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Effective Teacher Strategies for Students with Learning Disabilities

Effective Teacher Strategies for Students with Learning Disabilities. Teaching students in general can be tasking for an educator but teaching students with learning disabilities as well adds more of a difficult dynamic. Students with learning disabilities are being included in the general education classroom more and more as inclusion is being pushed at the benefit of the students. Many learning disabilities present different problems and there is not a one size fits all method to help educators in their classroom. Learning disabilities are dynamic and changing and take continuous intervention in the classroom to set the student up for success. According to the National Center for Education statistics, “In 2013-14, the number of children and youth ages 3-21 receiving special education services was 6.5 million, or about 13 percent of all public-school students. Among students receiving special education services, 35 percent had specific Learning disabilities” (NCES, 2016. P.1). The number of students that educators are serving that have learning disabilities is increasing and it is the responsibility of the educator to use the most beneficial teaching strategies for these students that will set them up for success. There are research proven teaching strategies that are available to educators, but it remains necessary to individualize and monitor progress of applied teaching strategies as the student progress or demonstrates lack thereof. Constructivist Vs. Behaviorist Theory Even though there are difficulties when teaching students with learning disabilities, it is important to not only incorporate best practices and research-based strategies, it is highly important for educators to be open to different perspectives and experiences of other educators. It is also important for educators to continue to evolve with the student and change approaches as necessary. Two approaches to teaching students with learning disabilities is the Constructivist Theory and Behaviorist Theory. It is important for educators to understand the differences between the two approaches as well as advantages and disadvantages to benefit the students. Algahtani defines Constructivism as a, “teaching technique as opposed to a theory. The model combines new ideas by interpreting new experiences in line with previous knowledge so that learners can make sense of new concepts” (Algahtani, 2017, pp.1032). This approach allows educators to approach concepts and knowledge presented as student oriented and student centered. This takes into consideration the student’s social context and experiences as well as allows them to make a connection at an individualized level. This approach is beneficial because it meets the student where they are and builds upon things they know, in return setting them up for success. The Constructivist approach present knowledge and concepts in real-world scenarios instead of abstract concepts that can be difficult for students with learning disabilities to understand. Algahtari presents an example in her journal, “For instance, as opposed to compelling learners to master problems in economics like making change for the dollar, the Constructivist model advocates that students are given actual money to use in class or in the school store” (Algahtani, 2017, pp. 1032). This strategy helps students with learning disabilities develop practical skills, which has historically proven to be very challenging for students. Behaviorist theory is based on positive operant conditions. This is a strategy in which a reward is given to an individual when desired behavior is demonstrated. Behaviorist Theory focuses additionally on the educator giving explicit and direct instruction to students. An advantage of the Behaviorist approach is that it breaks tasks into smaller tasks, this allows for more manageable tasks for students with learning disabilities, as they tend to struggle with more larger scale tasks and expectations (Algahtani, 2017, 1033). Algahtani states in relation to the Behaviorist approach and theory, “This approach has faced a lot of criticism in the general education field, but it is promising when used with students with intellectual disabilities. Instead of looking at the negative aspects of the approach as indicated in the general education setting, it is important to consider the positive part of the Behaviorist Theory so that it can be used to improve the learning experiences of students with intellectual disabilities” (Algahtani, 2017, pp. 1033). The Behaviorist Theory additionally allows educators to model concepts presented, which in return helps students with learning disabilities grasp more complex things such as writing. Breaking down and modeling each step and task that needs to be successfully completed to reach the big picture is a positive aspect of the Behaviorist theory and is beyond beneficial for the success and education of students with disabilities. Either approach that is used by educators, it is important for educators to alter their approaches and be open to using what works for each individual student. It is important to meet the needs of the students and incorporate all the best approaches for students struggling with intellectual and education difficulties. Effective Assessment Strategy One teaching strategy and assessment tool that is the most well known and familiar in the classroom, whether there are students with learning disabilities or not, is multiple choice tests. With the prevalence of more and more inclusion in the general classroom, it is important for educators to know how to accommodate these students and their needs. This is not only beneficial but is becoming to be more required. In the secondary classroom setting, it is mostly expected for students to know how to complete multiple choice tests satisfactorily and this is not always the case. Students with disabilities often struggle with this basic concept. Trammell states, “For many students with learning or learning-related disabilities, this skill set remains relatively weak due to the information processing and/or memory issues that interfere with discrimination, managing cognitive distractions, and holding information from several possible answers in short-term memory for active classrooms” (trammel, 2011, pp. 257). Educators faced with this barrier in regard to educating students with disabilities are best effective when making realistic and appropriate accommodations for their students. These accommodations and strategies need to come with the efficient and informative trainings; this will produce the best results for student’s content retention. Beneficial strategies, when it comes to multiple choice testing, is as simple as lowering the number of options offered per question, breaking down the test into smaller segments, allowing more time for the student to complete the assessment, presenting simplified questions, allowing students to correct and learn from questions presented, and eliminating any additionally answer sheets, such as a Scantron (Trammell, 2011, pp. 253). These accommodations are not only reasonable and appropriate but have been proven to help students with learning disabilities perform at a higher success rate and equally on par with their non-disabled per counterparts (Trammell, 2011, pp. 253). The implementation of simple, appropriate accommodations is a proven positive teaching strategy that all educators would benefit from implementing into their teaching and approach in their classroom, in return students with disabilities to learn and be as successful as their peers. Online Schooling With the popularity of online schooling for students, from kindergarten to twelfth grade, educators are not only faced with dinging what best serves their students that have learning disabilities, but now must also do find the best and most effective way to do this with distance learning with online schooling. Distance learning is becoming more and more popular and the student population with learning disabilities engaging in these services continues to grow as well. This puts increased need on educators to use best practices, but also places an added pressure on teachers to be invite more creativity into their lessons and concept presentations, especially when working with students with learning disabilities. One barrier that presents itself when teaching students with learning disabilities is the lack of adequate teacher preparation. The article refers to the general lack of adequate online teacher preparation and goes on to address that teacher preparation for the online education of students with disabilities stating, “Teacher preparation that is specific to online learning and specific to student with disabilities is even more scarce” (Crouse, MellardEffective Teacher Strategies for Students with Learning Disabilities
ENG 102 Trident University Plant and Animal Species Are Becoming Extinct Essay.

Prepare a rough draft for the essay assigned for the Module 4 Case.
Prepare a References Page for the essay assigned for the Module 4 Case.
SLP Assignment ExpectationsPrepare a rough draft and references page for the essay assigned as the Module 4 Case.Module 4 Case is a Persuasive essay in which the writer encourages the reader to give in some way to a worthy cause. The writer must first select a licensed not-for-profit organization with a web presence before identifying a specific audience and appeal(s). Please note that giving comes in all shapes and sizes and not just financial contributions.A significant part of persuasive writing is appeal. Various appeals in your essay may be used to encourage your target audience to act. It may be helpful to imagine you’re writing a persuasive speech in which you must capture your audience’s attention, reel them in with specific details (and appeals), and then seal the deal with the close in which you leave them with a lasting impression.As always, a well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background on the organization or cause. The last sentence of the introduction is the thesis statement. The thesis statement would likely be the ways in which your reader can “give.”A well-supported essay includes supporting points, details, and examples. For this essay, you must decide the best way to organize the body of the paper. Each body paragraph must have a topic sentence that states the main point of the paragraph. Perhaps each paragraph could explain in detail the specific ways to give.- must include no fewer than FOUR SOURCES (the organization’s website may be one).- must include no fewer than EIGHT citations and should be a combination of direct quotations and paraphrased quotations with or without the author’s name.
ENG 102 Trident University Plant and Animal Species Are Becoming Extinct Essay

Factors Affecting Cockle Population

Factors Affecting Cockle Population. Introduction Cockles are small, bivalve molluscs from the family Cardiidae that are found in sheltered beaches around the world. There are over 200 species of cockles found in various places, but the most common species around the UK is the Cerastoderma edule, also known as the Common Cockle. The Common Cockle is found on beaches on the northern European coastline from the Bearing Sea as far south as the north western coast of Africa. The Common Cockle is the most abundant species of cockle found in Britain and is found at a wide range of tidal flats and estuaries where it burrows just below the surface of the sediment using a strong muscular foot. This allows it to feed on plankton easily using its siphons but still providing it with relative safety from predators and the tide (figure 1). Traeth Melynog, also known as Traeth Abermenai, is a large mudflat of approximately 3.5km2. It is located at the southern point of Anglesey with the mouth of the Menai Strait to the east, and the Irish Sea to the west. It is buffeted from the Irish Sea by a stretch of land called Abermenai Point at its South-western border, which protect it from the full force of the waves. This beach is marked with 10 transects of 680m length which were 120m apart, covering an area of 0.75km2 from the high shore to the low shore. At the high shore level, ten areas at the end of the transect lines were sampled for any organisms present in the top layer of sand. This was repeated 220m lower on the transect line at mid shore level, and a further 220m at the low shore level. This allows researchers to get a good idea of the population structure and density of species on each level of the beach. The population of cockles in any area is affected by many different factors, both biotic and abiotic. Examples of biotic factors include population density and predation, while abiotic factors include nutrient availability and exposure of the environment. If the population density in an area is large, the growth of the cockle will be affected due to the lack of room to grow sideways. This results in the cockle growing “upwards” in the sediment to gain more space. This affects the shape of the cockle, which at normal conditions will grow in length and width at the same rate. Having to grow upwards due to lack of space will show cockles that are positively allometric, or longer than they are wide. The amount of predators in an area also affects the cockle population. Cockles in the sublittoral zone will be preyed upon by marine organisms such as the common shore crab (Carcinus maenas), while those at the high water zone of the beach will be preyed on by Oystercatchers (Haematopus ostralegus) (Sanchez-Salazar et al. 1987). This is because the common shore crab will hunt for smaller, younger cockles found in the low shore zone which are easier for them to feed upon, while the Oystercatcher will select older, larger cockles that have managed to grow and move up the beach. The objective of this study is to see whether these factors influence the cockle population at Traeth Melynog, the mortality and longevity of the cockles, and whether the population has a higher density on the low shore, mid shore, or high shore. Results The results of the samples taken from transect 8 shows us that the majority of cockles were found in the middle shore. In transect 8, 147 cockles were found, with 6 on the high shore, 114 on the middle shore and 27 on the lower shore. Of the collected sample, 4.1% of the cockles were found on the high shore level, 77.6% of the cockles were found on the middle shore level, and 18.4% of the cockles were found on the low shore level. This would suggest that the cockles were more able to grow and feed on the mid shore level. If we look at the results of table A, we can see that the vast majority of cockles sampled were found in the middle shore level of the beach. Transect 8 on the above map shows that of the 165 cockles collected during the sampling, 4.2% of the cockles were found on the high shore level, 77.0% of the cockles were found on the middle shore level, and 18.8% of the cockles were found on the low shore level. This is very close to the sample taken on the 27th October, with only a 0.1% variance in most results. This would imply that the cockle population along transect 8 were to an undetermined degree, constant. Of the 147 cockles sampled, 47 were aged using growth bands on the shell that are secreted during growth. During the winter months, there is little growth in the cockle, which leads to marked bands on the shell. These bands can then be used to age the cockle. The results of the aging show that on the high shore, the cockles were small, not getting past 2 years of age, while at the middle shore the ages are spread between 2 and 7 years. This would seem to show that cockles in the middle shore are able to mature and grow more than the higher and lower shores, were it not for the results of the lower shore aging. On the lower shore, the cockles were aged from younger than 1 year to over 7 years of age. This could be explained due to the lack of nutrients on the upper shore, due to only being covered by tide for short periods of the day. Discussion From the results, we can see there is a big difference in Cerastoderma edule size, density, and mortality across the three shore heights. This can be explained in many different ways. The size difference at the three different shore heights are influenced by the availability of nutrients, the presence of predators, and the population size of the cockle itself. At high shore, the sediment is exposed to air throughout most of the day due to the action of the tides. This affects the cockles’ ability to gain nutrients in the form of plankton, and therefore its ability to use those nutrients to grow, as shown by the small amount of cockles found in the samples. At low shore, the cockles are submerged for a majority of the day in water, but they do not grow beyond the mean length of the cockles found at the middle shore levels. Even though the low shore cockles have long periods of access to the nutrients, they are not growing very much in length. This can be explained by the presence of predators in the high shore and low shore areas. In the low shore zones, the common shore crab Carcinus maenas prey on young, small cockles as the shell is thin or weak enough to be broken by the crabs’ claws. On the high shore zones, the Oystercatcher Haematopus ostralegus prey on older, larger cockles. This allows the smaller cockles to grow until they become large enough to be considered a worthy meal by the oystercatchers. This can be witnessed by the biodiversity of Traeth Melynog; Oystercatchers were seen around the high shore zone of the beach, while the Common Shore Crab was found in larger numbers at the low shore area than the middle or upper shore areas. This suggests that although predation is common in the upper and lower shore areas of the beach, that predation by birds and crustaceans are limited in the middle shore, allowing for the large number and longer life spans of the cockle at this level. The middle shore also receives equal time of air exposure and water submergence, giving the cockles a good chance to gain nutrients, while staying relatively safe from predation. The high population of cockles at the middle shore area of the beach was also shown to be affecting the growth pattern of the cockles. In the higher and lower shore areas, the cockles’ length grew at the same rate as their width and weight, but in the middle shore, the length of the cockle was sometimes shorter than the width and the weight. This is because due to the high population density in the middle shore, some cockles close together have had to grow upwards rather than growing sideways. This force surrounding the cockle restricts the growth of the shell itself, but not the growth of the flesh of the cockle. This gives the cockle a higher weight than would be normal for a cockle of the same length. Factors Affecting Cockle Population

Neurocognitive Disorder’s Phenomenon Report (Assessment)

term paper help Based on the information on the specified symptoms, Mary’s state can be identified as a neurocognitive disorder according to the DSM-V. Indeed, as the American Psychiatric Association declares, the phenomenon of a neurocognitive disorder may occur after a “severe head injury” (American Psychiatric Association, 2013, p. 31). The reasons for the above-mentioned conclusion are quite obvious; the fact that the patient keeps having memory and concentration issues weeks after the accident shows that the TBI can be identified as an intracerebral hemorrhage and a contusion that the patient received as she hit her head on the edge of the pool (Severity of TBI, 2015). The Glasgow Coma Scale shows that Mary’s state changed from 10 (eye-opening to verbal command, no verbal response, obeys commands (Glasgow coma score, 2015)) to 15 (eyes open spontaneously, orientated, obeys commands (Glasgow coma score, 2015)). Nevertheless, the fact that the patient still experiences difficulties in maintaining the same level of intellectual activity as the one before the accident shows that Mary may have developed a disorder. Particularly, the health issue that Mary is suffering from currently is traditionally mentioned under the umbrella term of major neurocognitive disorders (American Psychiatric Association, 2013, p. 40). The identification of the problem mentioned above was carried out by locating the effects of the trauma and comparing them to the standard symptoms. The loss of memory, as well as the inability of the patient to focus on particular tasks, especially those requiring an intellectual effort, falls under the category of “intellectual disability” (American Psychiatric Association, 2013, p. ), which, according to the DSM-V, is a basic symptom of a neurocognitive disorder. Additionally, the patient may experience the posttraumatic stress disorder, as she is unable to not only use her memory to recall the events that occurred to her in the course of her routine life but also displays significant mood swings, which border hysterical outbursts (American Psychiatric Association, 2013, p. 272). However, to carry out a full assessment of the patient and define not only the problem that Mary faces but also the means of addressing the current state of the patient, a more detailed series of tests need to be carried out (Lezak, 2012). Specifically, fMRI can be suggested as the key tool for defining the patient’s condition. It should be noted, though, that Mary will have to undergo additional testing for identifying the issues that she may be having. Specifically, a comparison between Mary’s pre-morbid level of physical and intellectual activity and the current one will have to be considered. The above-mentioned comparison can be carried out with the help of the Wechsler WTAR test, which was developed to test pre-morbid intellectual capacities in general and reading abilities in particular in adults. It should be born in mind, though, that the outcomes of the above-mentioned test should be coupled with an additional study of the patient’s pre-morbid state, as the Wechsler WTAR test helps measure information acquisition and processing skills for the most part and leaves essential skills such as the use of the information in question out of the picture (Strauss, Scherman

Complete Abstract/Draft #2

Complete Abstract/Draft #2. I don’t understand this English question and need help to study.

For your Draft #2 abstract, please consider the following:
a. an attention-grabber in the introduction lineb. provide background info (you must show research evidence ) c. state clearly the effects or implications d. discuss exactly what you plan to investigate/find oute. outline your research methods
Please consider hedging ( employ a neutral tone in your writing).

^^ please use the first paragraph (it’s really a good info). Then we can revise it a little. ^^
i have attach the previous work we did.
Complete Abstract/Draft #2

Presentation of choice of either an autoimmune or immune deficiency disease

Course: Advanced Pathophysiology. This assignment entails the development of a VoiceThread presentation on your choice of either an autoimmune or immune deficiency disease, incorporating evidence-based practice literature and reliable electronic sources. The presentation should include at least ENOUGH WORDING FOR 10 slides, excluding the title and reference slides. Please when writing place titles and slides for each section. I will make the slides but need to know what goes where. Please review the grading rubric for a detailed explanation of what is required in your presentation. Submission Parameters: Please use the following criteria to develop your presentation: Introductory slide with at least 3 presentation objectives Descriiption of immunodeficiency or autoimmune disease A descriiption of the disorder’s pathophysiology and clinical presentation. A descriiption of the associated laboratory, radiological, or other referral diagnostic tests required with supporting references. Presentation of a comprehensive, holistic plan of care. Conclusion Please follow the instructions below to meet APA formatting requirements: Use citations on the slides of the PowerPoint presentation Apply appropriate spelling, grammar, and organization throughout the presentation Include a reference list at the end of the presentation Include a title page, reference list, and slide notes with citations in a Word document submitted for evaluation by TurnItIn Attempt to use primary sources only. You may cite reliable electronic sources (i.e. ANA).