Paragraph Form Discuss Assignment Help: How to Answer This Question
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Original Question
In paragraph form, discuss the article below about the role of a nurse educator in curriculum development and its current impact on nursing education or curriculum implementation: Purpose: Children with developmental language disorder frequently have difficulty with both academic success and language learning and use. This clinical focus article describes core principles derived from a larger program of research (National Science Foundation 1748298) on language intervention combined with science instruction for preschoolers. It serves as an illustration of a model for integrating language intervention with curricular content delivery. Method: We present a five-step model for a speech-language pathologist and other school professionals to follow to (a) understand the grade-level core cur riculum objectives; (b) align intervention targets with the curriculum; (c) select a therapy approach that aligns with both goals and curricular content, and (d) methods for implementing the intervention; and (e) verify that both the interven tion and the curriculum have been provided in accordance with best practices. We apply this model to the Next Generation Science Standards, a science curriculum popular in the United States, and to grammar and vocabulary interventions, two areas of difficulty for children with developmental language disorders, though it would be possible to extend the steps to other curricular areas and intervention targets. Conclusions: We conclude by discussing the barriers and benefits to adopting this model. We recognize that both speech-language pathologists and teachers may have limited time to implement language intervention within a general education curriculum, but we suggest that the long-term benefits outweigh the barriers. Table 1. Steps for embedding language intervention into general education curricula. Major steps: Detailed actions to complete the major step 1. Understand the grade-level core curriculum objectives. • Review the teacher’s manuals for lesson plans. • Identify learning objectives. • Differentiate learning objectives from lesson plans to understand what can be adapted to include language targets. • Meet with classroom teacher and instructional specialists as needed. 2. Tailor intervention targets to align the child’s needs with the curriculum. • Consider which targets will most rapidly enhance curricular access. • Take into account the child’s language learning profile, including strengths and weaknesses. • Select targets in alignment with the child’s home dialect. 3. Identify an evidence-based therapy approach that can be delivered effectively in conjunction with curricular goals. • Seek evidence of efficacy when provided alone and in combination with other tools. • Look for the ability to embed selected techniques into general instruction in an unobtrusive way. • Ensure you can provide the dose recommended to see benefit. • Examine alternative techniques as viable approaches to ensure you are engaging in best practice. 4. Implement the approach within the curriculum in concert with the general education teacher. • Determine who the provider will be. • Plan to provide intervention elements to the whole classroom and/or to a small group. • Consider the skill of each provider and the naturalness of the instructional approach. 5. Verify and refine implementation practices. • Ensure good team communication. • Have a plan to track curriculum fidelity. • Have a plan to track intervention fidelity. • Consider how to show child progress in both areas efficiently. • Check in to ensure both curricular and intervention goals are met
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