Performance checks help maintain what is learned for special education students with language impairments.
- Daily comprehension checks along with fast reviews (like probes) aid in learning maintenance.
- Give the language impaired learner five vocabulary words to make-up a story. Incorporate websites such as toondo.com and goanimate.com where a student can generate cartoons the story he creates. (These are extension exercises off his current work.)
- Perform data checks daily.
- Encourage oral performances and presentations like oral reports, interviews, role plays — in conjunction with summarizing, explaining, describing, retelling or paraphrasing text or material from stories. Tell the special education student to act out characters in the story as a non-verbal assessment activity.
- For oral and written products, the special education student maintains a log to encourage usage of metacognitive strategies as he reads expository text.
INCLUDE Strategy Step 6 — Decide which adaptions to implement — helps ascertain an instructor's method or direction to help students with language impairments in the classroom. Use FIRST (Nagel, Schumaker, & Deschler, 1986), a letter mnemonic strategy: Form a word, Insert a letter or letters, Rearrange the letters, Shape a sentence, Try combinations.
The language impaired student will benefit from this strategy in the spelling and phonemic area of awareness. The student requires practice to identify the specific areas of decoding he has trouble with. For a quick review each day, use cue cards with the identified skills.
For a paragraph writing strategy, try PLEASE (Welch, M., 1992). Pick a topic, List your ideas about the topic, Evaluate your list, Activate the paragraph with a topic sentence, Supply supporting sentences, End with a concluding sentence, Evaluate your work.
PLEASE encourages the language impaired learner to visualize what he sees while listing his own ideas. Instructors should encourage vocabulary the student already knows to aid with thought and comprehension flow. This method is preferable over the student's struggling with spelling while engaged in a writing activity. Let the student have pictures to prompt his topic ideas. He can then list adjectives that fit the picture descriptions. Allow him to maintain his own vocabulary words thesaurus. The combination of these activities aid in teaching students with language impairments in the classroom.