Learning Disability and UDL

   SPED 463 Summer 2016

    Discussion Tiger and LD Diagnosis

DISCUSSION 2 Tiger

Why do I think the IEP team decided that Tiger has a Learning Disability?

Tiger is a 9 year old student in the 3rd grade who has difficulty reading but excels at mathematics.  The IEP team administered to Tiger the Wechsler Intelligence test. Tigers IQ is 125. Well above average.  Yet, Tigers reading word recognition tested at the 1st grade level while Tigers math scores were a little above or almost above grade level.  The IEP team concluded Tiger “has the potential to achieve much higher in reading but needs intensive reading intervention in a small group situation” (p.34, Lerner).  I think since Tiger’s IQ is above average, and his math is a little above grade level, with his reading a couple grades below grade level, the IEP team concluded Tiger as having a Learning Disability based on his IQ score, his reading scores and his math scores.

What are Tigers strengths?

   Tiger excels at mathematics.  Tiger has a high above normal IQ, which will help Tiger in figuring out academic situations and social situations.  The social IQ situation is not mentioned.

What are Tiger’s area of need?

     Tiger may need glasses, which is something the iEP team did not mention, or whether he wears glasses, or has had his eye sight tested.  The area of need for Tiger is intense reading intervention and have his eye sight tested before the team proceeds forward.

My personal experiences with a child similar to Tiger.

     I have not had a student similar to Tiger.  I have had other students who had a lower IQ, yet, they are able to read, process words through writing, follow along with the story while the story was being read.  I have had high functioning Autistic student who had no problems with all the requirements for English. I had taught beginning resource English to 9th grade inner city students in Las Vegas, NV.  Each student had their own book, where as a class the students read through 7 classics in the entire school year. They would follow along listening to the story, oral receiving, while following in their own book, and then process what they just heard through a tactile process of either writing and or art project.  The students already had an IEP and goals to accomplish. I had students who were classified as Student with a Learning Disability, and they did have problems with reading, but at that time, I used the visual, hearing and tactile reinforcements to their classical readings assignments. Also, i had the LD students write paragraphs of reading to reinforce what they heard and saw as a written word.  

     https://www.youtube.com/watch?v=lk8qesnsdec (downloaded May 30, 2016)

A good strategy to accommodate and differentiate reading for students with LD.  This teacher allows the students to walk in the back of the classroom while reading.

In Response to IRIS UDL Assessment Questions:

As  retrieved from:  http://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content (6/1/2016)

QUESTION 1:  Briefly describe Universal Design for Learning.  Make sure to include the three principles of UDL

UDL is a learning environment with a diverse environment as possible, incorporating flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways.  Students are active learners. UDL meets the needs of the widest range of students by reducing the barriers to learning. Allows students to learn in accordance with their dominant learning preference. Creates alternative ways for students to both receive and deliver information.
STUDENTS – there are many ways to succeed be engaged and make rapid progress, and feel like competent expert learners.
2.  Teachers  Provides teachers with success.
3.  Administrators – There are more ways for teachers doing a great job that are not cost    ineffective. 

QUESTION 2:  When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?

    Teachers must know what they expect the students to learn before addressing the other curricular components so that all barriers to learning are reduced. 

Published by

:Kat: K. M. M.Ed

Author, Artist, Philosopher.

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