# data[].attributes.body
A way to promote emotional regulation in the classroom for students with oral/written language comprehension deficits is to identify emotions and promote expressing them. Expressing emotions in the classroom creates a safe space for the child.

# data[].attributes.body
Individuals with written/oral language disorder struggle with comprehension, expressing their feelings, social interactions, following directions, working in groups, and understanding assignments or tasks. This can cause individuals to feel frustrated or given them anxiety.

# data[].attributes.body
This may include being self aware, coping strategies and mindfulness and emotional support. This can help the child grow and have a healthy mindset about his or her self. Emotional Regulation includes mental health and that comes first in the home. If the child has a good support and regulation system they will learn these strategies at an early age.

# data[].attributes.body
1- You can make a plan with the parents to read to the child everyday. When they read to the child they can also discuss the basic questions that will be done in the classroom setting as well. These questions will be who, what, when, and, where. Doing this can help the student feel more conftorable while reading.

2- You can work with the parents to set goals on the childs reading comprehension. If the student reads a book and gets the questions right they get a sticker. After 10 stickers they get a prize.

3- Having the parents make a routine that includes reading and comprehension skills. Having the child know that everyday after dinner they will play outside then sit done with there parents and read a book can help get a positive mindset on reading. Thinking positivily on reading can help the child start to want to understand the knowledge and want to strive to learn it.

# data[].attributes.body
Some accommodations for individuals with a written/oral language disability in the school setting include breaking assignments down, extended time, and speech services. Workforce accommodations include breaking work assignments down into parts or steps or using a headset to block out distractions. To allow individuals to adjust to these instructional opportunities allow the individual more time to process things and don't overwhelm the individual with work or assignments, allow them to work at a pace that fits them and their needs.

# data[].attributes.body
Many other children with Oral/Written Language Disorder and Specific Reading Comprehension Deficits may have trouble developing their own independence this may include working by themselves, letting others take control, or being to controlling themselves. This may also be represented as leaving a parent for their job or school.

# data[].attributes.body
A key way to show social skills to students who have comprehension deficits is to model the proper behaviors. If you model the proper ways that you want to student to act they will learn off of that and do what the teacher and their peers are doing.

# data[].attributes.attachment_link.title
9 Ways to Teach Social Skills in Your Classroom

# data[].attributes.attachment_link.description
Strong social skills are essential for success in life. Discover nine ways to create a more inclusive classroom and support social skill development in your students.

# data[].attributes.body
Some examples of assistive technology might be flex seating and or small groups with different technology piece's like laptops, Ipads, and headphones so the child can comprehend the text or lesson in a private manner to fully understand without interference.

# data[].attributes.body
To advocate for a student with comprehension deficits you need to make sure that the parents and all teachers in the building know the students needs. You need to make sure that the teachers know how the student learns and the accomadations that need to be made to help the student.

# data[].attributes.body
Some tips for problem solving with kids without good comprehension is reward charts. This is a great easy way to visually track progress and for the child to have hope for their success. This can be for a daily check up on how they have acted or a weekly checkup for using new words in their vocabulary.

# data[].attributes.body
It may be hard for children with Oral/Written Language Disorder and Specific Reading Comprehension Deficits to reach out and say what they need or want to a teacher or adult that isn't the parent. This makes it hard for the staff to fully understands the needs of the child so one way this can be fixed is if you pull the child aside and help figure out what they want....you can also have the child point out a certain item they might want. This is a different way of communicating

# data[].attributes.body
1- An assessment you can give to the student is have them read a story and then ask them questions like who, what, when and where. If the student can answer these questions easily they most likely don't have a reading comprehension defecit.

2- Accomadations for students with oral/written langauge comprehension defects can include of having shorten written assignments and using an ipad for a written assignment.

3- Teachers can help students with oral/written langauge comprehension defects by providing a multisensory approach. Providing a one-on-one approach can also be very helpful for the student.

# data[].attributes.body
Many families in the United States experience someone in the home with a disability, this goes way farther than just caring for them, it may be the family's whole life. This can make it very challenging to support the disability all the time and the families might have to cut important events and plans to make time for their child's needs first.

# data[].attributes.body
Other deficits such as dyslexia, ADHD, or hearing disabilities such as being deaf can be linked with oral/written comprehension deficts.

# data[].attributes.body
Do/Can any other disabilities exist in addition to this primary diagnosis?

# data[].attributes.body
Individuals with oral/written language disorder may have trouble recognizing words, challenges with spoken language, and pronouncing words and phrases.

# data[].attributes.body
- listening comprehension
- reading comprehension
- expressing language
- comprehending words and sentences

# data[].attributes.headline
Academic- Challenges with recognizing words and understanding spoken language.  Behavioral- When individuals experience challenges with reading, writing, or oral expression, it can significantly affect their emotional state, self-esteem, and the overall quality of their lives, no matter their age group

# data[].attributes.subject
Academic- Challenges with recognizing words and understanding spoken language.  Behavioral- When individuals experience challenges with reading, writing, or oral expression, it can significantly affect their emotional state, self-esteem, and the overall quality of their lives, no matter their age group

# data[].attributes.body
Behavioral

# data[].attributes.body
What are the academic, behavioral, or functional areas of struggle based on this disability?

# data[].attributes.body
These individuals often exhibit Specific Language Impairment related to deficits in semantic processing and syntactic processing.  Difficulty in phone skills. Difficulty with tasks like summarizing an event or making a prediction.

# data[].attributes.body
Identify challenges in the following areas:
- School
- Home
- Community
- Employment (for adults)
- Relationships
- Social and Emotional

# data[].attributes.body
Experts say that up from 5% to 10% have comprehension deficits.

# data[].attributes.body
Potential causes for an oral/written language disorder can be medical conditions or disabilities (such as a stroke or autism), birth defects (cerebral palsy or fragile x syndrome), problems during birth or pregnancy (alcohol use during pregnancy or lack of oxygen at birth).

# data[].attributes.body
Oral/Written language disorder and specific reading comprehension deficits are when someone has struggles taking in and understanding spoken or written communication. Someone can hear or see the information but not comprehend the information.

# data[].attributes.headline
Individuals with Oral / Written Language Disorder and Specific Reading Comprehension Deficit struggle with understanding and/or expressing language often in both oral and written forms.

# data[].attributes.subject
Individuals with Oral / Written Language Disorder and Specific Reading Comprehension Deficit struggle with understanding and/or expressing language often in both oral and written forms.

# data[].attributes.body
Oral/Written language disorder and specific reading comprehension deficits are when someone has struggles taking in and understanding spoken or written communication. Someone can hear or see the information but not comprehend the information.

# data[].attributes.body
This week, you will be working in groups based upon your chosen disability. During each class, you will be given a set of criterion to follow to construct your own research and find resources to create a disability padlet. On Friday of this week, you will be teaching another group about your disability using the padlet you have created, which will lead into our second edition of the Who Am I? Demystification poster regarding Specific Learning Disabilities.

Tasks: Conduct your own research (I have given you a head start with the resource hub) on each of the subtopics for each day. As always, based on course policy, do not copy and paste. Quote, summarize, and paraphrase. For each subtopic, you will also be required to find two resources (videos, links, websites, pdfs, etc.) to assist and teach others. Provide a brief description for each of your resources as well.

Subtopics: In each subtopic, you will need the following:
- Defining, summarizing, quoting, or paraphrasing to give an understanding of each one.
- Two resources + an explanation of each one.