Video number 1:
Question 1:
The teacher Lisa Kelleher talked about her role as a teacher in her classroom. I envision myself as a teacher working in an inclusion classroom. From what Lisa said about knowing the students IEP and making sure that a the goals and services are meet i understand that i will have to do that. Also that she learned how to use all the adpative techonolgy so if the aid was not there one day she would know how to use everything.
Question 2:
The aid Danielle Doucette brings many skills to help MaryAnne at school. Danielle proved MaryAnne with the ability to interact with the students be using adpative techonogly. MaryAnne is not setting in her wheelchair all day. She moves around and Danielle does a very good job of doing that. She is also knows a lot MaryAnne condition and what would be best for MaryAnne. When planning activites for MaryAnne Danielle makes sure that MaryAnne feels apart of the class. Danielle first put MaryAnne sitting at a low level when she was writing. She also puts MaryAnne in this thing that helps her stand during art so she is at the same hieght as everyone else in the room. Students will come and work on group projects with MaryAnne during art. Also due to MaryAnne wheelchair she has mor freedom to move around and do things on her own.
Question 3:
This video has made me think what i know about adpative techonogly. I would like to learn more about adpative techonogly for students with physical disablities because i do not know much about that. Due to Lisa suggestion of teacher knowing about their students adpative techonogly things i could do before i have a classroom of myself. Is work with students that us adpative techonogly. I will get information about what the new kinds of adpative techonogly are out there.
Question 4:
I feel that all students should work together and should interact with each other through out the day. What i plan on doing in my classroom one day is having the students break up into different groups where there are different activites for them to do. They many either be games or just fun questions to ask each other. The students will be learning about each other getting to know each other. I would like all my students to be able to enjoy some part of the day at school.
Question 5:
I feel that if you set up a chart for every student in a classroom. I feel this way because it lets the student know what is going on throught out the day and what they have to be ready for. I also feel that some students like a routine and if you have a chart up the student can see what their
day is going to be like.
Video 2:
Question 1:
The teacher Tony Byers talks about how he makes Jamie feel like an equal in his class. One way that i can gain experince with working with students with physical challenges is before i have a classroom of my own. Is to go and work with students with physical challenges in my town there is a summer for students that have physical challenges i could go and would work with them to see what is was like to have a student with physical challenges.
Question 2:
I have only seen assistive technologies when i went to see a family friend who is in what doctors call minimally consciences state. She uses a thing that when she blinks twice the compture will say yes or no or maybe. If i had a student that needed assistive technologies i would have them used at all times during my class whatever is best for the student is best for me.
Question 3:
As i watched Sara interact with Jamie i notice that she talk in a nice low tone and help her with the technology. She would tell her good job and Jamie point to the color she would not give up on Jamie if she was not doing what she said. Sara just kept asking Jamie to show her the color that she wanted her to point at. What i learned from saras apparoch is to not give up on students that to just keeping trying and that every student well learn something at there own rate.
Question 4:
The question that was raised to me about assistive technology is that do the students in the classroom understand the technology. Do they get that this is the way Jamie commucates with people to tell how she is feeling or what she would like.
Question 5:
I am a cheerleader and on my cheerleading it i had a girl who was autisic and due to the fact that i was teaching her and a couple other girls the cheers. I had to teach slower not move on like the other girls wanted. Or what i did was teach the girls the next cheer and go back with her and work on the other one a little bit more.
Thursday, December 10, 2009
Thursday, December 3, 2009
Learn and serve Nine
Tuesday was my last day of learning and serve in with Mrs. Johnson second grade class. When i got there Mrs. Johnson was there and said she had to go to a meet but she would be back in a hour she had a sub come in. The students in the room know the sub because she comes in a subs for Mrs. Johnson when she needs one. The first thing the sub had the students do before they went to play "fast forward" was to get out of there sits and move around. She put music on so the students could be able to stay seated at fast forward. I thought that it was very cool to see which students got into moving around and which students did not enjoy moving around. This gave the students a chance to get up and do something before they had to set on the computers. When the students got to fast forward i finally realized something must of the time many student listen to what the game is telling them to do. While there are a few students who just click don't listen to what the words are telling them to do. I feel that this does not help to student learn anything because they are just clicking on things to get done with the game. I had a great time working with Mrs. Johnson class. Mrs. Johnson told me that one day i am going to make a great teacher. She said if i ever need anything to come and see her. She is a wonderful teacher and i enjoyed having a chance to work with her and her students.
Wednesday, December 2, 2009
Portfolio Project
IDEA 2004
IDEA 2004 gives in authority for legislation to strengthen and improve earlier versions (41). Some of the key point of IDEA is quality of personnel, IEP standards, and transitions services. For quality of personnel what must be done “special education specialists must hold full stat certification as special education teachers and have a license to teach” (41). This document also discusses IEP standards, “individualized education programs, and must reflect scientifically based instructional practices, cognitive behavioral interventions, and early intervention services, as appropriate. They must include plans for the use of assistive technology and short-term objectives for children with disabilities who take alternative assessments” (41). The finally thing that is discussed in this document is transition services, “a transition plan must be included in all IEP’s for students at age 16 and for younger students if appropriate. Transition services must include instruction, community experiences, development of employment, and other post school adult-living objectives” (41).
Section 504
A 504 plan is for students that do not meet the criteria for IDEA but are eligible for services receive a 504 plan. Students that have bad grades, patterns of suspensions, behavioral problems, and have trouble complete their homework or even doing fall under receiving a 504 plan. The 504 plan “can act as a bridge between general and special education and is a first step to the response to intervention (RTI) model” (41).
Autism
“Developmental disability that significantly affects verbal and nonverbal communication and social interaction, generally evident before age 3 and that adversely affects a child’s educational performance” (7). Autism is based on a spectrum which is related to how the disorder affects the child ability to learn and communicate with those around them. “A variety of conditions are included in the category of autism spectrum disorders. Although the disorders vary in terms of onset, intensity, and cause, they possess a common set of characteristic, including lack of eye contact, difficulty interacting with peers or adults, language delay, and sometimes random motor movements such as hand flapping” (252). From what i know about autism student have a hard time getting along with their peers because they socially do not act their age. When i was in 7th and 8th grade on my cheerleading team i had a teammate who had autism. It was very hard for her sometimes to stay foucse. I learned that she was a very nice girl but was just hard to understand for must girls on the team.
The possible cause of autism is “because autism spectrum disorder runs in families, a genetic defect is suspected” (257). Another secondary cause that is becoming more common and is being talked about in the media is environmental factors. “Environmental factors can have a secondary influence on the intensity of the problem- but no credible linkage has been found to reactions to vaccines” (257).
Early intervention is the best for children with autism the sooner that child is identified to have autism the sooner they could start getting the help that they need. “Early identification of children with autism is one of the key elements of treatment. The development of language and social skills is critical at ages 18 months to 3 years, and these skills, in addition to imitation of motor behavior and using eye gaze to communicate, need to be forested at that time. If we wait for the child’s autism to be discovered in kindergarten, we lost valuable time that will be very difficult to recover” (258). It is very important to find out that a child has autism at an early age so they can start getting service right away. Parents are trying to figure out a cure and what caused their child to develop autism. “For many years, scientists have puzzled about the collections of symptoms shown by children with autism: the lack of eye contact, limited social interaction, communication delays, and sometimes repetitive motor movements, such as rocking” (258).
There are many special characteristics of children with autism. One indicator that is presents in a child with autism is the lack of theory of the mind. Theory of the mind is “the ability of human beings to understand the thinking and feeling of other people. A theory of mind is necessary for understanding, predicting, and shaping the behavior of others” (259). The children a presented with a task to do that deal with others feeling. Must children with autism do extremely poor on this test? “One of the characteristics shared by many persons with autism is a hypersensitivity to noises in the environment. Loud noises scare children with autism not because they may not know where they are coming from but because it hurts their ears. “In addition to sound sensitivity, sensitivity to stimuli can extend to the tactile-some children with autism are sensitive to touch and will shy away from relative hugging them or from being touched by others” (261). The finally characteristic of children with autism is difficulty with motor skills. “Children on the autism spectrum also have difficulty with a range of motor skills-such as gross motor skills (such as running and jumping), fine motor skills, and motor planning (moving one’s body in space)” (261).
With children that have autism they can benefit from adapting technology. “When a child does not develop speech and receptive language in the usual fashion, a wide variety of devices (called augmentative and alternative communication) are tried to agument or increase the child’s communication skills” (274). Student may also learn hand eye coordination using computers to help them. “Now available are other aids, known as voice output communication aids, to store recorded messages that the child can trigger” (274). Technology can help students with autism be able to learn many things as well as work on what they struggle with.
“In no other category have courts played such a significant role than with children with autism. A total of nineteen cases were brought into federal court between 1998 and 2002 as result of disputes between parents and school districts on the appropriate way of educating autistic children” (280). Many parents were worried that the needs of their child were not being meant and that they were not doing the right things for their child. “In general, the courts were unwilling to substitute their judgment for that of the school system as to what was appropriate for an individual child, assuming that the districts worked closely with the parents and followed the provisions of IDEA” (280).
A center for families to go to get help for their students that Autism society. Families and students can go here for support and can benefit for what they have to offer each one of the families that come into their center.
Communication Impairment
Definition-
“Significantly limited, impaired, or delayed capacity to use expressive and/or receptive language, exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic” (7).
The characteristics
“Communication is central to our ability to fit into society successfully, and when difficulties with language and/or speech interfere with communication, children often experience problems. These problems can affect the formation of a child’s friendships, school success, and self-esteem” (220).
How children with a communication Impairment develop differently the a typical student
Children with speech and language impairments develop knowledge of words at a slower rate than the typical student. The child will struggle with the development of words and the understanding of sounds. The child will struggle with reading they will be unable to read at their grade level.
As a teacher when you have a student in your classroom that has communication impairment there many accommodation and modifications that can be made to benefit the student. With a student with speech impairment modifications and accommodation that could help the student is the student working the speech teacher. The students get help with sounding out words and form the words in the right way. Teacher can also have the student read small short passages of words to develop more confidence for reading out loud. There are many computer games that students can play that well help develop a strong speech with working on sounds that sound the same and forming words. Student could also use a voice recorder to listen to the words said by a teacher and then repeat the word.
There are many state and federal organizations for families to turn for support and services. One organization is American Speech-Language-Hearing Association. On the organizations website it has a quote that says “making effective communication a human right, accessible and achievable for all”. This association is trying to make it easy for families and those who have communication impairments. They offer services for people to go to get the help that they need.
Developmental Delay
Definition-
“Significantly limited impaired, or delayed learning capacity of a young child (3-9 years old), exhibited by difficulties in one or more of the following areas: receptive and/or expressive language cognitive abilities: physical functioning social, emotional, or adaptive functioning: and/or self-help skills” (7).
Characteristics of developmental delays
“Development delays are defined by each state and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (85).
Children with developmental delays develop at a slower rate than the typical person. Children usually miss milestones that they are supposed to hit. Such as sitting up and walking at certain ages. Due to their developmental delays students struggle in school by developing
With student with development delays the accommodation and modification are very similar to those of a student with a learning disability. The student may either receive an Individualized Family service plan which is developed for each child from birth to 3 years of age who is diagnosed as disabled, developmentally delayed, or at risk for delays. Then the student will receive an IEP. Both of these document set goal for the child and state their weakens and strengthens also they state where the student may need help. Students benefit for playing games and interacting with their peers. They also benefit from playing games on the computer that make them develop better.
IDEA 2004 gives in authority for legislation to strengthen and improve earlier versions (41). Some of the key point of IDEA is quality of personnel, IEP standards, and transitions services. For quality of personnel what must be done “special education specialists must hold full stat certification as special education teachers and have a license to teach” (41). This document also discusses IEP standards, “individualized education programs, and must reflect scientifically based instructional practices, cognitive behavioral interventions, and early intervention services, as appropriate. They must include plans for the use of assistive technology and short-term objectives for children with disabilities who take alternative assessments” (41). The finally thing that is discussed in this document is transition services, “a transition plan must be included in all IEP’s for students at age 16 and for younger students if appropriate. Transition services must include instruction, community experiences, development of employment, and other post school adult-living objectives” (41).
Section 504
A 504 plan is for students that do not meet the criteria for IDEA but are eligible for services receive a 504 plan. Students that have bad grades, patterns of suspensions, behavioral problems, and have trouble complete their homework or even doing fall under receiving a 504 plan. The 504 plan “can act as a bridge between general and special education and is a first step to the response to intervention (RTI) model” (41).
Autism
“Developmental disability that significantly affects verbal and nonverbal communication and social interaction, generally evident before age 3 and that adversely affects a child’s educational performance” (7). Autism is based on a spectrum which is related to how the disorder affects the child ability to learn and communicate with those around them. “A variety of conditions are included in the category of autism spectrum disorders. Although the disorders vary in terms of onset, intensity, and cause, they possess a common set of characteristic, including lack of eye contact, difficulty interacting with peers or adults, language delay, and sometimes random motor movements such as hand flapping” (252). From what i know about autism student have a hard time getting along with their peers because they socially do not act their age. When i was in 7th and 8th grade on my cheerleading team i had a teammate who had autism. It was very hard for her sometimes to stay foucse. I learned that she was a very nice girl but was just hard to understand for must girls on the team.
The possible cause of autism is “because autism spectrum disorder runs in families, a genetic defect is suspected” (257). Another secondary cause that is becoming more common and is being talked about in the media is environmental factors. “Environmental factors can have a secondary influence on the intensity of the problem- but no credible linkage has been found to reactions to vaccines” (257).
Early intervention is the best for children with autism the sooner that child is identified to have autism the sooner they could start getting the help that they need. “Early identification of children with autism is one of the key elements of treatment. The development of language and social skills is critical at ages 18 months to 3 years, and these skills, in addition to imitation of motor behavior and using eye gaze to communicate, need to be forested at that time. If we wait for the child’s autism to be discovered in kindergarten, we lost valuable time that will be very difficult to recover” (258). It is very important to find out that a child has autism at an early age so they can start getting service right away. Parents are trying to figure out a cure and what caused their child to develop autism. “For many years, scientists have puzzled about the collections of symptoms shown by children with autism: the lack of eye contact, limited social interaction, communication delays, and sometimes repetitive motor movements, such as rocking” (258).
There are many special characteristics of children with autism. One indicator that is presents in a child with autism is the lack of theory of the mind. Theory of the mind is “the ability of human beings to understand the thinking and feeling of other people. A theory of mind is necessary for understanding, predicting, and shaping the behavior of others” (259). The children a presented with a task to do that deal with others feeling. Must children with autism do extremely poor on this test? “One of the characteristics shared by many persons with autism is a hypersensitivity to noises in the environment. Loud noises scare children with autism not because they may not know where they are coming from but because it hurts their ears. “In addition to sound sensitivity, sensitivity to stimuli can extend to the tactile-some children with autism are sensitive to touch and will shy away from relative hugging them or from being touched by others” (261). The finally characteristic of children with autism is difficulty with motor skills. “Children on the autism spectrum also have difficulty with a range of motor skills-such as gross motor skills (such as running and jumping), fine motor skills, and motor planning (moving one’s body in space)” (261).
With children that have autism they can benefit from adapting technology. “When a child does not develop speech and receptive language in the usual fashion, a wide variety of devices (called augmentative and alternative communication) are tried to agument or increase the child’s communication skills” (274). Student may also learn hand eye coordination using computers to help them. “Now available are other aids, known as voice output communication aids, to store recorded messages that the child can trigger” (274). Technology can help students with autism be able to learn many things as well as work on what they struggle with.
“In no other category have courts played such a significant role than with children with autism. A total of nineteen cases were brought into federal court between 1998 and 2002 as result of disputes between parents and school districts on the appropriate way of educating autistic children” (280). Many parents were worried that the needs of their child were not being meant and that they were not doing the right things for their child. “In general, the courts were unwilling to substitute their judgment for that of the school system as to what was appropriate for an individual child, assuming that the districts worked closely with the parents and followed the provisions of IDEA” (280).
A center for families to go to get help for their students that Autism society. Families and students can go here for support and can benefit for what they have to offer each one of the families that come into their center.
Communication Impairment
Definition-
“Significantly limited, impaired, or delayed capacity to use expressive and/or receptive language, exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic” (7).
The characteristics
“Communication is central to our ability to fit into society successfully, and when difficulties with language and/or speech interfere with communication, children often experience problems. These problems can affect the formation of a child’s friendships, school success, and self-esteem” (220).
How children with a communication Impairment develop differently the a typical student
Children with speech and language impairments develop knowledge of words at a slower rate than the typical student. The child will struggle with the development of words and the understanding of sounds. The child will struggle with reading they will be unable to read at their grade level.
As a teacher when you have a student in your classroom that has communication impairment there many accommodation and modifications that can be made to benefit the student. With a student with speech impairment modifications and accommodation that could help the student is the student working the speech teacher. The students get help with sounding out words and form the words in the right way. Teacher can also have the student read small short passages of words to develop more confidence for reading out loud. There are many computer games that students can play that well help develop a strong speech with working on sounds that sound the same and forming words. Student could also use a voice recorder to listen to the words said by a teacher and then repeat the word.
There are many state and federal organizations for families to turn for support and services. One organization is American Speech-Language-Hearing Association. On the organizations website it has a quote that says “making effective communication a human right, accessible and achievable for all”. This association is trying to make it easy for families and those who have communication impairments. They offer services for people to go to get the help that they need.
Developmental Delay
Definition-
“Significantly limited impaired, or delayed learning capacity of a young child (3-9 years old), exhibited by difficulties in one or more of the following areas: receptive and/or expressive language cognitive abilities: physical functioning social, emotional, or adaptive functioning: and/or self-help skills” (7).
Characteristics of developmental delays
“Development delays are defined by each state and can occur in any of the five critical domains: cognitive, communicative, social-emotional, motor, and adaptive development” (85).
Children with developmental delays develop at a slower rate than the typical person. Children usually miss milestones that they are supposed to hit. Such as sitting up and walking at certain ages. Due to their developmental delays students struggle in school by developing
With student with development delays the accommodation and modification are very similar to those of a student with a learning disability. The student may either receive an Individualized Family service plan which is developed for each child from birth to 3 years of age who is diagnosed as disabled, developmentally delayed, or at risk for delays. Then the student will receive an IEP. Both of these document set goal for the child and state their weakens and strengthens also they state where the student may need help. Students benefit for playing games and interacting with their peers. They also benefit from playing games on the computer that make them develop better.
Subscribe to:
Posts (Atom)
