Language development issue
Communication and language is linked with many other aspects of education and development, including socialization, behaviour, and academics (Koegal et al, 2011). The issue of limited language skills is that of a cognitive matter. Brock struggles to grasp and understand literacy rules and processes being taught to him, this in turn makes him fall behind and struggle further. In order to support his learning and provide him with opportunities to build and strengthen his language skills this issue needs to be planned for throughout the lessons. Stakeholders involved in this area of concern include the teacher, the individual and the parents.
Brock has troubles interacting with others and communicating both orally and through written language. Within this issue of language the focus will be around Brock’s limited comprehension skills. His deficiency is evident in his absence of fluency in written and oral communication. He has troubles putting together a fluent sentence or phrase and becomes very jagged, short and separates words. He also has troubles listening and responding to large chunks or phrases of words. He often gets stuck and hung up on certain words he finds difficult and rather than using strategies to continue he gets easily frustrated and bogged down on that word. As he often separates words from a sentence and comprehends them separately (not along with the sentence) he can often loose information meaning. He has a limited word bank and reading and writing strategies.
Resource to help manage issue
A practical resource that a teacher could use in the classroom that would address this issue but also help other students in the class is that of an activity called reading eggs. Reading eggs is an online program created by the ABC and is a fun and interactive site that engages students with literacy in different forms. Reading eggs is a program that aims to boost children’s confidence and motivation in the five components of reading; phonological and phonemic awareness, word decoding and phonics, fluency, vocabulary, and comprehension. There are different levels for different age groups and abilities and is a self-sufficient activity. The use of technology engages the students and draws them in and makes learning fun and interesting (NAEYC, 2012).
This is the home screen of the program reading eggs.
This activity could be incorporated into the literacy lessons or be a rotation station. To have access to this program the student must have an account (this can be organised through the school or individually with parents). Once students have access they just have to log in to the database and it will take them to where they left off. The program will take the student through the lessons and guide them, it is self-sufficient. Many different options for students to choose from, they never lose the motivation for this program.
References
Koegel, L., Matos-Fredeen, R., Lang, R., Koegel, R. (2011). Interventions for Children with Autism Spectrum Disorders in Inclusive School Settings, Cognitive and Behavioral Practice, doi:10.1016/j.cbpra.2010.11.003
National Association for the Education of Young Children (NAEYC). (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children. Retrieved September 12, 2013 from http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf
Classroom inclusion for individuals with Autism 