responding to peers

  
THIS IS A RESPONDING TO PEERS ASSIGNMENT. PLEASE READ AND FOLLOW THE GUIDED RESPONSE BELOW. RESPOND TO PEER 1 THE ON A SEPARATE PAGE RESPOND TO PEER 2

Guided Response: Respond to posts from the viewpoint of the child’s parent. Offer some reasons why you are satisfied with your child’s support from his/her teacher. What is one thing you might want to see implemented into your child’s education that will specifically help with their SLI and why?

PEER 1
a. The Individuals with Disabilities Education Act (IDEA) includes SLI in one of its 13 disability categories. Students can receive special education services for SLI under this Act if the impairments adversely affect their academic outcomes. It is also possible for them to receive special education services under Section 504, which requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled (Powell & Driver, 2013).
b. Collaboration between myself and a student’s SLP is just as importance as collaboration with the parents, which we have been discussing previously in this class. It is important for the child to see consistency when it comes to instructional methods and overall approach. In order to support the child fully, I will collaborate with the SLP by constantly communicating with them and keeping myself knowledgeable of the child’s progress and work. I will be sure to be clear and concise with my instruction and also check-in with the student and SLP after each lesson or activity so I can make sure that the child is understanding everything and is on the right track.
c. Some strategies I will have to implement for a child with SLI are to sit the child’s desk closest to me in the classroom, speak in shorter sentences or paraphrase highlights, providing ample wait time and avoid saying things like “it’s okay, take your time.” Using graphic organizers and pictures, and also using response cards or hand signals can all be helpful for the child to use in class (Powell & Driver, 2013).
d. If a parent came to me saying that another student of mine teased their child, it means I did not talk enough to the children about speech and language impairments, and I did not encourage enough meaningful interaction between the students. My goal to prevent something like that happening is to expose my children to as much information on disabilities as possible. I want them all to understand that each and every one of us are different, and that some of us need extra help – some of us don’t. Some of us have a hard time speaking or may look very different, but we all deserve respect and desire love and friendship. I plan to encourage students to all have a chance to work together or play in groups that all involve getting to know each other, including any children with disabilities. I believe once the children really get to know each other and have fun together, and once I help them understand disabilities and differences, there will be no teasing in my classroom.

PEER 2
1. Identify which special education law(s) impacts students with SLI.
SLI falls under the IDEA 2004 category. To receive the special education services for SLI under this law, the impairments must negatively affect academic outcomes (Powell & Driver, 2013).
1. Explain how you will collaborate with the child’s speech and language pathologist (SLP) and why this collaboration is important.
Because most school districts employ SLPs to help the students who have been diagnosed with SLI, I will be working with SLPs a lot. The collaboration is important because the instructional services provided by the SLP should be reinforced in my classroom when the student is with the rest of the class as well. I will make sure to reinforce what the SLP’s instructions are and to communicate regularly about the student’s needs, strengths, and educational progress (Powell & Driver, 2013).
1. Provide strategies you will need to incorporate into your daily routine to assist these children in your classroom. 
It’s important to first learn about the student’s impairments, have a copy of the student’s IEP and focus on certain accommodations the student would benefit from. It’s also extremely important to have relationships with the SLP, special education teacher, and parents of the child (Powell & Driver, 2013).
Two strategies I would incorporate into my daily routine to assist these children in my classroom would be to:
1. I will give my students the time they need to express themselves without talking over them to fill in the gaps of their speech.
2. I will be patient and take the time that is needed to communicate effectively in every conversation. I will ask students to repeat or clarify nicely if I cannot understand their speech.
(Regents Center for Learning Disorders, 2016).
1. Lastly, explain how you will handle a situation where a parent of a child with SLI in your classroom has come to you concerned because their child is being teased by classmates.  What will you say to the parent and how will you address this in class?
I would reassure the parent that I have zero tolerance for teasing and bullying. I would also be sure to inform the parents I will be addressing this issue to the class as a whole.  I will not mention the child but instead I will teach the students a concept lesson on how we are all different and we should not point out others’ differences. If the problem persists, I will be talking directly to the child who is bullying or teasing. If it continues after I talk to the child, I will sit down and address this issue to the child and the parents of that child.