Benchmark - Language Disabilities and Assistive Technology Unit Plan Grand Canyon University: SPD 560
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SPD 560
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SPD 560
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Grand Canyon University: SPD 560
PART 1
Gabriella’s individualized education program team consist of;
A speech pathologist
A special education teacher
An instructional assistant
A general education teacher
Gabrie...
Running Head; Benchmark - Language Disabilities and Assistive Technology Unit Plan 1
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Grand Canyon University: SPD 560
, Language Disabilities and Assistive Technology 2
PART 1
Gabriella’s individualized education program team consist of;
A speech pathologist
A special education teacher
An instructional assistant
A general education teacher
Gabriella’s PLAAFP
Gabriella is in fourth grade. She attends the general education fourth grade class for language
arts instruction daily for nighty minutes. She has been attending the class since the second grade.
She, however, needs to be accompanied to class with an instructional assistant. In general
education settings, she requires frequent breaks and one-on-one support. Apart from the language
arts instructions class, she attends art, PE and music classes and lunch and recess with the fourth
graders.
She receives the services of a speech pathologist for her speech and language needs for at least
forty minutes three days a week, with a special education teacher catering for her language need
the rest of the time.
Her oral expression skills range from low to average. Her speech and comprehension abilities are
limited to literal thus she has difficulties with sarcasm, synonyms and the use of figurative
speech. Her reading ability is at a low first-grade level, reading simple materials at a Lexile level
of 300-450. Gabriella writing ability is limited to simple sentences having a subject and a
, Language Disabilities and Assistive Technology 3
predicate, she, however, depends on picture clues and rewriting strategies for the planning of her
sentences.
Gabriella’s measurable IEP goals
1 .Gabriella will be able to achieve a reading Lexile level of 500 to 600 at least eight times in ten
trials tested by weekly quizzes of reading, The Frog and the Toad by Arnold Lobel by September
1st, 2018. She will increase her reading exile level of the same book to 600-800 in at least eight
times in ten trials tested by weekly quizzes by December 1st, 2018. This will be achieved
through the incorporation of talking word processor installed with her reading materials and
programmed to relate the reading materials with the appropriate pictures and convert them into
audio. The progress will be monitored using the special student’s data worksheet.
Baseline. First-grade reading level with a Lexile reading level of 300 to 450.
2.Given five short texts with words with multiple meaning, figurative speech, and sarcasm,
Gabriella will be correctly decoded and comprehend the texts with an eighty percent accuracy by
December 1st, 2018, measured by weekly specialized formulated quizzes and the progress
recorded weekly in the special education teacher worksheet. During this period, a tape recorder
fitted with a variable speech control will be incorporated into her learning process. This is to
enable her to record the class discussions and interactions and listen to them later in the most
suitable speed for better comprehension.
Baseline. She has a ten percent accuracy on correct decoding and comprehension of texts with
multiple meaning words, figurative speech, and sarcasm.
3.Gabriella will be able to utilize display cards with basic instructions such as thumbs up for “I
agree” to actively participate in four of her five weekly general education class and peer
discussions by December 21st, 2018. The measurement of the extent of her participation will be
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