Thursday, May 5, 2011
EDEE 409 Fall 2010: Take Home Final Part One
Section I – Disabilities and Other Special Needs
Select and answer two of the following questions from this section.
1) (Chapter 7 Students with High-Incidence Disabilities) Sam is a student who has a communication disorder in which he displays significant problems with receptive language. Describe at least three accommodations as suggested by your text to foster Sam’s learning.
Communication is the exchange of ideas, opinions, or facts between people.
Accommodations
Create an Atmosphere of Acceptance: Help the student believe he express himself without worrying about making mistakes. When the student makes an error, model the correct from instead of correcting the student’s mistakes directly. Another thing to do is allow students who stutter or have fluency problems more time to speak, and do not interrupt them or supply words that are difficult for them to pronounce. Make sure to offer praise to the student. Try to minimize peer pressure.
Example:
Teacher: Sam, what did Bob do with his bike?
Sam: Put house.
Teacher: Oh. He put it in his house?
Use Modeling to Expand Students’ Language: Expand the student’s language with expressive language problems by adding relevant information to student statements. Modeling to expand students’ language is most effective when it is done as an ongoing part of everyday communications. The student can also learn how to model behavior for themselves.
Example:
Student: Cindy is nice.
Teacher: Yes, she is very nice and respectful too.
Expand language by broadening a minimal statement:
Student: My car.
Teacher: Your car is nice.
Provide Many Meaningful Contexts of Practicing Speech and Language Skills: You can help the student with all types of speech and language problems meet his goal by providing him with many opportunities as possible to practice language skills within meaningful contexts. This practice will help the student refine his language skills and make them more natural and automatic. Also encourage the student to talk about events and experiences in his environment. Whenever possible, instruction should be embedded in the context of functional areas.
Example:
Teaching the student a word; then relating the word so the student can understand. Such teaching the student the word ironic and saying something in class that the student will remember.
As the teacher you can open up the class to allow students to talk during the day.
2) (Chapter 7 Students with High-Incidence Disabilities) Marcus is an extremely bright student with an emotional disorder. Over the years, Marcus has learned appropriate social skills, demonstrating that he can apply these skills in social interactions. Nonetheless, without much structure, Marcus consistently fails to apply these skills in many of his day-to-day interactions with his peers. Identify three reasons why Marcus may continue to exhibit social skill problems, and suggest strategies his teacher can use to encourage the use of the acquired social skills.
3) (Chapter 8 Other Students with Special Needs) Greg is a student in your class and has just been diagnosed with Attention Deficit Hyperactivity Disorder - Predominantly Hyperactive-Impulsive Type. What are some of the behaviors you might expect of Greg in the classroom? What are some academic and behavior interventions you could consider to help Greg succeed?
As a teacher I should expect the following behaviors from Greg.
Hyperactivity:
v Fidgeting
v Being unable to stay seated
v Moving excessively
v Difficulty making friends
v Temper tantrums
v Acting in a bossy way
v Being defiant
Impulsivity:
v Having difficulty awaiting a turn
v Blurting out answers before questions have been completely asked
v Interrupting conversations/intruding upon others
v Acting before thinking
v Failing to read directions
v Being viewed as immature by teenage peers
The following are Academic and Behavior interventions that will help Greg.
Academic Interventions
- Make sure to keep oral instructions as brief as possible
- Provide examples
- When reading, give short passages, not long ones
- In math, give the student extended periods of time to complete computational work
- In large group instruction, keep the pace rapid and provide many opportunities for students to move
- Use peer tutoring whenever possible
- Provide an outline to ADHD students with key concepts or vocabulary prior to lesson
- Use multisensory presentations, but be careful with audio-visual aids
Behavior Interventions
· Verbal praise
· Stickers
· Games
· Sit in the front of the class
· Work in area with few visual and auditory distractions (away from posters and bulletin boards, and computers)
· Allow the student to stand up when needed
· If the student needs to be corrected, provide a clear and direct but clam reprimand
· Give reward points for notebook checks and proper paper format
· Teach study skills specific to the subject area – organization
Epilepsy Awareness Guide
Dealing With Epilepsy
BACKGROUND INFORMATION:
“Epilepsy is a neurological condition, which affects the nervous system. Epilepsy is also known as a seizure disorder. It is usually diagnosed after a person has had at least two seizures that were not caused by some known medical condition like alcohol withdrawal or extremely low blood sugar.”
Major Types of Epilepsy
Types of Epilepsy | Generalized Epilepsy | Partial Epilepsy |
Idiopathic (genetic causes) | - Tends to appear during childhood/adolescence -No nervous system abnormalities other than seizures. -Normal Intelligence -Treated with medication -Possibly outgrown as child ages. | - Benign focal epilepsy of childhood |
Symptomatic (cause unknown) or cryptogenic (cause unknown) | -Caused by brain damage -In addition to seizures, there are often other neurological problems, such as mental retardation or cerebral palsy. | - Temporal lobe epilepsy - Frontal lobe epilepsy Others |
Types of Seizures
Generalized Seizures
1. "Grand Mal" or Generalized tonic-clonic: Unconsciousness, convulsions, muscle rigidity
2. Absence: Brief loss of consciousness
3. Myoclonic: Sporadic (isolated), jerking movements
4. Clonic: Repetitive, jerking movements
5. Tonic: Muscle stiffness, rigidity
6. Atonic: Loss of muscle tone
http://www.webmd.com/epilepsy/guide/types-of-seizures-their-symptoms
What to Do When a Student Has a Seizure
- Stay calm and keep students calm.
- Move any hard or sharp objects away from student (Pencils, desks, chairs, etc.).
- Remove or loosen any clothing items around the student’s neck that could impair breathing.
- Attempt to turn the student onto their side, but do not force them. This will aid their breathing.
- Do not restrain the student during the seizure.
- Do not use CPR unless the student does not start breathing again after the seizure.
- Stay with the student throughout the seizure.
- Reassure the student as they regain consciousness that everything is okay.
- Follow whatever procedures have been established for notifying parents that a seizure has occurred.
- Contact Emergency Services if:
a. The seizure is longer than five minutes.
b. The student is not wearing an epilepsy/seizure disorder ID.
c. The student is pregnant or carrying other medical ID.
d. The student has a slow recovery, a second seizure, or difficult breathing afterward.
e. Signs of injury are apparent.
Obtaining assistance:
Local: The MUSC Comprehensive Epilepsy Program: Multidisciplinary epilepsy care for patients of all ages including infants, children, adolescents, adults and the elderly.
State: South Carolina Epilepsy Foundation: Closed due to lack of funding.
National: There are a variety of national organizations devoted to spreading epilepsy awareness and acceptance. Some include the National Epilepsy Foundation, Citizens United for Research in Epilepsy (CURE), Epilepsy Institute, and People Against Childhood Epilepsy (PACE) along with many others.
Accommodations:
- The teacher, school nurse, and fellow students should be made aware of a student’s condition so that the proper precautions may be taken.
- The teacher should make sure that the students are educated about what epilepsy is, what it means, and that it should not interfere with everyday classroom activities.
- However, the teacher should also make the students aware of what to do if a seizure does occur by following the steps listed above.
- The nurse/teacher should have an emergency contact in case of a seizure.
- Open discussion should be had if the child is comfortable discussing their disorder.
Professional Support Services
School nurse
Pediatrician
Neurological specialist
Emergency medical specialists
Children’s Hospitals
EDEE 409 Take Home Midterm
- (Chapter 1) (Special Education Foundations) Discuss the role the Civil Rights Movement had on contributing to new approaches in special education. Be sure to include reference to pertinent court cases and legislation to support your discussion.
Chapter One
During the 1050’s and 1960’s African American students’ were not able to attend school with white students. The civil rights movement that initially focused on the rights of African American students expanded and began to influence thinking about people with disabilities. During this time students with disabilities were recognized as another group who rights often had been violated because of arbitrary discrimination. For children, the discrimination occurred when they were denied access to schools because of their disabilities.
Brown vs. Board of Education the U.S. Supreme Court case established the principle that school segregation denies students equal educational opportunity. The court decision referred primarily to racial segregation, it became the cornerstone for ensuring equal rights for students with disabilities also. This court decision introduced the concept of integration into public education, the notion that the only way to protect students’ constitutional right to equal opportunity was to ensure that diverse student groups learned together. Beginning in the 1960’s and continuing today, parents and others have used the court system to ensure that the civil and educational rights of children with disabilities are preserved.
- (Chapter 2) (Special Education Laws and Services) Identify and explain the tiers of Response to Intervention (RtI). When is this process implemented and what is its significance for educators and students? (Suggested resources – the Friend text and the IRIS Center -- http://iris.peabody.vanderbilt.edu/rti01_overview/chalcycle.htm.)
Chapter Two
(RtI):
Response to intervention: A relatively new procedure for analyzing students’ learning problems.
Intervention Phase:
A general education teacher notices a pattern of academic under achievement, inconsistent learning, serious behavior problems, difficulties in social skills, or a persistent physical or sensory problem. When these problems occur, the teacher brings the student to the attention of others who can help decide whether special education services are needed. Intervention assistance teams are the beginning process of helping students suspected of having a disability. Intervention assistance teams generally consist of general education teachers, special services personnel, and an administrator. Teachers who want to bring the student to the team must complete a referral form, on which they describe the student’s strengths and problems and describe efforts they have made to assist the student. If a student does not respond to increasingly intensive interventions or the intervention team believes as an option, the student’s parents are contacted and the assessment process begins. At the point, a multidisciplinary team consisting or parents, educators, and others appropriate-assumes the responsibility for making educational decisions regarding the student.
Initial Decision Making Phase:
Before any discussion of how a students come to receive special education services can proceed, it is essential that teachers understand how central parents are involved all aspects for the referral, assessments, eligibility, planning, and placement process. Following parent’s notification, assessment will begin to identify information about students’ strengths and needs in all areas of concern. Assessments are completed by school professionals and will address any aspect of a student’s educational functioning. The student completes an individual achievement test administered by a psychologist, or special education teacher. Another area is also evaluated in social and behavior skills. This evaluation involves a checklist that the teacher and parents complete concerning the students behavior. Another form assessment is the student’s social and development history. A school social worker may meet with the parents to learn about the student’s family life and major events in their development that could be affecting education. As another assessment component, a psychologist, counselor, or special education teacher observes the student in the classroom and other settings to learn how they respond to teachers and peers in various settings. The exact procedures for assessing a student’s needs vary according to the areas of concern that initiated the assessment process. After the comprehensive assessment of the students has been completed, the multidisciplinary team meets to discuss its results and make several decisions. The first decision the MDT must make is whether the student is eligible under the law to be categorized as having a disability. If team members decide that a disability exists, then they determine whether the disability is affecting the student’s education and from there decide whether the student is eligible to receive services through special education. If the MDT determines the student has a disability affecting their education and is eligible for services according to federal, state, and local guidelines, the stage, is set for detailed planning of the student’s education and related services. The planning is recorded in the students individualized education program. The IEP is the document that outlines all the special education services the student is to receive. The final decision made by the MDT is placement. Placement refers to the location of the student’s education.
Delivery, Monitoring and Revision Phase:
The monitoring process is necessary to ensure that a student’s educational program remains appropriate and that procedures exist for resolving disputes between school district personnel and parents. Annual reviews are the first strategy for monitoring special services. At least once year, a student’s progress toward his annual goals must be reviewed is to see that the student’s best interest are being protected. Not all MDT members who participated in the initial decisions about the student’s disability and educational needs are being protected. Not all MDT members who participated in the initial decisions about the student’s disability and educational needs are required to participate in the annual review. A second monitoring process is the three year reevaluation includes administering all tests and other instruments that were used initially to identify the student as needing special education. This practice enables school districts to continue providing high quality services to students without interruptions that could be used if new permission had to be obtained. In addition to annual reviews and three year evaluations an IEP may need to be revised more frequently than the once per year mandated by the basic requirements of the law. Another strategy for monitoring students receiving special education services is due process. This is a set of procedures outlined in the law for resolving disagreements between school district personnel and parents regarding students with disabilities.
- (Chapter 3) (Collaboration) You are having a parent conference with Jerome’s father tomorrow about Jerome’s progress in controlling his disruptive behavior. This is the first meeting since initiating a behavior management plan that you and Jerome’s father worked out at your last conference. Using the shared problem-solving model described in chapter 3, describe what you should do to prepare for tomorrow’s conference. What steps should be taken after the conference?
Chapter Three
- The first thing I would do to prepare for the conference with Jerome’s father is review the behavior management plan that we created and identify that areas the Jerome has had challenges with. The first action in the problem solving model is to discover a shared need, when you problem solve with colleagues and parents, all the participants need to perceive that a problem identification includes gathering information, compiling it, analyzing it, and reaching a mutual consensus about the nature Jerome’s problems. As the teacher I would provide records of Jerome’s disruptive behavior and explain thoroughly the extent of his disruptions and how this behavior does not follow his behavior management.
- It is imperative that all participants believe they can have an impact on the problem, and that they feel accountable for the results of problem solving, and that they contribute constructively to resolving the problem.
- The teacher and the parent have already identified what issues Jerome is having in class and created a management plan. The most critical step in the problem solving process is problem identification. In Jerome’s case the problem had already been identified, but the teacher is having behavior problems that have not been identified and want to keep Jerome’s father aware of the problem. Since this is the first meeting since the plan; as the teacher it is important to explain what the management plan has done this far. The teacher should also tell what positive behavior Jerome had exhibited and then talk about his recent behavior. It is important to let the student know that you are working to help him along with his father. It is also important to identify the problem, not present the problem.
- When the problem has been identified, the next the step is to create a range of options for solving the problem referred to as proposing a solution. Brainstorming is important in this process.
- When the list of ideas has been made, the next step in shared problem solving is to evaluate ideas by considering whether they seem likely to resolve the problem and are feasible. They are number of ways to evaluate ideas in this process. A decision sheet that will state the problem or problems with this sheet it will help encourage Jerome’s behavior. Along with the sheet a generated list of ideas for achieving this goal will also help Jerome.
- The next step in the shared problem solving is to plan specifics. In this step, not only do participants list the major tasks that need to be completed to implement the solution, but they also decide how long to implement the solution before meeting to evaluate effectiveness. This can be done by weekly agenda to his father, and bi weekly phone calls to keep in touch with his father.
- When all the steps are done right in the shared problem solving process the process should be straight forward for the most part. During the implementation, it is helpful and useful to keep track of your records by documenting your efforts and how the intervention affects the student.
- After implementing the solution or solutions it is important to evaluate its effectiveness. In evaluating it is important to look at what solutions worked and what didn’t work. This will give you as the teacher and his father time to modify his plan.
- (Chapter 5) (Planning Instruction – INCLUDE Strategy) You have just learned that the new student who is to join your class has a speech impairment. The student’s file does not thoroughly describe the areas of strength or need, but rather indicates generally that the student has trouble with articulation. Based on this limited information, outline how you would use the INCLUDE strategy to help meet the educational needs of your new student.
Chapter Five
Since little information is given about the student it is limited of what this student can achieve so it is important as the teacher to use the include model to teach this child.
Step One:
Identify classroom demands. The classroom environment significantly influences what students learn, identifying and analyzing classroom requirements allow teachers to anticipate and explain problems a given student might have or experience. With this student having trouble with articulation and doesn’t speak that well the teacher can create a classroom climate that is accepting of others in the classroom. This allows for the child to feel welcomed. When picking instructional materials the teacher can use telecommunication and audiovisual systems and computers to help assist the student.
Step Two:
Note student learning strengths and needs. They are three areas in this step; academics, social-emotional development and physical development. It is important that teacher focus more on the child’s ability whether the child’s disability. In academics it is important as the teacher to focus on basic skills, such as reading, math, and written assignments. This is important because the student had challenges with speech, so as the teacher you can focus on enhanced literacy instruction. Modeling for the child is also important! Social-emotional development, as the teacher teaching interpersonal skills that will allow the student to make friends in the classroom will help the student. Physical development letting the student participate in group assignments can help the student and build confidence and posture when speaking in front of people.
Step Three:
Check for potential areas of student success. Success enhances student self- image and motivation. Look for strengths in both academic and social emotional areas.
Step Four:
Look for potential problem areas. Student learning needs are reviews within a particular instructional context, and potential mismatches are identified. It is important to identify learning needs. It is important that teacher identify what the child with the speech impairment is able to do with assistance and without. Identify what could be the potential problems would be for the child with a speech impairment.
Step Five:
Use information to brainstorm ways to differentiate instruction. Accommodations and instructional accommodations are typically defined ass services or supports provided to help students gain full access to class content and instruction, and to demonstrate accurately what they know. Having a student that is unable to articulate and doesn’t really speak that well or at all the task can be overwhelming for the teacher. Instructions or curricular modifications are made when the content expectations are altered and the performance outcomes expected of students change.
Step Six:
Differentiate instruction. After accommodations and modifications have been brainstormed, as the teacher you can implement new age appropriate strategies, select the easiest approach first, select accommodations and modifications that as the teacher you can agree with and handle. Give the students choices!!!
Step Seven:
Evaluate student progress. There are many effective teaching practices; it is difficult to predict which will be effective. The most effective way to asses this student is to observe how the student uses the support services for learning and creating a work sample to be put in a folder. You can track effectiveness through grades; observations; analysis of student work; portfolios; performance assessments; and teacher, parent, and student ratings.
Awareness Project: Epilepsy Websites and Books!!!
Websites:
Websites:
- http://kbutterfield.wmwikis.net/file/view/OHI.+Epilepsy.pdf
This website is great! This website would be great for teachers and parents. This website gives you the overview of what Epilepsy really is. The website also gives you examples of the different types of seizures that someone might have who has epilepsy. The website also gives classroom characteristics and the unique needs of students with epilepsy. The website also provides accommodations and strategies to use.
This website is for families, schools, and communities. Bridges 4 kids! Bridges for kids provides information in the following areas: general information, education and classroom accommodations, support groups, listservs, websites, a number of articles on disabilities, medical information, and information regarding air travel. Once again this website is great for families, schools, and communities. Overall this website is the best! You can learn a lot from the website!
This website is mainly for teachers, but would be a great guide for parents also! The booklet within the website is awesome! The contents in the website include the following: Introducing Epilepsy and Seizure Disorders Never heard of it, It Starts in the Brain, Epilepsy and Learning, Possible Seizure Triggers, Memory and Concentration, Is Epilepsy Contagious, Watch Closely (Signs of Hidden Seizures), Seizures Come in Many Shapes and Sizes, Teaching Strategies, Watch for Signs of Depression, Where to go from Here, Emergency First Aid, and how can We Be of Service to Your School.
This website is for anyone. I think students would love this fact sheet about what epilepsy really is. The fact sheet gives information about the characteristics, causes, etiology and prognosis, implications for physical education, assessments suggestions, effective teaching strategies and other websites on epilepsy. It also gives whoever the opportunity to do more research.
This is my favorite website out of the five that have researched and reviewed. The website offers a number of things. The website has so many links about epilepsy. General information provided by this site ranges from living with epilepsy to programs and resources. A great source to advocate for epilepsy! Teachers, parents and other professionals should find this website to be a great source.
Books:
- Becky the Brave by Laurie Lears is a great book. It is about two sisters, Becky and Sarah. Becky is Sarah’s big sister. They are both starting a new school, with the help of her older sister Sarah has someone to told her hand and walk with her to her class every day. Even though Becky has so much courage, she worried about having seizures at her new school. With the school aware of her disorder, her friends do not know. The fear of having a seizure at school came true for Becky during one of her classes. After waking up in the classroom from her seizure she sees people staring at her and students laughing. Becky gets upset and refuses to go back to school. As Becky’s little sister Sarah goes into the classroom as the brave one and explain to the students what it means to have a seizure disorder and in doing so helps the students understand a little about Epilepsy.
- Takedown by EMJ Benjamin is wonderful book for teenagers. The book is about a high school wrestler who discovers he has epilepsy. The book can be enjoyed by girls and boys. Jake has only one thing on his mind during his senior year in high school which is his wrestling championship and going to college. Jake has been accepted to college with a scholarship. Jake is very well liked by his peers. After winning a match Jake had a seizure. Jake’s younger brother recognizes it as a seizure, but Jake and his father pass it off as nothing serious. After they passed if off it happen again. After the second time Jake is taken to the doctor. During the visit at the doctors, the doctor warns Jake that his condition is serious, but could be controlled with the right medication. After the visit Jake had to re-vent everything about his life. How he handles decisions is what makes the story interesting.
Professions:
School Counselors
School and Personal Psychologists
Teachers
Parents
Counselors
Therapist
Other professionals
Monday, May 2, 2011
Strategies for Independent Learning: Chapter 10
Strategies for Independent Learning Self- Advocacy: An important part of self-determination or the ability to make decisions and direct behavior so that the desired goals are achieved. Being able to work independently is a skill that has become increasingly important as more and more students are expected to meet state and federal standards. Learning Strategies: Are techniques, principles, and rules that enable a student to learn to solve problems and complete tasks independently. Controlled Materials: Are generally materials at the students reading level, of high interest, and relatively free of complex vocabulary and concepts. Encourage students to reinforce themselves and to take responsibility for both their successes and their failures. |
Reciprocal Teaching: Is way to teach students to comprehend reading material by providing them with teacher and peer models of thinking behavior and then allowing them to practice these thinking behaviors with their peers.
INDEPENDENT LEARNING STRATEGIES facilitate parts of a differentiated curriculum. Emphasis is placed on student negotiation and modification of tasks, and on students pursuing these tasks with greater independence.
This can be achieved by
- Preparing in advance options for the students to select as part of a unit's work (with options set at variable levels, involving different skills and appealing to different learning styles),
- Encouraging students to choose the option they felt was most relevant - with this involving teacher input to facilitate student awareness of the match between the options and the student's talents and needs,
- Encouraging students to suggest and pursue variations to the suggested options if they can present them as viable options to the teacher,
- Encouraging students to work in groups if appropriate to the task (and, where this is done, encouraging cooperative group skills),
- Encouraging students to seek out appropriate resources independently, and
- Encouraging students to seek out and utilize working environments conducive to the task (for example, the "recital performance" based task involved moving outside and the analytic discussion based option involved moving to another room or an "independent learning center" - see below).
Websites
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