, and comprehensive wellness plan. Also, include relevant diagrams, graphs, or illustrations to enhance the clarity of your case study.
Instructions for Submitting the Final Project
For the final project, you will have the opportunity to present your Integrative Human Health Case Study to your classmates and instructor. This presentation will allow you to show your understanding of the concepts of General Anatomy and Physiology, your ability to analyze stages of development and health challenges, and your ability to propose comprehensive wellness strategies. Follow the guidelines below to create an engaging and informative presentation:
Presentation Structure:
Start with a brief introduction of yourself and the purpose of your presentation.
Provide an overview of the person you have chosen for the case study and their context.
Anatomical and Physiological Profile
Outline the key anatomical systems and structures relevant to the health journey of the person you have chosen.
Explains the essential physiological functions of these systems and how they contribute to overall health.
Developmental Stages and Health Challenges
It describes the significant developmental stages that a person goes through during their life cycle.
It talks about possible alterations in physical and functional development that may occur at each stage.
Highlights the specific health challenges the person might face due to these alterations.
Wellness Plan
Present the comprehensive wellness plan you have developed based on the knowledge gained from your research and previous tasks.
Outlines specific strategies, interventions, and lifestyle recommendations to address health challenges and support optimal well-being.
Explains how each strategy aligns with the person’s anatomical and physiological needs
Visual Aids: Use slides with concise points, relevant diagrams, graphs and images to enhance your explanations and capture the audience’s attention.
IMPORTANT
THIS FINAL PROJECT SHOULD INCLUDE A SEPARATE POWER POINT PRESENTATION
COVER ,INTRODUCTION ,CONCLUSION ,REFERENCES ,CITES IS SUPER IMPORTANT IN APA 7 EDITION .THE UNIVERSITY IS USING DIFFERENT PROGRAMS TO SUPERVISE THE PLAGIARISM AND AI .THEY RETURNING ALL THE DOCUMENTS THAT AI IS IN SOLVE SO PLEASE AVOID THE BOTH.I need this assignment as soon as possible .Thanks

answer the following questions
1. Adaptation of First Aid Techniques: Describes how first aid techniques should be adapted when dealing with young children in comparison with adults, highlights the physiological and psychological considerations that must be taken into account.
2. CPR Process and Challenges: Explains the key steps involved in performing CPR on a person, Discusses specific challenges that might arise when administering CPR to children and how these challenges can be overcome.
3.Health Problem Identification and Action: Describes a protocol for educators to follow when identifying potential health problems in children. Discusses how educators can balance immediate action and observation, including when it is appropriate to involve the child medical professionals.
4. Promotion of Healthy Behaviors: Propose strategies that educators can use to encourage children to adopt healthy behaviors. Evaluate the potential effectiveness and challenges of these strategies in a classroom environment.
I jut need you answer this 4 questions in an easy way to writing in a test. please do not use AI for this.
Thank you

Teacher Interview Assignment:
Submission of the names of teachers you will interview: (10 points)
Teacher Interview Paper: (50 points)
Purpose of Assignment:
You have been reading about different types of philosophies and theories from the textbook and current
research articles. You have also reflected on your own personal philosophy throughout the semester.
This assignment will have you investigate the teaching philosophies from a variety of teachers with
varying levels of teaching experiences. This will help give insight into how your peers have developed
their teaching philosophies. You may also choose to interview one principal to get a leadership
perspective about teaching philosophies.
Assignment Directions:
Identify a teacher from each experience range, for a total of 4 teachers (one of these can be a principal if
you choose) and ask them if you could interview them about their teaching philosophy.
Experience Ranges
1. First Year Teacher
2. 5 – 10 years of experience
3. 20 – 30 years of experience
4. A Retired Teacher
1. For the first part of the assignment submit these names to Canvas.
Include the following in your submission. This can be written in bulleted form.
 name of teacher or principal
 years of teaching experience
 current teaching position (include school and content areas taught)
 areas of certification
 level of education (bachelor, masters, 30+, doctorate)
2. Interview your teachers using the following questions: (Remember many teachers have
philosophies of teaching but they may not know what they are called. The purpose is for you to
figure out why they teach the way they do.) Take the same questions and use them to interview
the principal. You can ask him/her about their teaching experience but also ask these questions
with regards to their faculty and the goals set for the school. (mainly questions e – j).
a. Why did you want to become a teacher?
b. How were you trained to come a teacher? What were the most effective methods of
your training? How much of your training do you use today in your teaching?
c. Describe the best learning experience you had as a student. Did this experience impact
you as teacher?
d. Describe the best teaching experience you have had as a teacher. Why was it the best?
e. Describe what your role is as the teacher in your classroom.
f. Describe the nature of the learner in your classroom.
g. Discuss how you decide what you are going to teach your students. (If they say they
have to follow some mandate on what to teach, ask them if they agree or disagree with
this mandate and why. How would they do it differently?
h. What are the big goals you have for your students in your teaching?
i. Discuss how you teach your students. (Get them to describe their methodology)
j. What do you think the main goal of the school should be in society?
3. In the interview, take notes so you can refer back to them in writing your paper. You may also
want to record the interview to refer back to later. You will not be turning in the data collected
during the interview, but it will be important to have this information so you can write a
thorough paper using these 4 interviews as resources.
4. After you have completed the 4 interviews, write a paper reflecting on what you learned from
these 4 teachers. The paper should be double spaced and you can use quotes from the teachers
if you would like but not required. The subheadings of the paper include the following. There
are no page length requirements on the subheadings about the teachers. However, the final
subheading (Reflection of My Learning) has a page requirement of at least two double spaced
pages.
First Year Teacher
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the First Year Teacher
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
Teacher with Five to Ten Years of Experience
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the Teacher with Five to Ten Years of Experience
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
Teacher with Twenty to Thirty Years of Experience
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the Teacher with Twenty to Thirty Years of Experience
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
The Retired Teacher
(Share who you interviewed and information about them to give context to the paper. This will also
include information from questions a – j as you write what you learned from this teacher.)
My Thoughts about the Retired Teacher
(Write a reflection about what you learned from interviewing this teacher and his or her educational
philosophy.)
Reflection of My Learning
(This subsection should be at least 2 double spaced pages. Discuss the big ideas that you took away from
completing these interviews. Consider how their views may be alike or different. Consider if teaching
training or experience play a big role in creating teachers’ philosophies. This is basic qualitative research
and you will discuss your findings from the experiences of your teachers. I am not looking for you to
label these teachers with a particular philosophy. I just hope it sheds some light on how we develop a
philosophy of teaching. I’m looking forward to reading your findings.)
Grading Guide:
First Year Teacher and Thoughts (10 points) No page requirement for this section.
Teacher with Five to Ten Years of Experience and Thoughts (10 points) No page requirement for this
section.
Teacher with Twenty to Thirty Years of Experience and Thoughts (10 points) No page requirement for
this section.
The Retired Teacher and Thoughts (10 points) No page requirement for this section.
Reflection of My Learning and Thoughts (10 points) TWO PAGE requirement for this section.
Grading Criteria:
 Clarity of thoughts
 Correct grammar and spelling
 Followed assigned format by including all subheadings , page requirements, and answers
 Graduate level thinking in reflection of learning

After reading Chapters 14, 20, and 30 (Attached Below)of the Swanson, Harris & Graham book, you will summarize the main points. The summary must draw information from the readings, and it must demonstrate a strong relationship between language processes, reading comprehension, and research.
Parameters for this assignment include:
1. Include a title page, headings, and reference page in APA format.
2.Include a minimum of 7 citations within your paper in current APA format and a minimum of 3 outside sources.
1.Must be 5-7 pages in length (excluding the title page, reference, page, and abstract).
2.Include the following topics:
a.Importance of Language
b. How is language foundational for students to:
i.understand instruction, participate in classroom discussions,
ii.establish working relationships with peers and teachers,
iii.and synthesize information and expanding knowledge?
c.Learning and/or Language Disabilities (LLD)
i.Discuss the nature of LLD from the preschool years to the oral end of the continuum.
ii.Discuss primary grades when children are expected to use language for learning.
iii.Include research focused on various approaches to improving the early language skills of children who may be at risk for LLD.
d.Reading
i.Discuss students with significant reading difficulties and those who are candidates for reading intervention.
ii.Many of these students have been provided reading intervention during the elementary grades yet continue to demonstrate reading difficulties at the secondary level.
iii.Conceptualize interventions for students at the secondary level citing evidence from the reading.
e.Technology
i.How can the power of technology be used to enhance literacy outcomes?
ii. What does the research to date tell us?
iii.What devices/programs are out there to aid in reading comprehension.
f.Summary and Biblical Integration
i.In a summary that discusses the findings and make connections between all three readings. Use citations to support your assertions.
ii.Include a summary that includes a biblical perspective on the topics above.
Attachments:
Assignment Instructions
Grading Rubric
Swanson, Harris, & Graham: Chapter 14
Swanson, Harris, & Graham: Chapter 20
Swanson, Harris, & Graham: Chapter 30
Assignment will be checked for A/I use and plagiarism.

Part 1: Discussion prompt
Respond to the following discussion prompt:
According to the authors of The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education (Hurford, Hurford, Head, Keiper, Nitcher, & Renner 2016), dyslexia is the most widely studied and most common learning difference. The authors contend that a plethora of research is available with regard to the nature of dyslexia and how students are evaluated and remediated. However, the authors also state that, “there is a history of ignorance, complacency and resistance in colleges of education with regard to disseminating this critical information to pre-service teachers” (Hurford, Hurford, Head, Keipler, Nitcher, & Renner, 2016, n.p.). After reading the article, discuss the following:
What is “the Science of Reading?” What does the research say about learning to read, write, and speak?
Why is this important and what are the educational implications?
How might higher-education institutions better prepare pre-service teachers to utilize existing research?
Each thread must be:
1. a minimum of 500 words and a minimum of three paragraphs,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Part 2: Student Replies
You will complete 3 scholarly student replies with the following:
1. a minimum of 200 words,
2. demonstrate course-related knowledge,
3. and contain a minimum of 1 citation in current APA format to support assertions
Student Replies:
Student 1: Laura Iatrou
My doctoral journey has been a transformative experience, with concurrent engagement in professional development programs like LETRS (Language Essentials for Teachers of Reading and Spelling) and a dyslexia endorsement program (Lexia, n.d.). I have also had the privilege to be trained as an Orton-Gillingham practitioner. These intensive trainings have deepened my understanding of the ‘Science of Reading’ (SOR) and underscored its profound impact on student learning outcomes.
SOR, a rigorous scientific approach, draws upon evidence compiled from decades of research in education, linguistics, psychology, and neuroscience to inform classroom practices (Science of Reading | Reading Rockets, n.d.). Over the past fifty years, extensive research has contributed significantly to understanding how children develop foundational literacy skills such as reading, writing, and spelling (Elleman et al., 2018). It is important to note that the ‘science of reading’ is not confined to a singular methodology or instructional approach (Hiebert, 2023). Instead, its effectiveness lies in its comprehensive nature, bridging philosophies and conveying accurate, evidence-based understandings that advance the field of reading education (Science of Reading | Reading Rockets, n.d.). Effective classroom practices grounded in research should be adopted by all educators, acknowledging that there is no one-size-fits-all solution for teaching reading and writing.
Understanding the ‘Science of Reading’ is paramount, as it can transform learning outcomes for all students by ensuring that instructional practices are firmly rooted in research. SOR also aids in addressing learning disparities, including those experienced by students with disabilities or speech-language impairments. Its significance can be seen across various domains, with early intervention strategies critical in reducing prolonged academic challenges. Academic challenges are minimized by promptly identifying and remedying reading difficulties. Furthermore, SOR is pivotal in shaping educational policies and initiatives, guiding resource allocation towards evidence-based programs that enhance literacy outcomes. Providing parents with an understanding of the “science of reading” empowers them to advocate for their children, make informed educational decisions, and actively contribute to their literacy development.
Universities and colleges have an integral role in preparing pre-service teachers to employ existing research in the “science of reading” effectively. This involves integrating comprehensive coursework dedicated to literacy development, providing hands-on experiences in various classroom settings, fostering collaborations with researchers and experts in the field, incorporating technology tools that support evidence-based instruction, and encouraging ongoing professional development and reflective practices (Hiebert, 2023). By adopting these wide-ranging strategies, higher education institutions can equip future educators with the essential knowledge, skills, and resources to translate research findings into effective reading instruction. The knowledge and skills will enhance student literacy outcomes and foster an appreciation for reading.
When looking at SOR through a biblical lens, its messages emphasize the importance of acquiring understanding and knowledge, which can be enhanced through literacy and education.
References:
Elleman, A. M., Steacy, L. M., & Compton, D. L. (2018). The role of Statistical Learning in word reading and spelling Development: More questions than answers. Scientific Studies of Reading, 23(1), 1–7. https://doi.org/10.1080/10888438.2018.1549045
Hiebert, E. H. (2023). Thinking through research and the science of reading. Phi Delta Kappan, 105(2), 37-41. https://doi.org/10.1177/00317217231205940
Lexia Learning Systems. (n.d.). LETRS® | Lexia. https://www.lexialearning.com/letrs
Science of Reading | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/classroom/evidence-based-instruction/science-reading
Student 2: Rebecca Rhodes
According to Hurford et al. (2016), the Science of Reading (SOR) addresses the extensive science involved in the topics of reading, the acquisition of reading, how to evaluate poor reading, and what interventions to use with poor readers. Specifically, SOR not only addresses what the science shows as important skills needed to acquire reading but also how to incorporate interventions to address the specific reading needs of those struggling with reading proficiency so that they can become competent in their reading skills (Hurford et al., 2016). Unlike the acquisition of speech, which is found to be a natural process, Hurford et al. noted that learning to read and write is not natural, and the task of learning to do both requires explicit teaching to become proficient. With reading, children must learn sound-letter correspondence to then learn decoding of morphemes and words to connect them to already-known vocabulary (Hurford et al., 2016). Writing is also complex, especially in the English Writing System, where there is no one-to-one system for representing sounds, and nuanced spelling rules exist, making mastering this writing system effortful (Hurford et al., 2016).
While the science is substantial regarding reading acquisition, how to teach reading, and how to identify struggling readers, as well as how to implement interventions to address reading challenges, Hurford et al. (2016) discussed how colleges of education have largely ignored the research. This resistance to the research on reading has resulted in pre-service teachers not receiving the training needed so they may effectively teach reading and remediate for poor readers (Hurford et al., 2016). Hurford et al. noted that not only were pre-service teachers not receiving adequate training, but they also rarely learned from textbooks deemed acceptable by the National Reading Panel as addressing the components of reading. In addition, the proliferation of approaches to reading that lacked scientific evidence, such as whole language, has further impacted the education of generations of students, especially struggling readers (Hurford et al., 2016). The implications of this have been far-reaching, as evidenced by national reading levels for fourth graders at the Proficient level only being at 58% while 33% were below a Basic reading level (Hurford et al., 2016).
Higher education institutions can take several steps to better prepare pre-service teachers for utilizing current research in reading. First, Hurford et al. (2016) explained that colleges needed to restructure their course curriculum for educators to provide prerequisite courses that included research methods, linguistics, and a basic course on the SOR. Once the prerequisite courses were addressed, colleges needed to provide an in-depth and validated curriculum to pre-service teachers, including how to teach reading, utilize evaluation tools to monitor progress, and implement interventions with fidelity for struggling reading (Hurford et al., 2016). When developing a curriculum for pre-service teachers, Hurford et al. referenced the Knowledge and Practice Standards for Teachers of Reading created by the International Dyslexia Association as an excellent guide for colleges to use. By providing pre-service teachers with an education curriculum on instructional methods based on the SOR that can be effectively utilized out in the field, school systems may finally be able to make the educational gains in reading that have been lagging for the past few decades (Hurford et al., 2016).
References
Hurford, D. P., Hurford, J. D., Head, K. L., Keiper, M. M., Nitcher, S. P., & Renner, L. P. (2016). The dyslexia dilemma: A history of ignorance, complacency, and resistance in colleges of
education. Journal of Childhood & Developmental Disorders, 2(3), 1-16. https://doi.org/10.4172/2472-1786.100034 Links to an external site.
Student 3: Sharon Powell
According to research, the science of reading is complex. It entails grasping the process and skills that foster language acquisition. Learning to read can be difficult if students do not have the proper mechanisms. Poor reading skills limit students’ ability to understand successfully, especially those with dyslexia. Dyslexia focuses on specific learning challenges, such as phonological skills, phonemes, and graphemes (Snowling et al., 2020). According to Hunford et al., 2016 states that approximately 20% of students in the United States struggle with reading. They state that the science of reading is the ability of humans to process written language. One of the key findings of the research discussed how complex reading is on the brain for students with reading, writing, and speaking because they all work in succession with one another.
The educational implications based on the science of reading research for students with dyslexia say that dyslexia is a neurological disorder affecting their reading ability. One of the most critical implications is that early education improves educational outcomes significantly. Another implication is to provide evidence-based teaching methods that are effective for students with dyslexia. In addition to interventions, providing accommodations and modifications tailored to students’ needs is essential. This professional development with evidence-based practices can be ongoing and effective. Especially training in the science of reading. Educators must use research to lead the way. Even though this can be challenging, some strategies provide valuable insight into overcoming these deficits. The science of reading research has shown that I can help students with dyslexia overcome these difficulties. According to Peitier et al. (2020), teachers need the knowledge they need to work with students with dyslexia. They also state that teacher knowledge, conceptual change theory, and the misconception of interventions are vital. The study states that there are common misconceptions concerning dyslexia, such as writing letters and words backward. This belief is that children with dyslexia will outgrow over time Peitier et al., 2020).
There are many ways that high-education institutions can better prepare pre-service teachers to use existing research by emphasizing ongoing training and professional development that is evidence-based, valid, and reliable to show its effectiveness. The science of reading is a start in the right direction. Institutions can become a part of the solution in delivering pre-service teachers with professional development early in their careers. According to Hurford et al. (2016), 53% of pre-service teachers and 60% of in-service elementary teachers were examined and found that they could not answer questions on language structure. This knowledge revealed that teachers cannot provide adequate instruction because they need more training in the classroom as it relates to the science of reading. Institutions must work to effectively train teachers before putting them in the school unprepared. Hurford et al., 2016 suggest that the science of reading is essential in school. They must give exposure to the right skills and courses as a prerequisite before moving forward. Having the opportunity to work with students with dyslexia for several years has provided me with a deep appreciation for their experiences and opportunities.
References:
Hurford, D. P., Hurford, J. D., Head, K. L., Keiper, M. M., Nitcher, S. P., & Renner, L. P. (2016). The dyslexia dilemma: A history of ignorance, complacency and resistance in colleges of education. Journal of Childhood & Developmental Disorders. 2:3. https://doi.org/10.4172/2472-1786.100034 Links to an external site.
Read Less
Attachments:
The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education
Assignment will be checked for A/I use and plagiarism.