the characteristics of ELLs or bilingual/dual language students with hearing and visual impairments

Assessment Description

ELLs and bilingual/dual language students with hearing or vision impairments require accommodations. Teachers who know how to adapt materials to accommodate student needs can provide effective instruction.

Create a 250-500 word resource document to inform teachers about the characteristics of ELLs or bilingual/dual language students with hearing and visual impairments. Your research document should include:

  • Examples of the types and ranges of hearing and visual impairments.
  • Examples of research-based strategies to accommodate ELLs and bilingual/dual language students with hearing and visual impairments.

Support your findings with at least three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

 

the characteristics of ELLs or bilingual/dual language students with hearing and visual impairments

Introduction

The characteristics of ELLs or bilingual/dual language students with hearing and visual impairments are what make them different from other people their age. They often have problems in listening and reading, but not in writing. They are often disorganized, and they can suffer from memory disorders, which cause difficulties when learning new information. These students also find it difficult to focus on things very close to them or move their eyes around quickly. On the other hand, their ability to focus does not change at all when moving further away from an object that is more easy to see

they have problems in listening and reading, but not in writing

While they may have problems in listening and reading, they are not necessarily illiterate. They can read and write, but not listen or speak. For example, a child who is deaf may be able to read fluently but can’t speak English well enough. This child will require special education services to become literate in American Sign Language (ASL) or English Braille.

they are often disorganized, and they can suffer from memory disorders

Memory disorders are a common problem for ELLs and bilingual/dual language students with hearing and visual impairments.

  • Stress and anxiety: Stress can lead to memory problems by causing your body to produce more cortisol, which then increases blood pressure, leading to heart disease or stroke. It also affects your brain’s ability to make new neurons so that you may have difficulty learning new things in the future (including remembering what you studied yesterday). Anxiety can cause similar problems as stress does because it causes nervousness about upcoming tests or exams; this leads people who suffer from anxiety disorders such as generalized anxiety disorder (GAD) or social phobia (SP) are more likely than others not only have poor concentration but also experience problems with their short-term memory due to increased levels of adrenaline coursing through their systems.* Depression: Depression is another common cause of poor mental health among youth today–especially those experiencing poverty which often means they lack access To nutritious foods that provide adequate nutrients needed For healthy growth And development Of both physical strength And mental sharpness

they have difficulties in understanding the information given to them

  • They have difficulties in understanding the information given to them.
  • They have a poor memory.
  • They have problems in listening and reading, but not in writing.
  • Bilingual/dual language students with hearing and visual impairments suffer from memory disorders due to their difficulties in understanding information given by teachers or other people who are talking directly to them.

they are very sensitive to sounds and noises that may disturb their attention

  • They are very sensitive to sounds and noises that may disturb their attention.
  • They can be distracted easily by sounds and noises.
  • They are more sensitive to sounds and noises than other people, making them more likely to get upset by loud noises if they occur at school or during class time.

they find it difficult to focus on things very close to them or move their eyes around quickly. On the other hand, their ability to focus does not change at all when moving further away from an object that is more easy to see.

  • They find it difficult to focus on things very close to them or move their eyes around quickly. On the other hand, their ability to focus does not change at all when moving further away from an object that is more easy to see.
  • This is because of the way their eyes work. They are able to focus on objects that are far away because there is more space between those objects and our eyes than there would be if we were looking at something closer like a person or object up close (which requires us to move our head).

their attention changes when other people start talking about something else besides what you are talking about. These changes are related to emotions and physical perception of objects, which cause a problem with learning new information.

The brain can only focus on one thing at a time. It is constantly shifting its attention to different things, and it’s more likely to focus on something that is emotionally important or physically close–like your teacher or your best friend. This makes it difficult for ELLs who have hearing and visual impairments (HVI) to learn new information because the brain has trouble focusing on what they are learning.

If you have HVI, there are some ways that people can help you stay focused during class time:

  • Make sure that the teacher says all questions aloud before answering them so everyone can hear what he/she has to say about each question; this way, everyone will know exactly where their turn will be! We want our students’ voices heard loud enough so we don’t miss anything important! A great idea would be using an app such as Soundwave which allows users access through smart phones or tablets by simply holding up their device near speakers set up around campus buildings.”

there are some characteristics that make ELLs unique for their age group

There are some characteristics that make ELLs unique for their age group. They have problems in listening and reading, but not in writing. The most common problem is that they do not understand what they read or hear properly, which makes it difficult for them to complete tasks successfully.

They often suffer from memory disorders due to the fact that their brains are not developed enough yet to store new information properly or retain it over time (i.e., long-term memory). This can result in forgetting instructions or even basic facts about everyday life, such as how much money you need before leaving home at night or where your house is located within an area code (area code is your telephone number).

While these students may be able to understand what others tell them verbally if they listen carefully enough–and sometimes even write down notes about what’s been said–they tend not use written language effectively because it takes too much effort on their part.”

Conclusion

We hope this article has provided you with some useful information about the characteristics of ELLs or bilingual/dual language students with hearing and visual impairments. If you have any questions, please leave a comment below or contact us at [email protected]

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