Iep Students In The Classroom

My student teaching is taking place in a public elementary school in an upper middle class, moderately educated neighborhood. The school is located in a residential area that is fairly closed to a public library and a community college giving students access to technology for those who do not have any computers at home. Their local public library does have computers available for students to use if needed. The school itself also provides students with Chrome books for them to use in class, although they are not able to take them home the majority of the students in the school and classroom have access to technology at home. The school is considered Title I and receives reduced lunch for those students needed.

- Kind of class you are teaching
One of my student is missing two digits, one on each hand therefore requires more time when it comes to test taking and writing assignments. This student of mine also has a hearing issue on one of his ears that requires him to sit at front so he can hear better, besides having to in front I am also required to use a microphone when lecturing so he can hear me better during lecture. My second IEP student needs to be provided with a textbook that has a bigger print, all class notes need to be zoomed in for her to be able to see better, along with that she also needs to be provided with lecture notes ahead of time enlarged with a big print on them. Another accommodation for my second student with an IEP consists of her sitting at front of the classroom so she can see better. For another student of mine, he has a 504 plan that requires several accommodations, some of those accommodations consists of him sitting down next to positive role models, having his work cut down such as only doing odd numbers for math, two paragraphs versus four. If needed, he should also be able to type up his work instead of hand writing it. This child tends to ask a lot of questions therefore certain disruptive behavior should be completely ignored. Since his writing tends to be difficult to
Language development
Consider aspects of language proficiency in relation to the oral and written English required to participate in classroom learning and assessment tasks. Describe the range in vocabulary and levels of complexity of language use within your entire class. When describing the proficiency of your English learners, describe what your English learners can and cannot yet do in relation to the language demands of tasks in the learning segment. (TPEs 7, 8) The CELDT students struggle with grammar and vocabulary, when it comes to their writing these students have a difficult time being able to provide written explanations along with being able to reason. When it comes to vocabulary they seem to struggle a bit more with mathematical vocabulary versus vocabulary in other content areas. When looking at their writing samples I have noticed that these students also struggle with word order. Even though these students struggle with word order, grammar and vocabulary they seem to be able to communicate verbally much better than having to communicate in writing. I have two students who are consider level 2 CELDT students, these two students struggle with word problems and having to provide written explanations of how they obtained their answers. Both of these student also struggle with comprehension, even though both of them struggle with comprehension they are willing to communicate verbally. I have one student who is a level 4, he struggles with grammar, word problems,