course materials

1. Specific Learning Disabilities (SLD) and Speech Discussion
Specific Learning Disabilities (SLD) and Speech DiscussionSpecific Learning Disabilities
(SLD) and Speech DiscussionNow that you have a solid understanding of inclusion,
collaboration, and the evidence-based strategies you can use to children with
exceptionalities, it is time to take that knowledge and begin to apply it. Doing this will help
you to solidify your understanding of how to meet the needs of the children that you will
work with. For this discussion you will focus on applying evidence-based strategies to meet
the needs of children with Specific Learning Disabilities (SLD) and/or Speech and Language
Impairments (SLI).To prepare for this discussion,Please refer to the Week Four Guidance
for further tips and examples that will your success on this discussionChoose one child
with a Specific Learning Disability and one child with a Speech and Language Impairment
from the interactive ECD 310 Week 4 Discussion 1: Application of Key Learning for Diverse
Learners in Inclusive Environments Disability Impairment Image (Links to an external
site.)Links to an external site..In your post,Put the names of the two children you chose to
write about in the subject line of your post.Summarize the delay/disability/disorder that
was diagnosed for the two children you have chosen. In your summary include a brief
description of the delay/disability/disorder, the developmental milestones the child would
be struggling to meet, and the characteristics the child would be displaying.Explain, for each
child, one developmentally appropriate evidence-based strategy that you would use with
the child to maximize development and why you chose it. You can pull a strategy from the
Week Three discussions, your course text, or another scholarly source.Describe how you
would collaborate with other stakeholders (colleagues, families, etc.) about the
implementation and effectiveness of the strategy you chose.ORDER NOW FOR
CUSTOMIZED, PLAGIARISM-FREE PAPERSYou must proofread your paper. But do not
strictly rely on your computer’s spell-checker and grammar-checker; failure to do so
indicates a lack of effort on your part and you can expect your grade to suffer accordingly.
Papers with numerous misspelled words and grammatical mistakes will be penalized. Read
over your paper – in silence and then aloud – before handing it in and make corrections as
necessary. Often it is advantageous to have a friend proofread your paper for obvious
errors. Handwritten corrections are preferable to uncorrected mistakes.Use a standard 10
to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers
with small margins or single-spacing are hard to read. It is better to let your essay run over
the recommended number of pages than to try to compress it into fewer pages.Likewise,
large type, large margins, large indentations, triple-spacing, increased leading (space

2. between lines), increased kerning (space between letters), and any other such attempts at
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margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to
use white paper and print out using dark ink. If it is hard to read your essay, it will also be
hard to follow your argument.