Strategy Matrix: Organize Needs & Interventions - Colby Jacobsen #7
Disability: Communication Disability
Student’s Strengths: Student has strong computer skills, strong technology skills, and excellent alternative communication
skills (use of symbols, aid, and techniques that enhance the communication process)
Common Disability Characteristic
May struggle with their ability to talk,
understand, read, and write: This student
has difficulty understanding lessons
communicated by the teacher which leads
to a disconnect in their reading, writing,
and communication skills in the classroom,
but excels in computer and technology
skills.
May lack ability to express ideas: This
student often stutters and lacks ability to
produce speech, therefore doesn’t partake
in many class discussions.
May isolate themselves from peers: This
student never interacts with others in the
class, keeps to themselves when they can,
and often acts out when required to work
with others.
Often feel embarrassed: his student is often
ashamed and embarrassed of their stutter
and communication disorder. This leads to
this student’s aggression towards others.
May lack self-esteem: Because of this
student’s stutter and communication
disorder, they lack any self-esteem in the
classroom. They believe they are incapable
and think it is easier not to try than to try
and fail.
May get in to frequent arguments: This
student is clearly very frustrated and
embarrassed. They often act out in the
classroom to distract from the
communication disorder therefore leading
to arguments with both other students in
the class and teachers.
Evidence-based Strategies
Academic
Computer Assisted Instruction: This student excels in computers and
technology. This type of instruction will be extremely beneficial in
improving their capabilities.
See Saw: Because of this students disconnect and isolation during
instruction, the use of see saw will be extremely beneficial. This will allow
this student to utilize their technology skills to build a comprehensive
record of their learning.
Art & Illustration: Expression in art and illustration allows this student to
stimulate higher level thinking and understand/express themselves.
Because of their fear of speaking, this can be an alternative outlet to
express comprehension.
Music: Music as a right brain process can help facilitate language- which
is a left-brain process to aid in speech/language disabilities.
Social / School Skills
Think Pair Share: This collaborative learning strategy will allow the
student to think individually first, pair with a classmate, and share ideas.
This will actively engage the student with other members of the class in a
safe learning atmosphere. This allows the student to think on their own
before practicing social skills.
Peer Assisted Learning Strategies (PALS): This is a very structured class-
wide peer tutoring program that combines effective instructional principles
and practices with peer mediation. This is an effective way to have this
student partner up for support, while still allowing them to play an integral
role in the process.
Academic Journaling: This will allow this student to monitor progress,
express concern, and request guidance if needed in a private way leading
to less embarrassment in the classroom.
Self-Regulate: This will develop a stronger self-concept with more stable
moods and behaviors in this student therefore leading to increased
academic achievement.
Behavior / Organization
Praise Notes: This method allows nonverbal student/teacher interaction.
When this student is participating and staying on task, the use of a praise
note will provide encouragement and build self-esteem.
Use of Positive Self Talk: Self-talk, although from a person’s mind,
controls the mind reversely to affect emotions, attitudes, degree of effort,
behavior, and even lead to better performance. This may help with this
student’s self-esteem and self-concept.
Check in Check Out: This will allow the student to receive encouragement
and positive attention from their coordinator which will build confidence
and lead to less issues in the classroom.
Behavior Contracts: This will allow the student to also have input on
behaviors they would like to change. There will be clear expectations that
the student must follow.