Individualized Education Strategy Curriculary

The purpose of educators is to provide an equal opportunity education to all students, regardless of his or her ability. The IDEA lists specific disabilities that include intellectual and specific learning disabilities, autism spectrum disorder, speech or language impairments, emotional disturbances, deaf-blindness, hearing, and other health impairments. Additional disabilities include visual and orthopedic impairments, traumatic brain injury, and multiple disabilities. The provisions in section 504 of the Vocational Rehabilitation Act of 1973 guard against discrimination and covers disabilities that are not listed under the IDEA, which include medical and health ailments, learning difficulties, and attention deficit-hyperactive disorder (ADHD)

The selection is dependent upon the student’s disability, ability, need and the Individualized Education Program (IEP). Problem areas for students with disabilities include reading, math and written expression (Friend, & Bursuck, 2012). The Learning strategy curriculum (LSC) is comprised of different strategies to address the adolescent student’s reading comprehension. LSC includes the word identification strategy, the visual imagery and self-questioning strategy, paraphrasing strategy, and the LINCS vocabulary strategy. LSC emphasizes the following three areas: knowledge obtained, retained and understood. The word identification strategy involves teaching the student ways to decrease reading out loud mistakes. The visual imagery and self-questioning strategy increases the student’s understanding of the material. The paraphrasing strategy improves the individuals reading rate, understanding, summarizing and the remembrance of learned material. Lastly, the LINCS vocabulary strategy emphasizes the student using the mnemonic strategy to remember the meaning of words (Cantrell, Almasi, Carter, Rintamaa, & Madden, 2010). An example of the paraphrasing strategy is an eighth-grade student with a mild traumatic brain injury. The student was involved in a car accident over the summer and has returned to school. The student is experiencing problems with reading comprehension and has a paraprofessional to assist him with reading the material. Once the student receives the information, then he can paraphrase the material to his