As the parent of cognitively impaired adult, I can say this in terms of grouping. In many but certainly not all situations he benefited from being part of a group of diverse learners, including those without impairment. His IQ tested most recently at 58 (up over ten points from early diagnosis), yet his level of functioning just wows folks. Is his impairment noticeable? Yes, it is revealed through language interactions, although he is highly verbal and most clearly through a sort of auroa of innocence.
As a literacy specialist, I guess what comes immediately to mind when I read your questions was our district's recent exploration and training in Creative Curriculum (an early childhood program) where they make the point that research clearly shows that small group read aloud, interaction and discussion--specifically mixed ability groups--make more of a cognitive impact that reading one on one or in large group. The argument is simple and effective, IMO. Children, particularly those with language acquisition delays and those with limited experience, benefit from this shared knowledge base. My inference is that this is also true--perhaps especially true--for children with cognitive delays. All of that said, when my son reached high school he was tracked, for lack of a better word, into functional classes but those classes were structured to mirror all other classes. Bells rang, kids walked--no isolation in a 'special room', though one does still exist and is used primarily for severe-profound students. However, he remained an active member of choir throughout high school; he performed solos (yes, a child previously labeled language delayed!) at state contests; he traveled solo on several overnight music trips; received a four year membership award at graduation; and was repeatedly top fundraiser, having learned to pitch all that fundraising garbage and to keep track of the money independently. What relevance does this have to you question? Just that I firmly believe that wise grouping, that which sometimes had to happen in order to specifically address his cognitive delays and related goals, combined with wise social grouping which made him every much a part of his social group as any other student made him who he is today. A hopeful, happy young adult working way beyond expectation and looking forward to his very first placement in a moderately supported group home. Lori On 8/8/08 9:33 AM, "Laura Taylor" <[EMAIL PROTECTED]> wrote: > Hi! My name is Laura Veldman, I am in Dr. Creech's reading strategies class at > Wayne State University. My major is Cognitively Impaired and I hope to teach > an inclusive lower elementary classroom. Throughout my courses, I have learned > that grouping your student is a very powerful tool that can be used. Does > anybody have any suggestion as to how I could group my students (according to > abilities?) so all of the group members have equal benefits with the lesson? > Thanks!! > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
