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Discussion Assignment Instructions
You must then post two replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week, with the exception of Module 8: Week 8, which is due on Friday. For each thread and reply, any sources used must be cited and referenced in current APA format. 
In your replies, address the person you are replying to, so it will be clear who you are responding to. Note that replies such as “I like what you said,” “That’s a good point,” and “I disagree with your comment” do not count as complete replies. Instead, add substantial supporting thoughts or ideas to elucidate why you agreed with the thread or provide alternative ideas and thoughts to demonstrate why you disagreed.
As one of the goals of Discussions is to encourage student community learning, not every thread will have a response from the instructor. Rather, the instructor will respond to a few threads in a way that adds to the conversation, asks pertinent questions, or summarizes some of the key points made by students.
See the Discussion Grading Rubric for guidance on how your participation will be evaluated.
Response 1:
Amy Cyr 
TuesdayMay 14 at 9:03am
I intend to research the topic of vocabulary instruction delivered to middle school students with special education needs, concentrating on students with learning disabilities. Proverbs 22:6 demonstrates this topic as it states, “Train up a child in the way he should go and when he is old he will not depart from it” (English Standard Version Bible, 2001). The verse states that each child needs guidance along his or her path. This highlights the role of an adult to provide support to learners as they acquire new knowledge, which ultimately results in students encountering success. 
My topic relates to my foundational beliefs around the issue of vocabulary instruction for middle school students as it pertains to students with special education needs. I believe that middle school students with special education needs will benefit significantly from differentiated instructional strategies. This belief is based on my understanding that differentiated instruction offers instruction that is individualized to meet each student’s current level of understanding. Puzio et al. (2020) claim that differentiated instruction is tremendously important for meeting individual students’ learning needs as it seeks to close individual learning gaps. Through the use of differentiated instruction, targeted support can be delivered to address the pre-requisite skills required for comprehension of vocabulary (Puzio et al., 2020).
I believe that by using a multimodal approach, vocabulary acquisition might be greatly improved for students with special education needs. This is possible due to the diverse nature of a multimodal approach, which includes multiple instructional methods. Through an approach that incorporates visual, auditory, kinesthetic, and digital resources,  various learning styles can be addressed within one lesson, which, in turn, means that a student has multiple ways to understand vocabulary concepts (Townsend et al., 2018).  Additionally, Townsend et al. (2018) state that multimodal instruction has a high likelihood of being engaging and appropriate for helping students build their vocabulary.  Through the use of multiple means of instructional modalities, students are able to grasp a deeper understanding of vocabulary concepts as teachers engage them as active participants in their learning (Townsend et al., 2018).
Explicit vocabulary instruction also increases understanding of vocabulary concepts.  I am confident that explicit instruction, including clear explanation, modeling, and guided practice, is necessary for students with special educational needs, especially those with learning disabilities. When it comes to helping a student who has difficulty with vocabulary, Torgesen et al. (2021) claim that explicit instruction is essential. A structured approach with direct support and reinforcement is highly efficient in assisting a student in understanding new vocabulary words (Torgesen et al., 2021).
Students with special education needs, particularly those with a learning disability, need to activate and construct background knowledge. I believe that vocabulary instruction requires connections to be fostered through background knowledge.   McKeown (2019) claims that good vocabulary instruction helps students acquire word knowledge, including how words function in various contexts. Students understand vocabulary better and utilize it in such a way that they connect a new word with something they have experienced or seen in the real world. This is a vital part of vocabulary instruction, and it is essential that educators aid students in making these connections.
In summary,  research indicates that explicit instruction, multimodal instruction, differentiated instruction, and background knowledge have proven beneficial in assisting students with special education needs at the middle school level to improve their vocabulary comprehension. Therefore, educators can make meaningful contributions to broader students’ vocabulary understanding through the integration of these methods.
References
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/
McKeown, M. G. (2019). Effective vocabulary instruction fosters knowing words, using words,
and understanding how words work. Language, Speech, and Hearing Services in Schools,
50(4), 466-476.
Puzio, K., Colby, G. T., & Algeo-Nichols, D. (2020). Differentiated Literacy Instruction:
Boondoggle or Best Practice? Review of Educational Research., 90(4), 459–498.
https://doi.org/10.3102/0034654320933536
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2021). Prevention and remediation of severe
Reading disabilities: Keeping the end in mind. In Components of Effective Reading 
Intervention (pp. 217-234). Routledge.
Townsend, D., Brock, C., & Morrison, J. D. (2018). Engaging in vocabulary learning in science:
the promise of multimodal instruction. International Journal of Science Education, 40(3),
328–347. https://doi.org/10.1080/09500693.2017.1420267
Response 2:
Topic: Technology
Technology can help students become active participants in the learning process.
Technology can help students develop a better understanding of the material.
Technology can help better serve the diverse learning needs of our students.
Technology can turn traditionally dull subjects into interactive and fun activities.
Technology offers a variety of tools that engage students and encourage active participation in the learning process. Among these tools, interactive learning platforms like Schoology stand out. Schoology provides interactive modules, quizzes, and multimedia content tailored to different learning styles, allowing students to engage with material in diverse ways. According to a study by Biswas (2013), teachers can leverage the Schoology website to manage everyday classroom practices with the aim of enhancing student learning. The study highlights how Schoology’s embedded options not only enhance interactive learning but also connect school stakeholders on a unified platform. Additionally, the platform improves teaching efficiency and helps shape students’ learning and thinking to meet the diverse needs of the community.
Technology is essentail in enhancing students’ comprehension of material, particularly through immediate feedback and assessment. With technology, students receive prompt feedback on assignments, quizzes, and assessments, pinpointing misconceptions and areas for improvement in real time. This timely guidance steers their learning journey and solidifies understanding. Elmahdi and Fawzi (2018) underscore how affordable technologies and software empower teachers to seamlessly integrate formative assessment into instruction, enriching both learning and assessment processes.
Technology plays a huge role in meeting the diverse learning needs of students through personalized learning and accessibility features. From simple solutions like hand grips enabling students with fine motor difficulties to hold pencils, to advanced portable communication devices aiding those with speech and language impairments (Chmiliar & Cheung, 2007), assistive technology spans a wide spectrum. Adaptive learning platforms leverage technology to customize educational content according to each student’s pace, learning style, and individual needs, ensuring tailored instruction and resources. Furthermore, technology incorporates accessibility features such as text-to-speech, speech-to-text, closed captioning, and screen readers, fostering inclusivity by supporting students with varying abilities and overcoming language barriers
Technology offers several strategies to transform traditionally dull subjects into interactive and enjoyable activities, such as gamification. Integrating game elements such as points, badges, leaderboards, and challenges into educational content can make learning more engaging and enjoyable. Educational games and quizzes can turn dull subjects into interactive experiences where students compete, collaborate, and progress through levels while mastering the material. Gamification is also used with virtual simulations to increase learning exposures that help students to gain competency and confidence (Duggal et al., 2021).
“And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him.” – Colossians 3:17 (NIV) This verse emphasizes the importance of engaging in all activities, including learning, with dedication and gratitude. By incorporating technology to enhance education, educators and students can approach their studies with enthusiasm and thankfulness for the opportunities provided through technological advancements.
References 
Bible. (2016). Colossians 3:17. New International Version.
Biswas, S. (2013). Schoology-supported classroom management: A curriculum review. Northwest journal of teacher education, 11(2), 12.
Chmiliar, L., & Cheung, B. (2007). Assistive Technology Training for Teachers–Innovation and Accessibility Online. Developmental Disabilities Bulletin, 35, 18-28.
Duggal, K., Gupta, L. R., & Singh, P. (2021). Gamification and machine learning inspired approach for classroom engagement and learning. Mathematical Problems in Engineering, 2021, 1-18.
Elmahdi, I., Al-Hattami, A., & Fawzi, H. (2018). Using Technology for Formative Assessment to Improve Students’ Learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 182-188.