ST+BEVERLY

Disability Review

The act of auditory processing is the ability to listen, comprehend, and respond to what we hear. Auditory Processing Disorder is when a person with full hearing capability can hear words spoken to them but is unable to process or understand them. Auditory Processing Disorder was first identified in 1954 and was originally called Auditory Perceptual Disorder. It is also known as central Auditory Processing Disorder. No one knows the true cause of APD but there are many theories, which include chronic ear infections, language delays or disruptions, lead or toxin poisoning, vaccinations, and head trauma. The prevalence of APD is estimated between 2% and 3% with twice as many boys having it than girls. Children with APD often have other disabilities. (Woliver) Students with APD often exhibit academic difficulties. They tend to have problems with verbal or written comprehension. Some of the problems this causes in school are reading comprehension, following directions, difficulty spelling and/ or writing, and sequencing. This, along with the fact that the student is easily distracted causes duress in school. There are also many other signs and symptoms that do not necessarily revolve around the classroom. The child may also exhibit some of the following behaviors; often asking what?, being unusually sensitivity to sounds, memorizing things poorly, having difficulty sounding out words, and/ or confusing similar sounding words. (bridges4kids) Surprisingly APD may go undiagnosed or be misdiagnosed since speech disorders are often a part of the child’s APD problems. Speech therapists are usually concerned with articulation and not processing. Having a student tested by an audiologist familiar with the Buffalo model (test) will help make the right diagnosis on behalf of the student. With the use of this test APD can be diagnosed along with the categories of APD that are present and what can be done to help the student. (bridges4kids) Although there is no cure for Auditory Processing Disorder therapy and accommodations made in school can help. The teacher can give the student the opportunity to succeed by making a few differentiations in his or her lesson plans. For example the teacher may use more visual cues and aids during instruction time while checking to make sure the student understands the directions or instructional material. It has also been suggested to give the student prompts at the beginning of instruction such as “listen” and “look at me“. After giving the student instructions using the prompts have them paraphrase the directions back to the speaker. This supports the idea that students with APD do better when looking at the speaker. (bridge4kids) There are many techniques and strategies a teacher can use to assist a student with APD. The teacher may give the student preferred seating in the front of the classroom where the student would be closer and therefore would have better eye contact with the teacher. This preferential seating would also keep the student more focused and keep distractions at a minimum. (Woliver) Homework can be kept at a level that will help the student learn and not provide hours of work that will cause frustration and fruitless study. Parents or an outside individual can also be helpful in tutoring and/or reinforcing what was taught in school. Teachers should give short precise directions, ask short questions and accept yes no, and maybe responses. They should also allow extra time for reading and writing activities and not penalize for difficulties in reading, decoding or spelling. For young students using rhyming games and nursery rhymes can be helpful in the structuring of words. (bridges4kids) There is no cure for APD but with an early diagnosis and the help of a devoted team of individuals including but no limited to audiologists, speech therapists, teachers, tutors, and parents, children with the disorder can greatly improve.

Woliver, Robbie. Alphabet Kids From ADD to Zellweger Syndrome. Philadelphia: Jessica Kingsley Publishers, 2009.

“CAPD.” Welcome to Bridges 4 kids. Bridges 4 Kids. n.d. web. 31 Oct. 2009.

Chapter 10 activities chapter 10 Think of some of the children you have encountered that you suspect of having a disability. Pick two particular children and answer the following questions Identify and define the characteristics of students Explain why you suspected or knew of the disability Describe any supports and additional help that this child needed Describe successful instructional practices for students with the disability.

Student #1 Identify and define the characteristics of the student -Some of the behaviors that caused concern with the student were: -trouble speaking -vomiting at the sight of food he did not like -running into walls, furniture, and other children on purpose -anger issues -would not play cooperatively with other children -Did not participate well in a group -impulsive behavior

Explain why you suspected or knew of the disability The speech was apparent. It was difficult for us and his parents to understand his wants, needs, and everyday conversation.

Describe any supports and additional help that this child needed This student received services from the BCIU after repeated conferences with the child's mother. He was tested and received a diagnosis of sensory processing disorder and also need speech therapy.

Describe successful instructional practices for the student The student had an itinerant teacher come once a week to work with him. She worked on social skills and behavior modification. He also had a speech therapist come once a week. Unfortunately the occupational therapist that was supposed to come once a week, only came three times in the period of over 15 months the child had an IEP. I used redirection techniques, stories, and rewards. We had the child use a cushion with air in it for circle time so that he was able to attend. We also used more physical transition activities, for example crawl like a crab when you come to circle time, to help the child expend some energy before moving to another activity.

Student # 2 Identify and define the characteristics of the student -speech problems -extremely bossy -like things in a particular order - much more impatient then other children his age -impulsive behavior -did not work well in a group setting

Explain why you suspected or knew of the disability The same as child #1 the speech problem was apparent. Most of the characteristics of the child made it extremely hard for him to play with the other children. I thought there was a disabilities other than speech because of the behaviors the child was exhibiting. Some of them were definately intensified behaviors that seemed uncontrollable.

Describe any supports and additional help that this child needed The child received speech therapy once a week. He had been evaluated at another center before coming to the center I work at.. I was told by his mother that the evaluation only recommended speech therapy, nothing else for his behavior. *When the child left and went to kindergarten he was tested and now has a diagnosis of autism with OCD

Describe successful instructional practices for the student In the classroom we redirected him all the time. We also used a reward system hope this would curb some of the unwanted behaviors.

= = = = = = = = = = = = = = = = = = = = = = = = = Activity 3 = = =

Beyond School Success
=Click on the links below to watch the videos //Beyond School: Rachel and Jael//. After watching the video, answer the following questions. [specialeducation&clipID=SE09_218.flv|Beyond School: Rachel] [|Jael] What are areas of success for both women?Rachel feels that her success has come from what she was taught in Junior and senior high school about office skills. She also feels that knowing/learning to take public transportation via the bus has benefited her. Rachel's office skill and ability to use public transportation have made her able to work indepently in the community.Jael feels that the skills she has learned from the TRACE program have helped her succeed. She mentioned the skills that make her successful are reading skills, speech therapy, learning money skills and writing. = What similar issues or weaknesses do the women have? = = Rachel and Jael stated different weakness in each of their interviews. Rachel felt that she had trouble spending money properly and Jael felt she had trouble with public speaking. While watching the video however, I felt that both women were hard to understand while that were speaking. Also, I feel that both women may not have understood the questions that the interviewer was asking. If they did understand the question they may have had trouble expressing their answers. = = = = What do the women say about their teachers and what they need from teachers? = = Rachel mention in her interview that she had the best teacher when she had Gail Moores. Rachel says she taught her to read and the alphabet. She continuely says she was the best. Rachel does not say what she needed from her, I can only assume that is because she seemed to have received everything she needed from Ms. Moores. = = Jael had wonderful advice for anyone studying to be a teacher. The first thing Jael mentions when asked what she would tell studying teachers, is to be patient. I feel this is something all teachers (new or experienced) need to remember.) She feels that listening to the students, finding out what they want to do and not to underestimate their ablities is an important factor in education. She also mentions to basically know your students' home life, talk to their parents because something going on at home can cause different behaviors. Jael feels that it is important to work on the students' behaviors and attitudes. = = Activity 4 = = =

Star
=Click on the link below to watch the video //Who is Star?// After watching the video, answer the following questions. [specialeducation&clipID=SE12_222.flv|Who is Star?] What are Star's communication skills? = = From the video Star's communication skills seem to be limited to a few words and signing. During the video Star answers both teachers questions by speaking and in sign. Star special education teacher, Mrs. Brown, mentions in the video that Star is now using some sentences to communicate her wants and needs. This is progress from the begining of the school year. Ms. Rouviere had worked with Star three years earlier and is very please with the progress that Star has made over the last three years. = =What are Star's other needs in the classroom? How do the teachers address them?= = Star's other needs in the classroom other than speech are gross motor skills. I don't feel that they were addressed by the teachers in the video other than mentioning them .=

=What are Star's strengths? How do the teachers address them?= = Star has many stengths in the classroom. She loves to learn and sing. She teachers note that she is attentive in class. Ms. Rouviere says that Star enjoys singing so much that if they wrap anything into a song she will learn it. =

= = Chapter 9 =Activity 1=

Carlyn
=Click on the link below to watch the video //Mental Retardation//. After watching the video, answer the following questions. [specialeducation&clipID=SPED_013_308.flv|Mental Retardation].= = What are Carlyn's strengths and weaknesses? = = Carlyn's outside strengths are her loving family, supportive teachers and the other students in her class. Her personal strengths are the happy personality she displayed in the video. Also the fact the Carlyn interacts with the other students in the classroom. Although, she is learning to eat and drink better, and taking more steps, I would consider them both a weakness and a strength, because the teachers are still working with her to perfect it even though she has made progress. = =What areas are Carlyn's teachers working on with her?= Carlyn's teachers are helping her progress phsyically by working on her feeding, drinking and fine moter skills. For example Carlyn is now able in eat an entire cracker and raise her hand for more. Academically Carlyn's teachers are helping her with fine motor skills like putting pegs in holes and items in containers. They are also helping her categorize items by putting shapes into the correct spot. =What progress has Carlyn made, and what is her prognosis for the future?= Carlyn progress by making sounds now. She has also made progress by taking more steps and eating more bites of food. Carlyn can also put puzzles together and she interacting socially. Her teacher invisions her staying in her current classroom until she is five. The moving on to an intergrated kindergarten class with services if she needs them. =11/7/09 CHAPTER 8=

= Activity 1 =

Jake
Click on the link below to read the case study //He's Just a Goofy Guy//. After reading the case study, answer the following questions. He's Just a Goofy Guy

Jake has a variety of behaviors that seem to indicate he has AD/HD. What behaviors does Jake exhibit that would be considered hyperactive-impulsive? The signs Jake shows that could be considered hyperactive-impulsive are playing the class clown and falling out of his desk, and talking aloud to himself during class. Also Jake seems to always have to sharpen something. This could be giving him an excuse to get out of his seat or not complete his work.

Which of Jake's behaviors seem to be the inattentive type? The behaviors that Jake exhibits that could be considered inattentive are having poor organizational skills, he does not get started on time, and he is always shuffling with his papers.

What are Jake's strengths? Jake's strengths are important. Jake gets along with the other children in the class. They see him as one of the gang. Jake reads well and he also excels in math. = = = = = Activity 1 =

Eric's Behavior
Click on the link below to watch the video //ADHD//. After watching the video, answer the following questions. [|ADHD]

What behaviors did Eric exhibit during his psychological evaluation? Dr. Goldsmith says that during his psychological evaluation, Eric was extremely active throughout the entire session. Dr. Goldsmith actually said that Eric was one of the most extremely hyperactive children he had ever tested. Jake was also severely oppositional. He refused to perform and walked away from the table many times.

What possible biological influences on Eric's behavior does Dr. Goldsmith discuss? Dr. Goldsmith believes that there may be some kind of chemical or neurological disturbance that is driving Eric.

What environmental influences on Eric's behavior does Dr. Goldsmith discuss? Dr. Goldsmith suggests that Eric is conflicted about his parent's separation. Eric feels that no one likes him and that he is no good. Eric has often voiced these comments to other therapists. For example he told child therapist, Shari Sant, about his "horrible" night, explaining to her what had happened and then asked her if she still liked him.

=10/31/09 CHAPTER 7=

WORK ON DISABLITY PROJECT

10/24/09

MIDTERM

=Beverly McCune Activity 3 10/17/09 Chapter 6= = Activity 3 =

Graphic Organizers
Click on the link below to watch the video //Graphic Organizer//. After watching the video, answer the following questions. [|Graphic Organizer]

What is a graphic organizer, and how does it help students? A graphic organizer helps the students describe it, where it is found, and what does it do. Basically a graphic organizer breaks down all the information into the important parts. It helps students stay organized when studying.

The teacher has part of the graphic organizer marked so students only need to focus on, or become the expert on, that particular part of the organizer. How can this help all students in the classroom? This help the students stay organized while looking for information.

How can students use the graphic organizer after the class activity? The students can use the graphic organizer after the class for studying. = = = = = = = = = = = = =Beverly McCune Activity 1 10/17/09 Chapter 6=

Who are the members of George's support system at home and at school? George's support system at home consists of his father, Philip, his mother, Linda, and his brother, Roy. At school, George works with different therapists and his teacher Mr. Haas.

How do you think George's family has helped him to be a successful communicator? George's family has helped him a successful comunicator by socializing with him. For example, they play games, let George read aloud to them, but most of all they interact with him.

How do the school personnel support George and his family? The school personnel supports George by has him involved with programs like the chewing and swallowing program. George goes to therapy twice a week at school with two different people to work on texture and simular things. The school personnel supports George's family by staying in contact with them by phone, via email, notes home, and report cards. = = =10/16/09 Great job Beverly! Not only did you get the directions right, you answered all of the questions well.= =10/10 points for each assignment.=

__**Beverly McCune Activity 1 10/16/09 Chapter 5**__

How does Bridget view her disability? She feels people think differently about her but she advocates for herself in the classroom. She is scared that her disability will hold her back when she is looking for a job.

How do Bridget's mom and teachers describe Bridget? Bridget's mom describes her as a happy child with a great smile even from birth. She has an explosive energy and is very vibrant. Bridget's teacher describes her as a conscientious student, meticulous, very thorough, neat, and very motivated. He does say that Bridget becomes frustrated to an extent with her reading disablility.

What do you think Bridget's education would be like without the support she has? I think Bridget may have fallen between the cracks in the classroom if she did not have the support system she has. Although, she is self aware and motivated the support system gives her the resources she needs.

__**Activity 5**__

What does the teacher think about before planning her lessons? Before planning her lessons the teacher thinks about her learners strenghts and weakness, how to group them, how to engage them, how they can be successful in that particular activity, and how to meet their needs in an individual way with a group lesson.

How does the teacher do this for her students? She does this for her students by providing different opportunities to practice or engage in interactions with the teacher or peers.

Why is explict instruction important? Explict instruction is important because not all students learn the same way and in the same amount of time.