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The whole child approach works on the basis that every child should be happy, healthy, safe, engaged, supported and challenged to grow in their educational environment. Schools must promote a culture that ensures pupils are given time to develop their interests and learn the wider skills required of them in a safe and supportive environment, while still being academically engaged and challenged (Paget, 2019).

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Specialized instructions for students with Speech/language impairment SLI)

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Specialized instructions for students with Speech/language impairment SLI)

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Students with speech/language impairments in the classroom are give instructions with the gen ed students. However, they are given speech therapy services two or more times a week based on the severity of the impairment. They do get small group instructions, but the are seated closer to the front of the classroom.

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Speech /language instruction in the Gen Ed classroom

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Speech /language instruction in the Gen Ed classroom

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Accommodations:

Give students extra time to process classroom directions.

Use visual supports such as highlighted written directions, pictures, or symbols.

Seat students at the front of the classroom to reduce distractions

Provide graphic organizers to help students with assignments

Provide lists of key vocabulary words for topics or units.

(Johnson, 2024)

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Language disorders make it hard to understand and use language. (The main types are receptive and expressive, and some kids struggle with both.)

The challenges show up in different ways. Kids might struggle to complete sentences and learn vocabulary. They might tell people about personal experiences in the wrong order. Understanding directions in class can be hard.

But schools can provide accommodations to help with these disorders. Here are common supports students might get.

Classroom materials and environment

Give students extra time to process classroom directions.

Use visual supports such as highlighted written directions, photos, or picture symbols.

Seat the student toward the front of the classroom to reduce distractions.

Provide graphic organizers to help students include details and organize ideas in writing assignments.

Provide lists of key vocabulary words for topics or units.

Completing assignments and tests

Adjust the length of written assignments.

Reduce the number and complexity of questions on worksheets.

Provide two-choice options for helping students answer open-ended questions.

Break directions into short, manageable steps, and present them one at a time.

Check for understanding by having students repeat instructions.

Provide vocabulary lists related to the topic of the writing assignment.

Check with the student during the first few minutes of an assignment to ensure they understand the task.

Provide a sample of the finished assignment when appropriate.

Teaching strategies

Supplement lectures with videos, demonstrations, pictures, and hands-on activities.

Explicitly teach the parts of a complete sentence and provide sentence frames if needed.

Expand students' statements, restating them as complete sentences or adding more detail.

Allow extra wait time for students to ask and answer questions.

Give examples of how to answer or ask questions, make requests, or solve problems during non-academic times, like morning meetings or recess.

Use games to help students learn and practice new vocabulary.

Provide opportunities for students to talk about personal events and to retell stories. Help them with sequencing and providing key details.

Students usually get accommodations through an IEP at school. Make sure to check these supports to make sure they match the child's needs. You can also talk to the speech-language pathologist.

Educators: Get the facts about language disorders.

Families: Explore more resources about language disorders.

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Classroom accommodations for language disorders

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Language disorders can have a big impact on learning. Accommodations through an IEP can help. Explore supports for language challenges.

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Students with different learning disabilities in the classroom 

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We do small groups differentiation with four or five students per group, then give clear directions about their task along with frequent feedback. We also do chunking the material into small, manageable pieces. If the students are working on their devices, we do scaffolding where we assign each group a leader (peer support), who makes sure the task(s) get completed. Sometimes at the end of their task, we would tell them it is a graded assignment, which can be positive/negative. They are then offered positive feedback, motivation and a small reward such as a snack or a sticker.

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Knowing where our students are after testing

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Knowing where our students are after testing

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After the assessments, we do a review using data dig to know which level our students are. These are the four categories:

Level 4 - advance learners - color blue

Level 3 - proficient learners - color green

Level 2 - developing learner - color yellow

Level 1 - beginning learner - color red.

The students in levels 3 and 4 are encouraged to continue with the hard work. The focus is then placed on the students in levels 1 and 2, mainly level 1, as it is considered an immediate intervention.

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For next steps school administration, case managers, teachers and parents meet to discuss. Meeting are done by way of inviting parents to "data and dinner," for parent teacher conference, or a meeting over the phone, whichever works best for the parent(s). We also would re-visit their IEPs and their re-evaluation period to check if they need to be re-evaluated for other issues.

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An Individualized Education Program, or IEP, is a program tailored to meet the individual needs of students with disabilities. It is in collaboration with the child's school district and their parents or guardians and sometimes the student (Pendharkar, 2023).

https://www.edweek.org/teaching-learning/what-is-an-iep-individualized-education-programs-explained/2023/07

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After meeting with administration and the parents we then put a plan of action in place. We will be implementing more small group activities, having at least two students at one time where we can have more one-on-one time with them. There is also Seminole support, tutoring and weekend workshops from 9am-1pm. Students will be provided with transportation and a meal. Also, since they will be transitioning to high school, we re-visit their IEPs ensuring it is amended and their accommodations are updated as well.

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All students including SLI and ESOL/ELL are tested in the least restrictive setting possible, which will include COKs (Celebration of Knowledge). These are five question problems done in the general education classroom. Other graded assessments such as CUAs, CFAs, district or state testing, the students are group and pulled according to their accommodations. This will include read aloud, text-to-speech, frequent breaks, extended time, test individually, etc.