Language Impairment-2 by Kerrie-Lee McFadden https://padlet.com/kmcfadden5/x4ch3a2qqtkn John, Grade 9. John's teacher found he was not coping well academically. He could not seem to keep up with spoken or written instructions, did not ask for help and copied his classmates work. A WISC-V found his ability to reason with visual information was significantly better developed than his ability to reason with language, thus suggesting the presence of a language impairment. A closer look at his oral language behaviour found that he overused words like ‘them’ and ‘stuff’ when he needed to use more precise vocabulary, used pronouns ('him' and 'her') when it wasn't clear to whom he was referring, took things literally (and thus was a target outside and in the hallways), and appeared to need cues from his conversational partner when deciding if he should smile or whether an answer to a question was acceptable. What strategies will support John's learning? en-us 2016-11-22 15:08:39 UTC 2016-11-25 16:33:25 UTC hello@padlet.com kmcfadden5 https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139614182 Understanding LD's-How Processing Affects Learning-TIP SHEET]]> 2016-11-23 15:46:23 UTC https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139614182 kmcfadden5 https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139614425 Understanding LD's-FULL DOC.]]> 2016-11-23 15:47:22 UTC https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139614425 Team Chornie https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139922098 preteaching vocabulary
use of a word wall
use of assistive technology
thesaurus
word anticipation software (wordQ)
use of visual prompts
role playing with context cues and discussions (like Sheldon Cooper needs)
graphic organizers]]> 2016-11-25 16:26:19 UTC https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139922098 Team Make Education Great Again https://padlet.com/kmcfadden5/x4ch3a2qqtkn/wish/139922401 providing visuals for vocabulary we are using - word wall that includes pictures of concepts 

Technology with picture representations of concepts 

voice detection scribing 

extra supports in the room - EA 

Constant and closer monitoring of work and of his ability to follow the steps 

A fluid conversation between student and teacher to ensure that the task is understood

Repetition, clarification

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