Ip Language Assessment Paper

I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level

ABLLS uses a rubric like system to assess KFI’s skills level through out various assessments. Specifically, the ABLLS concentrates in the following areas: cooperation, visual performance, receptive language, motor limitation, vocal grammar, play and leisure and many

I was fortunate to be placed in Ms. Gohil’s classroom because her classroom was dedicated to students with special needs. This allowed me to experience first hand what an actual special education teacher does during a typical class day. I also was able to see paraprofessional work with the students on constant bases, not like my previous experience where the paraprofessional would only visit the child for approximately 20 - 30 mins per class period. What I also like was that I witnessed various behavioral changes from students and was able to see in real time how the teacher and paraprofessional handled these behaviors. At first, I did not understand some of the techniques that were being used, but then I would ask Ms. Gohil questions and she

This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers.

If a child or young person has any form or dyslexia or retention difficulties this can impact them in all areas, and interventions are key for these children. If a child lacks in confidence, this will produce a natural barrier to their learning as they will be reluctant to participate in activities / tasks. A child or young person with special educational needs will need extra support to ensure that any barriers they encounter during the course of learning are identified quickly and lessons and resources adapted to accommodate. Children or young people who find social interaction difficult will at times struggle with tasks that involve group interaction, to try and overcome this, small groups of other children that have been identified as favourable to the child can participate in the activity

I conducted my observations at Lockport Middle School. Lockport Middle School is currently ranked an A school from the Louisiana Department of Education. Science lessons were observed in sixth, seventh, and eighth grade over the course of a two week period.

Dominic was observed during the morning in his third grade class. At the start of the observation, a selected group of students, including Dominic, were instructed to sit on a rug for an activity. Dominic sat on the rug for a couple of seconds before he got up and went to his desk to look for an item. Dominic could not find the item at his desk, so he headed to a shelf and grabbed a paper. He then headed back to the rug and took a seat. During the activity, Dominic appeared to listen to the teaching assistant as she reviewed letter sounds. Furthermore, Dominic had his fingers in his mouth, biting his nails during the activity. After the activity, Dominic headed back to his desk as instructed by the teaching assistant. The class was instructed to start a “spelling sort” activity. During the activity, he cut out and glued printed words from a worksheet onto his notebook. Occasionally, Dominic talked with a peer seated next to him. Once Dominic finished the activity, he placed his notebook into his desk. He briefly looked around the room before his general education teacher, Mrs. Hippchen, asked “OK Dominic, what do we do now?” He then pulled out a book from his desk and began reading.

When administrating the Reading Interest Inventory (Mariotti, n.d.), the Motivations to Read Profile Survey and asking the Conversational Survey Questions (Pitcher, et al., 2007), it gave insight to how Hailey felt about herself as a learner. The questions that stood out in my mind, is how I can help Hailey to be more success in the classroom as well as become a stronger reader overtime? I would like to look more in depth in Hailey’s comprehension skills and provide her educational strategies that will help Hailey to grow in her reading comprehension and give her some tools to help herself when she is having trouble. I am interested to see how Hailey reads orally, and to check her reading accuracy and fluency. Are these areas that are impacting Hailey as a learner as well? Is her oral reading and fluency areas that are impacting her ability to comprehend a text? Is she stopping to attack an unknown word and having a tough time remember what she just read? Does she understand new vocabulary words and the context around the words?

4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons.

*Jack is a Primary 2 student who has attended our school since nursery. He is diagnosed as having ASD (Autism Spectrum Disorder), MLD (Moderate learning difficulties), SEBD (Social, emotional and behavioural difficulties). He is nonverbal and is currently being toilet trained. His frustration with not being able to communicate using words often results in him lashing out, trying to harm himself and others.

For this outcome I chose the CE 240 Unit 6 assigment. With this artifact a demonstrate my knowledge of appropriate observational and assessment techniques and planning for children and their families.

The author mentions different areas where development can be clearly noticed, such as the language area, by the child’s ability to say his or her name and age, also being able

・Describe what you did. This does not mean that you copy and paste from what you have posted or the assignments you have prepared. You need to describe what you did and how you did it.

I recently had the opportunity to join a classroom at Horseshoe Trails Elementary school and observe a boy that will be referred to as Nick. Before the observation began I was able to speak with Nick’s teacher and obtain some background information about his development over the past year, his daily issues, as well as some family history. Nick is currently in second grade and has been struggling in the classroom for a multitude of reasons. For example, he has an individualized education program (IEP). In addition, he experiences issues with speaking clearly and concisely, due to a minor stutter. Nick also needs help with nearly every task that is asked of him but is extremely sensitive, which makes it difficult for teachers or peers to

On July 29, 2015, myself, my husband and the interpreter Wilma; we went to a meeting with a specialist named Wendy. It was mentioned in the meeting that Vinny is more organized, the school is well organized, also, she went in the school for two days to observe Vinny, she said that she like it, and she said that Vinny is progressing, I asked in what is progressing, because I don’t see nothing new, and she told me to wait until her report is done. I spoke about Vinny goals, the school set the goals very low and of course he will do it because he does it already in the house every day , for example : wash his hands, brush his teeth….In behavior ,social, hygiene, independence, also communicating using the IPad, and he learned how to handle his