Language Disabilities and Assistive Technology Unit Plan|My homework helper

Posted: February 12th, 2023

Read the case study below to inform the assignment.

Case Study: Stephanie

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Grade: 5th

Age: 10

Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10-years-old and spends a great portion of her day in self-contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.

Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275-400. Her favorite book is If You Give a Mouse a Cookie by Laura Numeroff. Stephanie writes very little and relies on the Picture Exchange System as her primary form of communication.

Stephanie attends the fifth grade English language arts class for exposure to more appropriate grade level content and socialization. She requires frequent breaks and one-on-one support from an assistant when participating in the general education setting. The special education teacher and assistant work with the general education teacher and follow the modified curriculum from the state department of education.

For standardized grade-level testing, Stephanie participates in the yearly Alternate Assessment. The assessment is administered orally by the teacher and a proctor is present. The assessment is multiple choice and the administrator can accept eye gazing, finger pointing, and verbal responses to answer questions. The assessment is not timed and the teacher can apply the 10 response rule: If the student does not respond after 10 questions, the teacher can end the assessment.


Use the “ELA Mini-Unit Template” to complete this assignment.

Part 1: Student Goal

Write a measurable reading comprehension goal for Stephanie’s IEP. Within the goal, incorporate an alternative and augmentative communication system to support her communication and learning.

Part 2: Mini-Unit

Compose a mini-unit of three ELA lesson plans for the general education classroom that incorporates your ELA standards for teaching reading comprehension to fifth graders.

For each lesson plan include differentiated activities and assessments for Stephanie that use the AAC system identified in Part 1 to allow her to access the curriculum and address her measurable IEP goal.

Part 3: Rationale

Provide a 250-500 word rationale that explains how your mini-unit instructional choices are developmentally appropriate for teaching the content standards, and how the differentiated activities and assessment will allow Stephanie to meet her goal and fully access the curriculum. Address how your accommodations and differentiation create a supportive learning environment that encourages self-advocacy, increases independence, and emphasizes safe and ethical use of information and technology for Stephanie.

Support your rationale with 2-3 scholarly resources on best practices regarding semantics/language disorders and the use of assistive technology.

ELA Mini-Unit Template

Part 1: Student Goal



Part 2: Mini Unit

  Day 1


Day 2 Day 3

A. Lesson Title, Objectives, and Brief Summary



B. National/State Learning Standards


C. Vocabulary and Academic Language


D. Materials and Resources      
E. Instructional Strategy/Strategies


F. Summary of Instruction and Activities for the Lesson


G. Lesson Differentiation

for Stephanie Using AAC


H. Pre- and Post- Assessments      
I. Assessment Accommodation for Stephanie Using AAC      


Part 3: Rationale




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Stephanie’s individualized education plan (IEP) should address her unique learning needs, including her intellectual disability and severe language disorder. It is important that her language therapy and support continue to be provided in a way that is consistent and frequent. The speech pathologist and special education teacher should work together to ensure that Stephanie is making progress in her oral expression and language skills, and that the support she receives is evidence-based and tailored to her needs.

In terms of her academic progress, it will be important for Stephanie’s teachers to use age-appropriate and accessible materials to support her learning, such as books with a low Lexile level, and visual aids, like the Picture Exchange System. This will help Stephanie access and engage with the curriculum, even if her reading level is low. Providing additional accommodations, such as a reader or scribe for tests and assessments, can also help her demonstrate what she knows and understands.

It is also important for Stephanie to have opportunities to socialize and interact with peers. This can be done through structured activities, like recess and lunch, or through more informal settings, like clubs or after-school programs. Stephanie’s instructional assistant can play an important role in supporting her social interactions, and helping her navigate these new experiences.

Overall, Stephanie’s IEP should provide a comprehensive and individualized approach to her education, taking into account her language and communication needs, her academic progress, and her social-emotional development. With the right support and accommodations, Stephanie can continue to make progress and reach her full potential.

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