TED 690 Domain A Literature Review

Rogelio Reynoso-Guzman
ID #: 023822157
National University
01/14/2017

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Title of Article: Teaching Students with Special Needs

Author: Anthony D. Fredericks (2005)
Reference: Fredericks, A. D. (2005). The Complete Idiot's Guide to Success as a Teacher. New
York, NY: Alpha.

Review of Article
As instructors we often encounter many disabilities that range from hyperactivity to
paralysis, and everything in between. Each one of these disabilities come with its own set of
challenges, instructors are always thinking of scenarios and situations and how we would react to
each one. We are thinking of how to make them feel comfortable, how to accommodate all
students, and disabilities. We often overlook the importance of speech and language in our
everyday life, and the essential role that it plays in education. A speech and language
impairment means a communication disorder, such as stuttering, impaired articulation, a
language impairment, or a voice impairment, that adversely affects a child's educational
performance (Fredericks, 2005).
It is a sad reality that they are large amount of individuals with disabilities that are not
identified, or drop out before they could ever receive the help of a specialized IEP team. This is
not any different when it comes to speech and language disorders due to the fact that speech and
language disorders often lead to an academic gap which may go unnoticed until its too late.
Identifiers to look for in the secondary level include: Word substitution, inadequate language
processing, inability to understand abstract concepts, difficulties making connections to previous
materials, and a widening gap in achievement (Fredericks, 2005). However dealing with speech

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and language disorders in the classrooms is not something that will completely change the way
you teach. Like most disorders, it requires more time and consideration than normal but will give
you the same results. The accommodations to the curriculum are minimal and could be broken
down to essential goals. The first goal is to take into consideration the future of the student, and
how to live with the disability. This may seem like the hardest, but you are not alone when it
comes helping the student you could rely on your IEP team, parents, pathologist and
administration.
A pathologist will be one of the greatest resources a student with disability will receive,
and even when the student may not directly interact with the pathologist. They are four major
types of service delivery options: Direct Instruction (Pull-out), Classroom-Based, CommunityBased, and consultation (Fredericks, 2005). The traditional method use has been the pullout
model in which the student is pullout of the classroom and into a one to one or small group
therapy. This type of method is helpful when you have a specific goal in mind, and may include
speech therapy that consists of training patients to understand language by using auditory
perception and expression via spoken language and pictures of texts (Fredericks, 2005). The
second one discussed is the classroom-based model in which the student receives individualized
or small group services within the classroom, this type of service is most appropriate when
dealing with a classroom with several students with a speech and language disorder. The third
service is community-based model in which students are given therapy in a natural environment
such as home or community playgrounds. The last service discussed is the consultation model in
which the pathologist provides its services in the form of tools, information and activities that the
parent and teachers can perform throughout the day. Each one of these common models each
have its benefits, the students can talk with their IEP teams to determine which service to choose.

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These are all great services that a pathologist may provide, however it is only the start of what a
teacher may help with.