ST+KATHRYN

Pick two particular children and answer the following questions:
 * Think of some of the children you have encountered that you suspect of having a disability.

· Identify and define the characteristics of students. Student #1 was a very quiet little girl. She did not talk to the other students, and only wanted to talk to the teachers, but even so not often. When the students sang in circle time, she became extremely upset if it was loud, and would cover her ears and sometimes cry. She had many tactile issues including food preferences, example she would only eat yogurt and dry cereal for lunch. Her mom packed her a special snack as well. Student 2 was another extremely quiet little girl. She would not talk to anyone. She would follow instructions and do as she was told, but she would not talk. · Explain why you suspected or knew of the disabilitiy Student #1 Mostly because of the things mentioned above. She displayed many characteristics of Asbergers. Student 2 When a 3 year old does not talk at all for a long period of time, one naturally suspects something is not right. · Describe any supports and additional help that this child needed Student # 1 A person from the IU came into her classroom for a couple of hours every day and worked with her. She wasnot in my class, so I am not exactly sure what he did with her. Student 2 had speech theraoy and physical therpay for an expressive language disorder. · Describe successful instructional practices for students with this student (eating, drinking independently, reading etc... She could eat and drink etc. by herself. I was not involved her special instruction practices, but she was in a regular preschool room and included fully in kindergarten. After about a year of therapy, Student 2 no longer needed any additional support.
 * I have never personally had a child with a disability in my class. But, their have been a few in other classes at my school, so I will answer these questions to the best of my ability.

Chapter 9**

= 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? Carlyn has many strengths including her very close relationship with her brother and sister. She also has a good attitude and wants to learn. Carlyn's weaknesses are delayed motor skills and her trouble eating, and communicating.

What areas are Carlyn's teachers working on with her? Carlyn's teachers are working on her motor skills- she is now walking! They are also working on putting pegs into small holes, shape sorting, and putting together puzzles. She can do these things mostly on her own now. They are also working with Carlyn on her eating and drinking (swallowing, and chewing.) Lastly her teachers are working on her verbal skills. She can say things like 'baba' and 'tata'. What progress has Carlyn made, and what is her prognosis for the future? Carlyn is doing better in her inclusive preschool classroom than both her teacher and mother thought she would. Her teacher hopes to see Carlyn move on in two years to an inclusive kindergarten program.

= 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. [|Beyond School: Rachel] [|Jael] What are areas of success for both women? Both women have completed high school and are independent working women with jobs in their community. Rachel works in an office and does things such as make copies. Jael works as an instructor in early childhood, Rachel takes public transportation everyday by herself to her job, and her mother helps her with her banking online.

What similar issues or weaknesses to both women have?

Rachel says her weakness is spending money and going over budget at the end of the month. Jael says public speaking is her biggest issue.

What do the women say about their teachers and what they need from their teachers?

Rachel says her most valuble teacher worked with her from a young age and helped her to read and write. Jael says the same thing about her teacher, learning to read and write, public speaking, and handling money. Jael is also in a special program called TRACE, which she says has helped her alot. = 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? Star communicates mostly through sign language. She is able to say words and is now able to ask for things using complete sentences. What are Star's other needs in the classroom? How do the teachers address them? Star requires alot of movement. They use techniques that allow her to use her gross motor skills. What are Star's strengths? How do the teachers address them? Star loves to learn and sing. Her teachers incorporate her lessons into song so she can sing and sign along with them .Her teachers say almost anything put into song she can learn.

= = =11/7/09 CHAPTER 8= = 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? Eric is extremely hyperactive, oppositional, has difficulty performing tasks and has low self esteem.

What possible biological influences on Eric's behavior does Dr. Goldsmith discuss? Dr. Goldsmith says he may have some chemical or neurological imbalances.

What environmental influences on Eric's behavior does Dr. Goldsmith discuss?

Eric has emotional issues due to his parents seperation. He needs alot of adult support and reassurance.

= 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? Jake is a disorganized little boy who has a lot of trouble sitting still. His teacher says his desk very disorganized and he often "falls out of his chair".

Which of Jake's behaviors seem to be the inattentive type? Jake has trouble starting his work, which may suggest that he is inattentive. He also fidgets at his desk alot.

What are Jake's strengths? Jake does have many strengths. His happy and has a positive attitude about learning. He also gets along with his peers. He wants to stay organized, as we learned when he dropped his crayons he wanted to make sure he picked them all up off the ground before his teacher saw. = = =

= =10/31/09 CHAPTER 7=

WORK ON DISABLITY PROJECT

=Chapter 6 Activity 3=

1.) What is a graphic organizer and how does it help students?

A graphic organizer is an activity where the teacher gives each student a part of the lesson to become and "expert" on, and they share it with the class. It helps students by focusing on just one subject, and sharing it. It can also help students to learn from each other.

2.) The teacher has past part of the graphic organizer marker so students only need to focus on, or become the expert on that particular organizer. How can this help all students in the classroom?

It helps students because it gives them one specific thing to concentrate on and learn. This can make learning less distracting for kids because they are not trying to take in all the information at once. This strategy also targets all different types of learners (visual, auditory etc). They learn by reading the information themselves, and then by listening to their peers.

3.) How can the students use the graphic organizer after the class acitivity?

They can take notes while their peers are presenting and then go back to that activity. Or, if they do not understand a topic, they could go back the the person who was the "expert" on that topic, and ask them to explain it further.

Chapter 6 Activity 1

1.) Who are the members of George's support system at home and at school? How do you think George's family has helped him become a successful communicator?

George has a very supportive and encouraging family at home. His mom, dad, and especially his older brother Roy help encourage George to communicate. His brother plays games with him, and George likes to pretend he is different people. George likes to pretend to talk on the phone, and he also enjoys riding his bike. At school his teachers support him, and they stay in close communication with his family at home.

2.) How do the school personnel help support George?

George has alot of support from his teachers at school. He is in a program to help him chew and swallow. His teachers make sure George can be included in everything, including classroom celebrations. They provide him treats such as lollipops to have when he cannot have things the other kids are having. I think this is very important to help George feel included with the other children. none

=Chapter 5 activity 1=

 1.)  How does Bridget view her disability?

Bridget does not try to hide her disability. She accepts that while she may not be good in some things, she is good at other things. But, Bridget is worried that her disability might hold her back in the future in her career. She is worried it might cause her to make mistakes.

 2.)  How do Bridget’s mom and her teachers describe her?

Bridget’s mom describes her as being a very happy child and also very nice. Her mom said that she noticed something was not right with Bridget when she was in 3rd grade, and at first she thought maybe Bridget was not trying hard, but then they realized she had a disability.

Bridget’s teachers describe her as a conscientious hard worker, but at some times a perfectionist. Her teachers also say she is good at advocating for herself.

 3.)  What do you think Bridget’s education would be like without the support she has?

I think Bridget’s education without the support she has would not be beneficial for Bridget at all. She would probably fall behind in reading/writing/spelling without the previous special instruction to help her understand, and would not be where she is now academically.

Chapter 5 Activity 3 1.) Who are the people who should be working together to develop an IEP? Special Education teacher, regular classroom teacher, counselor, possibly the school psychologist, the student's family, and sometimes the student. In this case, the principal and a technology teacher are involved as well.

2.) How does positive behavior help support Sean?

It helps calm him down and keep him from escalating. It also helps redirect his negative energy toward himself (he sometimes hurts himself) into something else.

3.) What is the importance of having positive behavior support plan in the IEP? Students need positive behaivor support. The goal is to have them behaving in a positive way, so if we can define strategies to get them there than those are very important to know. A student who is not behaving positively cannot learn well.

Chapter 6 Activity 3

1.) What is a graphic organizer and how does it help students?

A graphic organizer is an activity where the teacher gives each student a part of the lesson to become and "expert" on, and they share it with the class. It helps students by focusing on just one subject, and sharing it. It can also help students to learn from each other.

2.) The teacher has past part of the graphic organizer marker so students only need to focus on, or become the expert on that particular organizer. How can this help all students in the classroom?

It helps students because it gives them one specific thing to concentrate on and learn. This can make learning less distracting for kids because they are not trying to take in all the information at once. This strategy also targets all different types of learners (visual, auditory etc). They learn by reading the information themselves, and then by listening to their peers.

3.) How can the students use the graphic organizer after the class acitivity?

They can take notes while their peers are presenting and then go back to that activity. Or, if they do not understand a topic, they could go back the the person who was the "expert" on that topic, and ask them to explain it further.