Name Cynthia Ramos PLC Disability: CD

PLC Group Members: Sarah Steffen, Dawn Nowlin

Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.

SOCIAL INTERACTION SUPPORTS (highlighted in pink)

Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with
peers and adults?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Play games that interest the student and those around them Use student monitor to be sure directions are understood
and task is started promptly

Sing students name on a M3 and have others and that student Peer/parent tutoring
repeat it

Showing understanding, patience, and acceptance Social skills are dependant on language and may need to be
modeled

Encouragement of speech practice by having one on one Pair student with another student to check assignments
conversations with the student about his/her interests

Not tolerating teasing or bullying by other students

Add statements in beginning of year inviting students to discuss

their disabilities and needs
Use an oral interpreter

Encourage and expect carry-over of language skills to social

settings like the playground and cafeteria

Develop a buddy system for accountability purposes.

Teach all students to respect and accept individual differences.

 BEHAVIORAL SUPPORTS (highlighted in blue)

Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Model and reinforce speech behaviors you want your student Allow breaks and very activities
to repeat.

Pre Teach students the speech behaviors you want your Emphasize teaching approach
students to know.

When a students attempts or accomplishes a sound reward Teacher models the desired behavior
the student

Use the students interests to motivate them Use positive reinforcement

 Making eye contact with the student when listening and Use concrete reinforcement
speaking

Never mimicking a child with a speech disorder Behavior management system

Not pointing out communication disorders to others in the

class

If your activity involves verbal participation, provide

alternatives for those who have trouble speaking.(i.e the
student can prepared the printed materials for a group project)

Have a balanced positive to negative reinforcement ratio.

Always obtain student’s attention before giving directions for

tasks
 ENVIRONMENTAL SUPPORTS (highlighted in green)

Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Keep chairs and tables and instruments in the same place Change the placement of materials

Ensure good classroom lighting Stay in one position long enough for student to hear completion of
the assignment

Seat student near the equipment they will be using that day Instruct during quiet period period in class

Ensure comfortable classroom temperature Provide more routine and structure

Record child's voice and allow them to hear the recording Cooling off environment

Use sounds from the environment to allow student to try new

things

Provision of extra time to answer questions Calculator/computer/manipulatives

 Not avoiding calling on children with language development
problems

Keeping the classroom environment relaxed and organised

When showing films or videos, use a captioned version that

provides access to the audio content using text

Be wary of noisy places places

Arrange the classroom in a way that will increase the

likelihood of communication
 ORGANIZATIONAL SUPPORTS (highlighted in orange)

Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Use visual aids in the classroom Maintain assignment notebook

Provide printed handouts with key content before or at the Use a system for checking off steps as they are accomplished
beginning of class

Help students write in their assignment notebooks Study sheets to organize materials

Use visual aids for the schedule of the say Help students develop a method of keeping track of assignments

Use sentence frames in the classroom

Provide structure and predictability to routines and activities

within the students day
Store materials in the same place throughout the classroom

record the lesson (with note taking or recording)

In-class tutor could work with the student one-on-one,

assisting to get the student organized

Use visual examples for expectations of students

 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of
students with this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Listen to songs on tape for student to hear the sounds Increase amount of visual cues/aids

Play a sound to stimulate the student to create the target Give directions in small steps
sound

Use familiar sound examples

Choose songs in appropriate range for the student

Keeping lectures clear, simple, and pronounced, and in

proper language syntax

Repeating mispronounced phrases properly as a question

so it does not seem like criticism
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts,
smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of students with this
disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Use new songs that practice language you want your students to
learn

Use rhythmic jingles to allow your student to practice sounds

Use concrete manipulatives

Encourage the child to elaborate

Arrange activities that involve choral responding and unison

reading.
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and
independent practice- that will meet the learning needs of students with this disability?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Setting up practice verbal skills sessions between students

where they read aloud, work on a problem orally, or play
games that encourage speech
 INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions

Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”

ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of
students with this disability while accurately assessing mastery of the lesson objectives?”

Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)

Check for understanding frequently

Modify tests- oral, taped, short answer, format

Sources:

Classroom Interventions/ Adaptations (2012)

Culp, Mara E. “Collaborating with Speech-Language Pathologists .” National Association for Music Educators , 13 Oct. 2015, pp. 1–
8.

“Effective Communication with Students Who Have Communication Disorders.” UW News, University of Washington
www.washington.edu/doit/effective-communication-students-who-have-communication-disorders.

McDowell, Carol. “An Adaptation Tool Kit for Teaching Music .” Teaching Exceptional Children, vol. 6, no. 3, 2010, pp. 2–19.

Quale, Carleen. Peters, Becky. Matkins, Rich. Classroom Techniques for Students with Language-Learning Disorders.

Sunderland, L. C. (2004). Speech, Language, and Audiology Services in Public Schools. Intervention In School & Clinic, 39(4), 209-
217.

Zebron, Shupikai, Isaac Mhute, and Maxwell Constantine Chando Musingafi. "Classroom Challenges: Working with Pupils with
Communication Disorders." Journal of Education and Practice 6.9 (2015): 18-22.