Mario has cerebral palsy (CP) and a compromised respiratory and digestive system due to severe scoliosis. This student receives additional support from a 1:1 nurse during the day t

Reference:
Student 1: Mario has cerebral palsy (CP) and a compromised respiratory and digestive system due to severe scoliosis. This student receives additional support from a 1:1 nurse during the day to monitor and address medical/health needs. Mario is considered nonverbal and utilizes several movements to indicate yes/no for communication. He is working on partner scanning using yes/no signals to access alternative augmentative communication (AAC) options, such as Pragmatic Organization Dynamic Display (PODD) or a communication board/device. Mario is able to access a single switch using either foot or hand, but this skill is inconsistent due to variations in muscle tone from day-to-day related to health
Student 2: Carrie has a mild motor impairment that effects walking, stability, and speech. Carrie receives the support of the SLP for language development and articulation. When Carrie speaks, an unfamiliar listener is likely to have difficulty understanding the majority of her speech. Symbols, pictures and communication boards are provided to further support her language development and provide a means of communication repair. Carrie reads sight words, can sound out unfamiliar words, and currently reads independently. This student rote counts, can add and subtract without regrouping, knows the value of coins/money, and can match digital times to those on the class schedule.
Student 3: Hannah is non-ambulatory and requires transport via wheelchair. Moderate motor impairment affects her mobility, speech, and stability. Hannah requires full support during transport in the wheelchair. Despite motor impairments, Hannah will grab for objects, including people within reach. Hannah is inquisitive and is highly motivated with music and movement. Hannah is nonverbal, but will use gestures (i.e., head nodding, pointing, and turning head away), and select symbols/pictures within a lesson or activity. Hannah does not recognize sight words but will select pictures/symbols as they relate to a lesson or activity. Hannah receives support from the SLP to make choices, and yes/no responses using an iPad. Further support is received from the OT with grasping and placing objects in designated areas.
Identify research-based intervention strategies you could employ with each student in the small group to strengthen their literacy skills.
describe the strategy, an activity you will do to implement the strategy, and a research-based rationale for the selection of the strategy you specified for each student.
Questions:
Student 1: Mario
Name and describe the remediation strategy:
Describe the activity in sentences:
sentences research-based rationale that references student data and cites research that supports the selection of the strategy for the student:
Student 2: Carrie
Name and describe the remediation strategy:
Describe the activity in sentences:
sentences research-based rationale that references student data and cites research that supports the selection of the strategy for the student:
Student 3: Hannah
Name and describe the remediation strategy:
Describe the activity in sentences:
sentences research-based rationale that references student data and cites research that supports the selection of the strategy for the student: