Specifically, the parents want their son's teachers to help him not only learn, but to be able to receive instruction from others. So far, they are fairly pleased with the progress that they have seen their son make in the classroom, but wish the teachers could develop more large-group activities and take the time to really make sure their son was a full participant, which they feel would help him to progress socially more than the often individualized instruction he receives.
The difficulty, they acknowledge, is that individualized instruction is how he learns best, and with a class the size of his they understand that the teachers couldn't focus their attention on him during a large group project. Still, they are hopeful that new ideas might come up that will improve his situation even more, and they continue to work closely with the teachers regarding his progress.
References
LDA. (209). Learning disabilities association of America. Accessed 2 October 2009. http://www.ldanatl.org/
WV Dept. Of Education. 92009). "Schools of Brooke County." Accessed 2 October 2009. http://wvde.state.wv.us/ed_directory/index.html?county_id=10
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Disorder / impairment Characetristics Teaching Strategy Example
Autism "defecit in social reciprocity;" problems communicating, social interactions Highly structured tasks and learning environemnt Explain each task step-by-step before and during task, review steps after
Cerebral Palsy Physical coordination / balance issues; possible retardation Highly individualized plans that challenge abilities Group team buiding project that requires greater physical and social coordination
Down Syndrome Mild to sever mental retardation, speech and language delay, phsycial issues Frequent repetition and review of tasks and constituent smaller steps Teach arithematic with objects, repeat addition/subtraction process several times
Mental Retardation Significantly reduced intelligence, often affecting social skills, communication Individualized support that promotes self-determination Offer several books/descriptions; let them choose reading project
Tourette Syndrome Involucntary body movements (tics) and noises (barks, whistles, obscenities) Often co-occurs with ADD; directly engaged activities w/clear goals active projects: building, hands-on study
