Maureen is a 9th grade student at Desert Valley Senior High.

Her learning disability is in the

areas of reading comprehension and written expression. Maureen, however, has many
strengths: short and long term memory, problem solving, oral expression, and interpersonal
skills. Accommodations that must be made are specified in the IEP and include taped texts, the
option to tape lectures, multiple choice and short answer test questions instead of essay, and
syllabi and guided notes in advance.

In addition to the above accommodations, during written instruction, the other co-teacher and
I may make modifications to assignments in terms of length. The special educator, in general,
will decide what should be differentiated and individualized in accordance with the IEP. For
example, while others may be required to write three paragraphs, Maureen may be required to
write one and focus on basic sentence structure. Some activities will be able to completed
orally/by dictation. As the general education teacher, rather than just handing her a (daunting)
blank piece of paper and expecting her to begin, I should model and demystify the writing
process. Maureen will need this knowledge since she plans to attend college. First, the class
generates and sorts ideas. Then it decides on an outline and topic sentence. Next, the teacher
talks the class through each stepmodeling decisions about what and how to write. Finally, the
teacher models the editing process, pointing, out sentences that need elaboration,
combination, or reordering, and replaces words as necessary (Moats, 2002). Maureen and the
other students will then be ready to write independently. The special education teacher should
work with Maureen on developing subskills. Since Maureen has strong memory skills,
mnemonics, for example, will be useful for proofreading. COPS and C-SCOOPS are strategies
that encourage focus on primary subskills. STOPS is a slightly more advanced proofing strategy
(Richards, 2002). Graphic organizers will discourage erratic writing and disorganization.

To aid in reading comprehension, Maureen should have access to audio and/or video for the
texts. Louisa Moats (2002) states that because the struggling reader has not read much, they
are not familiar with the vocabulary, sentence structure, text organization and concepts of
academic book language. Smaller amounts of reading each day will get her in the practice of
reading, thus making reading a less intimidating task. It would be particularly helpful for me to
pre-teach vocabulary words. Maureen, and other students, will be encouraged to track
vocabulary words and idioms in their journal. They can do as much as little as they like. Picture
representations are a good way for Maureen to express what shes learned. The special
education teacher should review specific skills like decoding and phonological awareness, if
necessary (Moats, 2002). Chunking, or breaking down a text into smaller pieces and asking her
to rephrase, will help the text be less overwhelming. Since Maureen has strong interpersonal
skills, she will likely enjoy working in a group and participating in class discussion. Maureen
would likely benefit from a leadership is a group project situation or brainstorming session,
where she can exercise how her strong problem solving and interpersonal skills.

Co-teaching challenges, goals and solutions. (2015). Maryland Learning Links. Retrieved from
https://marylandlearninglinks.org/resource/challenges-goals-and-solutions/
Co-teaching overview. (2015). Maryland Learning Links. Retrieved from
https://marylandlearninglinks.org/resource/co-teaching-overview/

Moats, L. (2002). When older students cant read. Retrieved from

http://www.ldonline.org/article/When_Older_Students_Can't_Read

Murawski, W. & Dieker, L. (2008). 50 ways to keep your co-teacher: strategies for before,
during, and after co-teaching. Teaching Exceptional Children, Apr/May 2008, 40-48. Retrieved
from http://www.csun.edu/sites/default/files/50-Ways-Keep-Your-Co-Teacher.pdf

Richards, R.G. (2008). The writing road: reinvigorating your students enthusiasm for writing.
Retrieved from
http://www.ldonline.org/article/The_Writing_Road%3A_Reinvigorate_Your_Students'_Enthusi
asm_for_Writing