ST+ANGELINA

=12/4/09= Disability Paper SMA = = = = ===All of this information and more can be found on [|www.curesma.org]. A child that was at my daycare was diagnosed with this at 3 years old. She is currently in dance and gymnastics to keep her muscles as loose as possible. As she is getting older, (now 6 years old) she walks/runs/etc., like an ederly person. This little girl has sooo much energy in her that she just can let out like other children do. She is teased at school ALL the time which makes it extremly difficult growing up. My heart aches for her everytime I learn something new about SMA. Since she was diagnosed the whole daycare (as much as we can get) do the SMA walk for our little one. She was this little baby who was just thought of as being "Stiff" then at the age of 3 my director really took on a concern and strongly adivsed the first time parent to tell her doctor all of the "problems" that were occuring with her daughter. She is now going to CHOP for treatment/physical therapy/etc. All of the information is taken directly from the site.=== "Spinal Muscular Atrophy (SMA) is a motor neuron disease. The motor neurons affect the voluntary muscles that are used for activities such as crawling, walking, head and neck control, and swallowing. It is a relatively common "rare disorder": approximately 1 in 6000 babies born are affected, and about 1 in 40 people are genetic carriers. SMA affects muscles throughout the body, although the proximal muscles (those closest to the trunk of one’s body - i.e. shoulders, hips, and back) are often most severely affected. Weakness in the legs is generally greater than in the arms. Sometimes feeding and swallowing can be affected. Involvement of respiratory muscles (muscles involved in breathing and coughing) can lead to an increased tendency for pneumonia and other lung problems. Sensation and the ability to feel are not affected. Intellectual activity is normal and it is often observed that patients with SMA are unusually bright and sociable. Patients are generally grouped into one of four categories, based on certain key motor function milestones. SMA is an autosomal recessive genetic disease. In order for a child to be affected by SMA, both parents must be carriers of the abnormal gene and both must pass this gene on to their child. Although both parents are carriers the likelihood of a child inheriting the disorder is 25%, or 1 in 4. An individual with SMA has a missing or mutated gene (SMN1, or survival motor neuron 1) that produces a protein in the body called Survival Motor Neuron (SMN) protein. This protein deficiency has its most severe affect on motor neurons. Motor neurons are nerve cells in the spinal cord which send out nerve fibers to muscles throughout the body. Since SMN protein is critical to the survival and health of motor neurons, without this protein nerve cells may atrophy, shrink and eventually die, resulting in muscle weakness. As a child with SMA grows their bodies are doubly stressed, first by the decrease in motor neurons and then by the increased demands on the nerve and muscle cells as their bodies grow larger. The resulting muscle atrophy can cause weakness and bone and spinal deformities that may lead to further loss of function, as well as additional compromise of the respiratory (breathing) system. There are four types of SMA, SMA Type I, II, III, IV. The determination of the type of SMA is based upon the physical milestones achieved. It is important to note that the course of the disease may be different for each child. THE TYPES OF SMA SMA Patients are classified into four types based on milestones achieved at onset of SMA. Type I and II are the most prevalent. SMA does not affect sensation and intellectual activity in patients. It commonly is observed that patients with SMA are unusually bright and sociable.
 * Type I, or Werdnig-Hoffmann Disease, is the most severe form of SMA. Type I SMA strikes infants between birth and six months old. Children affected with Type I cannot sit without support.
 * Type II affects infants between seven and 18 months old. Type II patients may be able to sit unaided or even stand with support. They are at increased risk for complications from respiratory infections.
 * Type III, also known as Kugelberg-Welander Disease, is the least deadly form of childhood-onset SMA. It strikes children as early as the age of 18 months, but can surface as late as adolescence. Type III patients are able to walk, but weakness is prevalent. Most patients eventually need to use a wheelchair.
 * Type IV is the adult form of the disease. Symptoms tend to begin after age 35.

Currently there are 3 drugs for SMA, as well as physical and occupational therapy. The 3 drugs are Quinazolines to boost SMN2 expression, Tetracyclines to correct SMN2 splicing, Motor neuron replacement or cellular therapy for SMA."

Some facts; One in every 6,000 babies is born with SMA. SMA can strike anyone of any age, race or gender. One in every 40 people carries the gene that causes SMA. The child of two carriers has a one in four chance of developing SMA. 7.5 million Americans are carriers.

=12/4/09=

· Identify and define the characteristics of students. Child #1. Happy, playful, friendly, loving, physically adaptable, strong. Sounds of speech were muffled so it was very hard to understand him.

· Explain why you suspected or knew of the disabilitiy Because he would tap me on the side to get my attention. I could not understand when he spoke. Sometimes I had to ask him to point to what he wanted. He was 3 yeards old and everything was muffled.

· Describe any supports and additional help that this child needed Constant prper modeling of speech. When he spoke I had to repeat what he said clearly, he would try to repeat in his way. Eventually parents accepted and speech therapist came to the daycare once a week.

· Describe successful instructional practices for students with this student (eating, drinking independently, reading etc... For reading; looking at pictures describing what they saw or what he remembered from the story. Constant support with words of praise. Just constant communication using their words to express their wants and needs.

Child #2 Identify and define the characteristics of students This child was 5 years old when he came to me last year. Now he is in pre school at a Catholic School. Very shit, practically non verbal, would not maintain eye contact, lacked social skills (severly). He was born at 23 weeks. According to his foster mother, he was probably born with an addiction as well but she hasn't received birth records yet. He also suffered from being born with his intestines outside of his body. Because of that he needed numerous amount of surgeries and because of so many surgeries he now has no gag reflex. Also at birth from being a premi they put him on oxygen which made him recieve too much of oxygen which has now caused him to be extremly nearsighted. He also barely has letter recognition. He hates washing his face or hands or taking showers.

Explain why you suspected or knew of the disability. I knew about the surgeries and complications at birth because my boss/director took him in back in June, which the boys mother died of OD'ing. The boy is her step childrens brother from her husbands ex wife. So I knew ahead of time he was going to come in with complications. But when he came into my classroom in June he was very shy, barely talked, never looked at anyone when they talked to him, or when he would talk to anyone even other children. He was also eligible for services while with his mother but never received them.

Describe any supports and additional help that this child needed. He has received tubes in ears, tonsils and adnoids removed, and recently has gotten a very strong prescription for glasses. He now receives Title 1 at his Catholoic school, the counselor is setting him up for other programs that the foster parent is unaware of as of yet. He is removed and helped in class for his fine motor skills and for being "behind his level". From his teacher he is currently receiving no support as in her opinion he should go back to daycare to learn the "basics".

Describe successful instructional practices for students with this student. He can do everything other kids can do. His social skills are much better in a matter of months, but there is still much room for improvement. When talking to adults he still won't look them in the face. (Except for me, because the kids just think of me as a big kid as do I). He is extremly better one on one with any other adult. He also is willing to wash his hands after going to the bathroom or when they are dirty. He will take a shower without throwing a complete fit and fighting with foster mom.

(My boss/director has asked if anyone has feedback she will take anything anyone has to offer, as she is trying to do everything in the best interest for this child).

= = = = =11/14/09= = Activity 1 =

Carlyn
Click on the link below to watch the video //Mental Retardation//. After watching the video, answer the following questions. [|Mental Retardation]. What are Carlyn's strengths and weaknesses? Weakness was she was very leary at first of being around the other kids. Now she is right in the middle of them doing the things they do. She loves playing cars with the boys and playing dolls with the girls. She learns from watching the other kids as well. She is also starting to talk more! What areas are Carlyn's teachers working on with her? Her teacher is working on with her emotional skills which was a definate improvement from being very shy when she first started, to going right in the middle of the kids and playing and having fun. Her teacher is also working on her feeding and drinking. What progress has Carlyn made, and what is her prognosis for the future? She went from eating and drinking 1 to sipps, 1 to 2 bites of food, to now drinking a half a glass of milk. She brings things to the table without spilling and eating an entire cracker and always raising her hand for more crackers.

Guided Notes
Click on the link below to watch the video //Guided Notes Study Cards//. After watching the video, answer the following questions. [|Guided Notes Study Cards] Explain the guided notes study cards. Notes from science that are important from his over head. They are questions and answers to help them study with a partner/another student. What are the benefits of guided notes study cards for students? They help the students study, they also help the students study in pairs. Do you think this is a good strategy for Stephen Sabia? Why or why not? There is no Stephen in this video, but if there was a Stephen I am sure the study cards would benefit him in helping with studying as it looked like it helped many of the other students! = = = = = Activity 4 =

Star
Click on the link below to watch the video //Who is Star?// After watching the video, answer the following questions. [|Who is Star?] What are Star's communication skills? One word answers if how she communicates or she acts out the motions of what she would like to say. With monkey bars she acted like she was climbing on the monkey bars. And sign language! What are Star's other needs in the classroom? How do the teachers address them? She needs a lot of gross motors getting up and moving around. The teachers assist her in the many different ways they can to help her! What are Star's strengths? How do the teachers address them? Now she is saying sentences of what she needs and wants. She is very attentive, loves to learn, loves to sing. The teacher will try to wrap everything up into a song since she loves to sing and sign the many different things Star has learned. =11/7/09 CHAPTER 8=

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? Extremely hyperactive, severely oppositional, difficult for him to preform tasks,

What possible biological influences on Eric's behavior does Dr. Goldsmith discuss? chemical or neurological disturbance

What environmental influences on Eric's behavior does Dr. Goldsmith discuss? He is very conflicted about his parents, seperation and the social factors going on in his life.

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? He fidigts in his seat a lot, he can't seem to stay focused and is playing around.

Which of Jake's behaviors seem to be the inattentive type? that he always has to be doing something. He can't stay focused.

What are Jake's strengths? Energetic first grader that is excelling academically during the 2 hours he is included in a general education class.

= = = = = = =10/31/09 CHAPTER 7=

WORK ON DISABLITY PROJECT

=10/24/09 MIDTERM=

=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? Roy older brother, Philip father, Linda mother, Speech Therapist, 1st grade and resource

How do you think George's family has helped him to be a successful communicator? The games they play, or acting out with him, reading, card games,

How do the school personnel support George and his family? The school is now making sure the IEP is challenging him more, because his 3 year evaluation he wasn't achieving. The teachers send emails and occasional notes home now as well.

= 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?

3 small pieces. Describe it, where is it found, what does it do later on she will add on 4 and 5. It helps the student become an expert on one part of something they are learning about in a group. So then when they go back to the group they can tell their group about their part and each person focus' on their one part.

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 will help all students in the classroom because now their work is broken down, to where they won't have to do as much work but in the end they are still learning everything they needed to learn for that particular section. The students can feed off of each person, and the group can make sure together that the information is correct.

How can students use the graphic organizer after the class activity? They can make sure all the information that each child collected is correct. They can also use graphic organizer to many other things in their daily life. I.E. planning parties, etc.

=CHAPTER 5=

Angelina Morta 9/16/09 Clinic Question · OBSERVE · AND ANSWER THE FOLLOWING QUESTION: WHY IS IT IMPORTANT FOR SCHOOL DISTRICTS TO HOLD SUCH EVENTS FOR PARENTS? POST ON YOUR WIKI PAGE (NO MORE THAN THREE PARAGRAPHS). It is important for school districts to hold such events for parents because it is very informative for them. It helps parents know about the transition, the challenge is to keep all students in school and engaged in meaningful educational experiences so they will be prepared for postsecondary education/training, employment and independent living. From the many pamphlets and paper I received while being at the clinic, and hearing the 2 parents we talked to, this clinic helps parents see what they need to fight for, for their children. It also was/is a place for parents to listen to and feed off of each other on what has helped their kids, what is more effective for them, and so on. It shows that children of all backgrounds and abilities should be successfully educated together in their neighborhood schools within the general education curriculum. Through the Pennsylvania department of education, clinics like these help parents understand their rights and understand the procedural safeguards notice. Also to work together to promote education that includes all children by providing individual technical assistance, advocacy and supports to families, assisting institutions of higher 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.
 * __IF YOU ATTEND THE CLINIC __**: