I need to be able to diagnose reading and spelling errors on-the-spot in order to immediately correct and remediate using brain-based strategies that benefit all students, especially those with special needs.
We all have different learning styles. I provide multi-sensory instruction to my students in order to accommodate their varied learning styles. I plan instruction that simultaneously engages multiple pathways in the brain through auditory, visual, tactile, and kinesthetic activities.
My students are kindergartners through 4th graders with Specific Learning Disabilities, Developmental Delays, Autism Spectrum Disorder, and Other Health Impairments.
They are the reason I love my job. They spend portions of the language arts and math blocks in my classroom where we can focus on their needs in a small group setting. In addition to increasing their performance in reading, writing, math, and technology, their needs include social-emotional learning and executive functioning skills. We are a small public school in Chicago that serves pre-kindergarten through 8th-grade students. We have a tight-knit school community made up of teachers and families who work together for the good of all students.
Research shows that students who read at grade level by the end of 3rd grade are more successful in their futures. It is imperative that I am able to address my students' special needs and teach them to read during the primary grades so that they can "read to learn" during the rest of their lives. I received Teacher and Associate Level training this summer that focuses on the Orton Gillingham approach, which is based on years of research and has been proven to be effective with all students, especially those with reading disorders, including dyslexia. I will now implement this approach through a 100-hour practicum while receiving ongoing observations and feedback from an AOGPE Fellow over the course of the 2018-2019 school year.
I will now have the opportunity to apply the knowledge and skills I acquired during my training over the summer and reach my struggling special needs students while being mentored by an AOGPE Fellow.
This approach will empower my students by giving them the tools they need to become successful, independent readers and writers. Orton-Gillingham is a language-based, multisensory, structured, sequential, cumulative, cognitive, and flexible approach that will allow my students to experience success despite their difficulties with spelling, reading, and writing. This training and practicum correlate with the Knowledge and Practice Standards for Teachers of Reading and it is accredited by the Association of Orton Gillingham Practitioners and Educators, as well as, the International Dyslexia Association. My students will benefit greatly from having a teacher who is utilizing the most effective, validated instructional strategies.
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|Activity||Karen K. Leopold, Accredited Training Fellow/Academy of Orton-Gillingham Practitioners and Educators||$750.00|
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