ST+LORRAINE

=11/23/09 CHAPTER 10= Two of my day care children that I have encountered that have a disability:

Identify and define the characteristic of the student: Matthew 2 yrs. old w/CP - can not walk w/o assistance - uses a feeding tube - on a heart monitor - couldn't see well - could not talk - cried out of frustration constantly How I know about his disability: His parents told me, they were looking for a day care that accepted children w/severe disabiities and they enrolled Matthew in my care for years. Describe any supports and additional help that this child needed: Matthew need help from physical therapists while in my care. They came to my day care and worked on moving his limbs so that one day he can walk. He was stiff and in pain. He had specifized therapists who were from Easter Seals that came three times a week. They also taught me how to hook up the monitors and the feeding tubes and how to stretch his legs to give him more flexibility upon their return. Plus gave me some sign lessons and a book w/pictures to help Matthew tell me what he wanted. Later on, Matthew had horse back riding lessons provided by Easter Seals. He loved that the most. Describe successful instructional practices for students w/this student: With the dedication of his parents and staff at Easter Seals, Matthew was able to go trick or treating and walked to my door all by himself after three years of therapy. A big accomplishment for him and his family. Also, in 2007 he was the Easter Seals Ambassador representing children w/ CP everywhere.

Identify and define the characteristic of the student: Dominick 4 yrs. old w/ Learning Disability - not potty trained - regresses in speech - hyperactive How I know about his disability: His Mother told me, she is concerned that he is not where he should be cognitively for a 4 year old boy when she compares him to her relatives and others his age. Also at 4 years old, developmentally it is apparent he is a wee bit delayed, he does not meet the criteria for his age group - congitively and developmentally delayed as per the medical guidelines handed out to day care providers, what we should be aware of in a day care setting. I am not to diagnose, but be aware of the inconsistencies in different children of the same age group. Describe any supports and additional help that this child needed: Outside sources from Public Assistance have joined forces to get Dominick on task. They have sent over numerous speech therapists and physical therapists. Describe successfull instructional practices for students w/this student: Dominick still is not potty trained, I am guessing there are other underlying issues with this child. But for now, his therapist has him speaking well, without a speach impediment. His physical therapist has him running, hopping and skipping like a champion. Once the potty training is accomplished and there are no more accidents, he will be ready to enter the school system - Kindergarten. = = =11/23/09 CHAPTER 9=

Activity #2: Guided Notes: Explain the guided notes study cards: They are "flash cards", students take notes on specially formateed guided notes, after the lecture they cut into a set of flash cards thata could be used for study.

What are the benefits of guided notes study cards for students? Most students benefitted showing evidence of higher scores on quizzes and tests.

Do you think this is a guided notes study cards for Stephen Sabia? Why or why not? Only if Stephen was competent enough to take accurate notes in class. They would work well if specially formatted guided notes were used for all the students.

Activity #5: Skill Acquisition: What are the four components of skills mastery? 1. environmental specific (small group settings) 2. person specific (specific instructor present) 3. prompt specific (w/program specific directions, materials and cues). 4. acquisition of a skill/behavior (be able to gather, retain and repeat the information)

What is the generalization of a skill? When a student does not have a problem with mastering a new skills an storing the new information. When learning appears to be with little effort from the learner and the instructor.

What changed can be made to a skill or activity to promote generalization? - Daily practicing provides the basis for skill acquisition. - Verbalization of the steps also helps the students (verbal script can be internalized and utilized when working independently)

What changes can be made to a skill or activity to promote generalization? Only offer one change at a time, but as the skill takes on strength and adaptability, vary and/or or offer several changes at once. (change the format).

=11/7/09 CHAPTER 8=
 * 1: Jack has a variety of behaviors that seem to indicate that he has ad/hd. What behaviors does Jake exhibit that would be considered hyperactive impulsive?

Disruptive behaviors, bumped his desk out of place as he sat down, disrupted classmates, fidgets, talking out loud and total lack of organization.

Which of Jacks behaviors seem to be the inatentive type?

He is totally frustrated untale to work, etc. throwing his crayons instead of concentrating. Also Unable to get started in class. He is off task.

What are Jacks' strengths?

He gets along with his classmates (as the class clown) and he excells in Math.

Sam does not complete tasks. reads books/magazines, drawing doodling, daydreaming and talk to friends and neighbors.
 * 1) 2 What behaviors does Sam exhibit which type of ad/hd do these behaviors probably indicate?

What behaviors does Heather exhibit? Heather disrupts the class, speaks out loud, does not complete her work.

What behaviors does Patrick exhibit? Which type of ad/hd do these behaviors probably indicate? He doesn't stop talking, gorwing number of disruptions, fights constantly w/classmate, and always off task.


 * 1) 3 Erics Behavior

What behavior did Eric exhibit during his psycological evaluation?

Extremely hyperactive, gets outraged easily; lack of self esteem and he had transition issues.

What possible biological influences on Erics behavior does Dr. Goldsmith discuss?

Chemical or neurological issues are at the base of his behavioral issues. .

What environment influcences on Eric's behavior does Dr. Goldsmith discuss?

He discusses Eric's family issues. With the onset of his parents separation they can now add on phycological problems to the mix.. He lost all his self esteem and he is needy (he needs adult interaction more than the average child) due to the separation of his parents which also affects his social skills...he attacks his classmates by biting, kicking and fighting. = = = = =10/31/09 CHAPTER 7= [|Back to Discussion Forum] =Chapter #7-Choose a Disability=

Autism
 * [[image:http://www.wikispaces.com/i/user_none_lg.jpg width="48" height="48" caption="lperillo" link="http://www.wikispaces.com/user/view/lperillo"]] || [|lperillo]

Report of the Disability Named Autism

Definititon of the disability:

Autism, usually evident by age three, is a neurological disorder that affects a child's ability to communicate, understand language, play and relatae to others. Children have difficulty relating to people, objects and events, and may seem to live entirely in their own world. They may avoid eye contact and physical closeness. Some are unable to communicate at all; others may communicate only through gestures; others may use language but in unusual ways. Children show a restricted repetitive and stereotype pattern of behavior - from physical rocking and spinning, to head-banging or other self stimulating behaviors, to obsessive focus on particular things. Children have great difficulty with changes in routine or familiar surroundings.

Causes and prevalence:

Heredity-Genetics prominent vulnerability - twins studies, fragile X

Geographics/Environment - regions, mercury, foods

Physiology - multisystem, brain-based disorder, abnormal brain development in first months of life, larger head size.

Pervalence: 3-8/1,000 live births, 3-4X more common in boys.

Primary Characteristics:

Difficulty with reciprocal social interations. Impairments in language skills. Narrow range of interests and insistence on routines. Motor clumsiness and; Sensory sensitivities

Inclusion Ideas:

Provide a predictable and safe environment.

Establish routines for the child to follow.

Give external structure-constant reminders and firm expectations - lots of positive feedback.

Bend down to the child's level when speaking with him/her.

Short, positive, simple rules.

Understand the "out of sync" child with sensory integration deficits.

Understand the child w/communication difficulties.

Know ways to calm a child down when he/she is agitated: jump on a mini tampoline, swing on a swing or glider, pound or manipulate clay, brisk walking or running, use a walkman to reduce the impact of noise, teach deep breathing exercises, teach the child to close his/her eyes and count backwards from ten, lace fingers together and stretch arms and hands out in front of the body, obtain assistance)

Learn how to manage a meltdown, aggressive behavior, or a tantrum.

Self-stimulation can be verbal (repeating words, jungles, data information) or physical (arm-flapping, rocking, twirling, headbanging, finger-flicking). It should be allowed in non-learning environments, but interrupted during social and learning situations. Learn how to manage self-stimulation behavior by: interrupt only during learning environment, redirect the child to another activity, direct the child to an activity that his highly interesting, direct the child to an acticity that is incompatible with the self stimulating behavior).

Wandering or running away can be fun and exciting fo rthe runner, but frightening for us. Do not chase the child in an obvious manner. Do not do so to add more excitement or emotional stress. Turn the game around so they Chase you instead.

Information/Support Groups:

Child Development Specialties, Lori Borman, M.Ed. 638 Newtown-Yardley Road, Suite 1H Newtown, PA 18940 215-860-1631

(Mrs. Borman taught me everything I know on this subject, I attend her workshops annually. Her expertise on the subject is bar none to others. She see clients one-on-one, or in group settings and work shops. She is "worth her weight in gold"!) Posted Oct 31, 2009 10:43 am  ||

WORK ON DISABLITY PROJECT

=MIDTERM 10/24/09=

=10/17/09 CHAPTER 6= = = = = = Activity 1 =

George
Click on the links below to watch the videos //George's Family// and //Collaboration//. After watching the videos, answer the following questions. [|George's Family] [|Collaboration]

Who are the members of George's support system at home and at school?How do you think George's family has helped him to be a successful communicator? His parents, Philip and Linda and his brother Roy represent his support system at home. In his school, he was early on enrolled in an early intervention program and learned American Sign Language. His family gave him the opportunity to succeed by given him the technological tools/devices he needed to communicate. With the use of a strong collaborative team of professionals he was able to succeed.

How do the school personnel support George and his family? They build on his educational needs by the way the teacher communicates to him and with him using - audio and text formats - visual representations w/verbal information as well his work on his social skills using various methods (social interaction theories) = = = = = = = = = = = 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? Graphic organizers are tools that assist students to comprehend and write more effectively. The graphic organizer gives the students a visual representation in an organized framework.

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?

All the children in the classroom can benefit from the use of an graphic organizer, but the children with disabilities would be especially helped with the use of a graphic organizer contents can be hand drawn or computer generated and easily understood for these children.

How can students use the graphic organizer after the class activity?

The information links groups of important information together for the students so they can review, respond or comment as necessary to become successful in their classroom environment.

=CHAPTER 5= [|lperillo] Why is it important for school districts to hold such events for parents?

Research shows that school administrator support and solid communication among the student's team members lead to effective tansition planning.

Support teams need to be able to identify what the goals of the students should be in behavior, math, reading and social skills to that administrators can accommodate the children properly. Also, make known the accommodations that need to be made for the child regarding more time for assignments, shorter lists, small group instruction and larger print materials if needed. By attending this IEP clinic, parents have the verbal skills to (respectfully)demand the school districts to recognize the students difficulties and what degree of support they need to succeed in school.

In the brochure for PA's Education for All Children their mission says it all, "We work together to promote education that includes all children by providing individual technical assistnce, advocacy and supports to families, assisting instritutions of higer education better prepare teachers to effectively teach all children, and influencing and supporting schools, policymakers, and the community to effectively implement inclusive practices and policies."

Collaboration and support within the childs school district is imperative for a successful learning experience. Parents need to be made aware of what training needs to be done within their school district to provide inclusive education, learn about the laws and all the technical assistance that is available for their child/ren. This Clinic gave the parents the tools to attend IEP meetings with confidence.

This was a very interesting IEP Clinic which I am surprised is not mandatory at all school districts. If more parents were aware of this event more would have attended in support of their children. Posted Oct 10, 2009 12:38 pm

YOU OBSERVED AND WROTE A REFLECTION REGARDING THE IEP CLINIC. IT IS POSTED ABOVE UNDER THE DISCUSSION TAB.