The cognitive connectionism theory can be used to describe Amanda’s language development. In this theory “language is learned, not innate. It relies on generic cognitive information-processing and pattern-recognition mechanisms” (Wolf-Nelson, 2010, p.61). In this theory children use cognitive abilities such as attention, perception, working memory and retrieval to receive information form their environment and construct language competence by using information processes and language. In this theory neuronal functions are part of a network, which perform parallel distributed processing (PDP), in which information is perceived and attended to. This network is then strengthened through various presentations of reoccurring patterns, which are learned
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This theory would be useful when working with Amanda because she can use her information processing abilities when provided with multiple exposures to patterns to strengthen her parallel distributing processing functions to increase her receptive and expressive …show more content…
The No Child Left Behind Act, also known as an accountability law, was designed to keep school districts accountable for the academic success of all students including those affected by poverty or disabilities. This act’s long term goal was to have every student reading at or above their grade-level by the 2013-2014 academic school year. The No Child Left Behind act is composed of four components which include: (1) information gathered annually to determine a schools adequate yearly progress, (2) allowing school districts to use up to 15% of special education funds to support general education, (3) methods for teaching reading should be composed of phonemic awareness, phonics instruction, reading fluency, vocabulary, and test comprehension, and (4) schools that do not reach the adequate yearly progress will be labeled as in need of improvement and be targeted for corrective action. The Individuals with Disabilities Education Act of 2004 purpose was to ensure that every child with a disability had access to free and appropriate public education in the least restrictive setting based on an individualized education plan. Because of the Individuals with Disabilities Education Act of 2004 not all students in need of speech services are pulled out of the classroom into a separate speech room, rather some
This theory would be useful when working with Amanda because she can use her information processing abilities when provided with multiple exposures to patterns to strengthen her parallel distributing processing functions to increase her receptive and expressive …show more content…
The No Child Left Behind Act, also known as an accountability law, was designed to keep school districts accountable for the academic success of all students including those affected by poverty or disabilities. This act’s long term goal was to have every student reading at or above their grade-level by the 2013-2014 academic school year. The No Child Left Behind act is composed of four components which include: (1) information gathered annually to determine a schools adequate yearly progress, (2) allowing school districts to use up to 15% of special education funds to support general education, (3) methods for teaching reading should be composed of phonemic awareness, phonics instruction, reading fluency, vocabulary, and test comprehension, and (4) schools that do not reach the adequate yearly progress will be labeled as in need of improvement and be targeted for corrective action. The Individuals with Disabilities Education Act of 2004 purpose was to ensure that every child with a disability had access to free and appropriate public education in the least restrictive setting based on an individualized education plan. Because of the Individuals with Disabilities Education Act of 2004 not all students in need of speech services are pulled out of the classroom into a separate speech room, rather some