Example | Syntax & Morphology in the General Education Setting


I have a few 5th graders who are included in the English Language Arts (ELA) general education classroom; however, they are working at a 2nd-grade level. Usually, I will move between their desks and try to stay quiet while the other students are doing their work. I work closely with the teacher to make sure I have modified materials that match up to what the general ed students are working on. However, with new technology developed by Amplio, I have an even less stigmatizing way of addressing their IEP goals. I want to help them to be included and access the gen ed curriculum as much as possible. Socially, they both do pretty well so I don’t want to create a bigger divide.

In this scenario, I sit in a chair to the side of the classroom rather than up close to the student – similar to the gen ed teacher. I will get up and go to their desks as needed or for specific activities that need direct teaching support. After the teacher is done instructing the students and assigns independent work, I am able to give my students activities matching their IEPs that align with state standards in ELA for their grade level.

The magic is that I don’t have to be sitting right next to them every second of the class which helps them feel more included with their peers. I can assign activities directly related to building sentences and word structures to their Chromebooks. In this case, one student is working on subject-verb object (SVO) sentences while another student is working on present progressive using ING. If I need to work directly with one student, I can even assign the other student an independent task to do simultaneously. Using the Amplio Learning Platform has really changed the way I can serve my students in a more inclusive environment, decreasing stigmatization while giving them access to the gen ed curriculum.

  • Inclusive push in model
  • 5th grade gen ed ELA classroom; inclusion of 2 students working on ELA 2nd grade
  • Stigmatizing model of delivery; modified materials
  • Distance is not an issue
  • State standard activities matching what gen ed peers are working on
  • Chromebooks have syntax and morphology goals aligned with IEP
    SVO and ING
  • Simultaneous learning; independent tasks
  • Increased inclusion; less stigmatization






Dr. Teressa Chapman

Dr. Teressa Chapman

Dr. Teressa Chapman is a special education leader with two decades of experience. Teressa has served as a special education teacher, grades K-8, and also has experience serving in administration in K-12. Dr. Chapman also has extensive knowledge with supporting pre-service and graduate-level teachers with best practices and individualized support through experience with her own nonprofit and higher education roles. Teressa has a passion for innovation and integrating technology into supporting students. Her doctoral dissertation research focused on blended learning interventions for vulnerable groups. Teressa is thrilled to be part of the innovation taking place at Amplio, and is excited to use her knowledge and expertise to support partners with individualized support utilizing effective interventions for their students.

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