The teacher's control over the classroom and its impact on students with EBD
The teacher's control over the classroom has a significant impact on how well pupils with emotional and behavioral disorders learn. (EBD). In order to have a good impact on the outcomes of the students' reading tasks and initiatives, a high-quality classroom management approach builds on the students' strengths. (Garwood et al., 2016). The pupils are encouraged to take initiative without the teachers' constant supervision when they receive positive reinforcement. The students are empowered to overcome their fear and engage in group activities by taking the initiative. The students gain the confidence necessary to advance their reading skills when they are praised and supported for their reading prowess. Alternatively, an increasingly instructional supervision negates the self-esteems of students with EBD. When a teacher is constantly directing the student to involve themselves with specific reading patterns, they discourage the student from undertaking reading tasks out of their own volition given their overdependence on instructions from the teacher. Principally their self-esteems become impeded and this communicates itself onto the reading skills of students with EBD. Consequently, such students are less likely to develop the necessary reading skills.
How dyslexia affects the acquisition of reading skills
Q2: Based on course texts, explain how dyslexia affects the acquisition of reading skills
Dyslexia negatively affects the acquisition of reading skills. To begin with, it impedes the student's ability to decode words (Peer & Reid, 2000). For instance, in preschoolers with dyslexia experience significant challenges in trying to learn new words. This impedes their reading skills since reading entails the ability to grasp and understand the words that are written in the given texts. Thus, dyslexia slow down the student's ability to grasp efficient reading skills. Similarly, dyslexia hinders the ability of the student to interpret the words that they read (Garwood et al., 2016). The grasp of reading skills is subject to how well the student is able to infer meanings from the texts that they read. An inability to make sense of words may discourage the student from fully committing to the reading initiative.
Correspondingly, dyslexia discourages students from taking initiative with regards to reading. The lack of initiative occurs because dyslexia compels the student to re-read sentences in order to infer meaning from them (Peer & Reids, 2000). The lack of initiative is also a consequence of spelling errors that students with dyslexia are often compelled to contend with in reading. Dyslexia further makes it difficult for students to focus on one activity which impedes their reading skills. Low processing speed further negates their self-esteems which hinders their efficient grasp of reading skills
Strategies for supporting language development for students with disabilities
Q3: Identify and describe different strategies teachers can use to support the development of language for students with disabilities
Direct Instruction
Direct instruction entails the extension of precise instructions to students with disabilities. Direct instruction offers specialized instructions to fully address the specific learning disabilities (Campbell, 2012). Essentially, in order to extend a direct instruction, the teacher has to be aware of the challenges that beleaguer the student and how these disability challenges hinder the development of languages in the subject individual.
Cooperative Learning
Cooperative learning involves the convergence of the students into small groups. Within the small groups, the teacher may extend the student tasks that relate to the given language. The students will be expected to undertake these tasks together. This initiative promotes the self-esteems from the students and further reinforces the responsibility that each student has towards the next individual's learning abilities (Garwood et al., 2016).
Facilitate Social and Emotional Strengths
Facilitating social and emotional strengths acknowledges the influences of the community and the emotions on the outcomes of the student's learning initiatives. The teacher ought to ensure that they recognize the emotional stability of their students and employ positive reinforcement encourages initiative in the student (Ryan et al., 2008).
References
Campbell, L. (2012). Language Arts instructional strategies for special education teachers and all teachers. Retrieved from: https://1drv.ms/p/s!AvxghJzLlzZ2lQhuD3yqkl4f3pX0
Garwood, J., Vernon-Feagans, L., & the Family. Life Project Key Investigators. (2016). Classroom development and literacy development of students with emotional and behavioral disorders. Exceptional Children, 83(2),123-142.
Peer, L. & Reid, G. (eds.). (2000). Multilingualism, Literacy and Dyslexia: A Challenge for Educators. UK: David Fulton Publishers.
Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-Based Teaching Strategies for Students with EBD. Beyond Behavior. 22-29.
