Orthopedic Impairments

Definition: Orthopedic impairment occurs when an orthopedic disability adversely affects a child’s educational performance. The impairments include the effects of congenital anomalies, effects of disease, and other causes. Orthopedic impairments can be classified into three different categories; neuromotor impairments, degenerative diseases, and musculoskeletal disorders. Neuromotor impairments are caused by damage to the brain, spinal cord, or nervous system. It sends impulses through the body that cause complex problems in multiple body systems. The two most common impairments are spina bifida and cerebral palsy. Degenerative diseases effect motor development. The most common disease is muscular dystrophy. This is caused by progressive muscle weakness from muscle fibers degenerating. Musculoskeletal disorders compose of many different impairments that occur in different levels of physical limitations. These may include the loss of limbs and juvenile rheumatoid arthritis. According to the US Department of Education, approximately 1.1% of children receiving special education services where because of orthopedic impairments. Orthopedic impairments may be acquired at or before birth, inherited, or be caused by accidents.

Implications: Teaching students with orthopedic impairments can be very challenging. I plan to teach first, second, or third grade. At this age, the students may still be trying to become accustomed to their impairment. For the student, I would first meet with them and their parents to find what they may have difficulty with. Depending on what impairment the student may have, different adaptations will need to occur. First, special seating arrangements may need to be assigned due to assistive devices or different body contractures. For impairments of the upper extremities, students may need lectures or instructions tape recorded. Desks, blackboards, sinks, and workstations may need to be lower for wheelchairs. Students may need extra time for tests or timed quizzes due to slower writing time. For breaks and classroom changes, the student may need extra time to get from one area to the next.

Specific Technology:

Tape Recorder: To record lectures and instructions for students that may write slower

Computer: Can be used for students that may need extra time for writing or research

Walker: Can be used to help students walk or balance

Cane: Can be used with balance or instability issues

Crutches: Can be used for keeping weight off of limbs or for missing limbs

Splints/Braces: Cab be used to stabilize joints due to weak muscles

Annotated Bibiliography:

American Academy of Orthopedic Surgeons. (2009). Your Orthopedic Connection. How to Use Crutches, Canes, and Walkers. Retrieved May 8, 2009, from http://orthoinfo.aaos.org/topic.cfm?topic=A00181.

This website gave some examples of different assistive devices that may be used with orthopedic impairments. The academy put together some instructions on how to use all the different types.

Keller, Ed. (2005). Strategies for Teaching Students with Motor/ Orthopedic Impairments. Introduction. Retrieved May 8, 2009 from http://www.as.wvu.edu/~scidis/motor.html.

This article gives great ideas on how to teach students with different orthopedic impairments. There are examples for reading, instruction, and teacher presentation.

National Association of Parents with Children in Special Education. (2007). Exceptional Children and Disability Information. Orthopedic Impairments. Retrieved May 8, 2009, from http://www.napcse.org/exceptionalchildren/orthopedicimpairments.php.

This association put together a website of information about all kinds of disabilities. The orthopedic impairments section contains a brief description and an extensive list of different types of impairments.

Purchase Line School District. (2009). Orthopedic Impairment. General Explanation. Retrieved May 8, 2009 from http://www.plsd.k12.pa.us/HighSchool/FineArts/Special%20Needs/musicclassroom/orthopedic_impairment.htm.

This district put together a useful resource for orthopedic impairments. It not only gives a brief explanation, but also possible different adaptations to the classroom.

Texas Council for Developmental Disabilities. (2008). Project Ideal. Orthopedic Impairment. Retrieved May 8, 2009 from http://www.projectidealonline.org/orthopedicImpairments.php.

Project Ideal (informing and designing education for all learners) composed an article for teaching students with orthopedic impairments. It discusses the definition, characteristics, and different teaching strategies.

Traumatic Brain Injury

Definition: Traumatic brain injury is damage to the brain caused by some type of trauma. The trauma can be from a blow, strike, jolt, lack of oxygen, tumors, infections, stroke, or chemical exposure. These different traumas cause different changes to the brain. The brain can bruise, which happens when the brain is smashed into the skull causing blood vessels to break causing a bleed. The brain can also tear. This can cause tears in the “wires” of the brain. The brain can also become swollen. The increase in size will damage structures of the brain when it becomes too large for the skull. There are also open head injuries and closed head injuries. The open head injury occurs when the skull actually breaks open. The closed head injury occurs when there is damage to the brain, but the skull is intact. A traumatic brain injury can range in severity from mild to severe. A mild traumatic brain injury may cause little to no problems including headaches, temporary memory loss, or loss of balance. A severe traumatic brain injury can cause many problems such as language difficulties, sleep disorders, impaired senses and even severe as death. There are approximately 5.3 million Americans that require long-term or lifelong help from traumatic brain injury. There are multiple different scans that can help diagnose a traumatic brain injury. These may include CAT scan, MRI scan, SPECT scan or PET scan. A doctor may also include evaluations from a neuropsychologist, speech therapist, physical therapist, or occupational therapist. The first step of treatment is medical care including monitoring, surgery, stabilization, or even resuscitation. Once the main cause is stabilized and such, the rehabilitation process begins. This can last for only a short time or can be lifelong. The rehabilitation team can consist of all of the personnel that assisted with diagnosis.

Implications: How I approach a student with traumatic brain injury will greatly depend on the severity of the injury. I plan to teach in the general classrooms of first, second, or third grade. In the cases of severe traumatic brain injury, I will more than likely have little to no interaction with them. The para will have more of the interaction. In milder cases, I will have to make adjustments. The first step would be to meet with the parents, faculty, and student to get an IEP for them. The next step would be for me to find that students best style of learning. Because traumatic brain injuries can cause such a wide variety of problems, I would take their issues step by step. First if they have a speech or language problem, I would work with the therapist. I could use flashcards, posters, or computer programs to help them. If my student had memory or sensory deficits, I would write my instructions, express my instructions, and do whatever necessary to make sure they know what they are supposed to do and how they are supposed to do it.

Specific Technology:

Computer: Students may use the computers to use software for memory, for speech or language difficulties, or just to research.

CAT Scan: Computerized Axial Tomography used to diagnose TBI

MRI Scan: Magnetic Resonance Imaging used to diagnose TBI

SPECT Scan: Single Photon Emission Computed Tomography used to diagnose TBI

PET Scan: Positron Emission Tomography used to diagnose TBI

Annotated Bibliography:

Center for Disease Control and Prevention. (2009). National Center for Injury Prevention and Control. What is Traumatic Brain Injury? Retrieved April 29, 2009 from http://www.cdc.gov/ncipc/tbi/TBI.htm.

This center produced an informational site for many different injuries. The TBI page contains information about the causes, costs, preventions, and fact sheets.

Centre for Neuro Skills. (2009). TBI Resource Guide. Pediatric/Adolescent Brain Injury Program. Retrieved April 29, 2009 from http://www.neuroskills.com/cns/pediatric.shtml.

The CNS holds programs for different age groups to help with TBI. They provide all kinds of related services. This website also had different statistics about TBI.

Johnson, G. (1998). Traumatic Brain Injury. Survival Guide. Retrieved April 29, 2009 from http://www.tbiguide.com/.

This author wrote a very detailed article about TBI. It was written to help people cope with all the emotions and hurdles that come along with the health problems of TBI.

Lenrow, D. (2009). Traumatic Brain Injury. What is Traumatic Brain Injury (TBI)? Retrieved April 29, 2009 from http://www.traumaticbraininjury.com/.

This author created a very informational website on TBI. He included the basics like definition, symptoms, and treatment and also information on legal issues and different hospitals.

Swierzewski, S. (2007). Neurology Channel. Traumatic Brain Injury (TBI). Retrieved April 29, 2009 from http://www.neurologychannel.com/tbi/index.shtml.

This author wrote a publication for the definition, prevalence, and risk factors. He also included a real life story of dealing with TBI.

Gifted and Talented

Definition: A gifted or talented student is one that has high achievement capability in intellectuality, creativity, or leadership. They may be exceptional in other specific areas, but need more services than provided in the regular classroom to reach their full potential. A gifted student posses many different qualities such as having a good memory, quick learner, motivated, involved in many things, independent, and self-motivated. Indicators for giftedness or talented may start at a very young age. Therefore, a parent may be able to watch for these and begin challenging right away. Some of these might include walking and talking early, long attention spans, or being very intuitive. Students that are gifted need to be accepted as individuals and not placed into a group. They may need help dealing with frustration and need extra emotional support and acceptance. Gifted and talented students have many great qualities, but do have some challenges. They are considerably hard on themselves and others, impatient, strong-willed, and be more prone to depression and being “bossy.” For this reason, gifted students are just like any other child and need help with emotional support. They may need extra help making friends or dealing with things such as life changes and trauma.


Implications: I would like to teach first, second, or third grade. At this age, I feel I would need to be more involved with assessing whether a child is gifted or not. Once we give a student the term “gifted,” I would get the student an IEP. Of course, this student would get as much inclusion time as possible. This would not cause much problems at all. However, I would need to make sure that this student is challenged. By doing this, I would have to give them harder assignments, different spelling words, and more difficult projects. It would be very important for me to challenge all of my students, but I would need to make each student, whether challenged or gifted, work at their full potential. I would still incorporate different games and activities into the lesson. These students are like any child and may get bored or burnt out on school.

Specific Technology:

PowerPoint, Excel, Word, Access: These different software can help any student gain more knowledge in technology, math skills, research skills, and social skills.

SMART Board: This interactive board is a great way to challenge any student by interacting them with the material.

Computers/Laptops: Can be used to research, write papers, create presentations, ect.

DVD/Videos: A great way to show students a new concept or use as a field trip.

Annotated Bibliography:

Danielian, J. (2008). National Association for Gifted Children. Frequently Asked Questions. Retrieved April 25, 2009 from http://www.nagc.org/index2.aspx?id=548.

This association put together some very useful information about students that are gifted. It was set in question/answer form and gave an excellent definition.

Instructional TV. (2001). Teachers First. How To Spot a Gifted Student. Retrieved April 25, 2009 from http://www.teachersfirst.com/gifted/spot.html.

This website offered excellent information about how to assess whether a student is gifted or not. It was really interesting to learn what signs a gifted student might posses.

Ragsdell, V. (2007) Supporting Emotional Needs of the Gifted. The Problem of Loneliness: Finding Friends and Fitting In When You Are Gifted. Retrieved April 25, 2009 from http://www.sengifted.org/publications_audiolibrary.shtml#loneliness.

This website contained many different articles and publications about how gifted children are just like any other child. This particular article discussed how to get students to gain friendship.

Saylor, M. (2009). Texas Association for the Gifted and Talented. Parent Resources- What is Giftedness? Retrieved April 25, 2009 from http://www.txgifted.org/parent-pages/what-is-giftedness.

Although this site was for Texas educators, it was very helpful for defining giftedness. It had information on different indicators, characteristics, demands, and challenges of a gifted student.

Smart Technologies ULC. (2009). SMART. SMART Board Interactive White Board. Retrieved April 25, 2009 from http://education.smarttech.com/ste/en-US/Classroom+solutions/Product+news+and+resources/SMART+Board+interactive+whiteboard/.

This company makes all kinds of useful technology for the classroom. This is a great way to interact all kinds of students, especially gifted and talented.

Deaf Blindness

Definition: Deaf-blindness is a condition in which an individual experiences difficulty in both hearing and vision. They do not have to have a total inability to hear or see. According to IDEA, it can cause severe communication, developmental, and educational problems. This cannot be accommodated by special education programs for children that are just deaf or just blind. A person that is deaf-blind, their world is significantly more narrow than a person with full vision and hearing. A person with deaf-blindness must rely on touching and feeling to experience the world. There are many different terms used to describe deaf-blindness; dual sensory impairment, combined vision and hearing loss, dual sensory loss, and dual sensory disability. There are many different challenges for a deaf-blind individual. They must rely on another individual at times, learn not only to communicate, but different methods, learn to navigate, find new methods of socializing and living, and degrading attitudes from other people. Deaf-blindness is caused by many different things. It can have hereditary/chromosomal causes such as Usher, Charge, or Down syndrome. Premature birth, prenatal or congenital complications, or meningitis could also cause deaf-blindness.

Implications: I plan on teaching somewhere in the lower grades. I would prefer first, second, or third grade. At such a young age, this condition may be a bit more difficult. They would probably just be figuring out some things that we take for granted. I think that this condition would be very difficult to incorporate in the regular classroom. I do think inclusion is very important. However, if I cannot allow myself enough time to help this child, that would not be fair. I would first do all the research I could on how best to educate him/her. Then I would make sure we got an IEP for them and began to do all the necessary steps including getting the technology and related services. It would be hard, but I would have to try to put myself in his/her place to educate them.

Specific Technology:

TTD: device that is used to communicate over the phone; the modem converts digital data from the computer into audio tones. They are then transferred through the phone line
TTY: a term used interchangeable with TTD
FSTTY: device similar to TTD and TTY, but the information is turned into Braille


Annotated Bibliography:

Deaf Blind Children’s Fund. (2009). Deaf Blind. About Deaf Blindness. Retrieved April 15, 2009 from http://deafblindchildren.org/about.html.

This website described briefly what deaf blindness is. The bulk of the article was about how a child with deaf blindness sees the world. It uses several examples of how their life is different.

Deaf Blind Info. (2009). About Deaf Blindness. Frequently Asked Questions. Retrieved April 15, 2009 from http://www.deafblindinfo.org/start/faq.

This organization set up a question and answer form about deaf blindness. It covered topics from the definition to how they communicate or get around.

Miles, B. (1999). National Consortium on Deaf-Blindness. What is Deaf-Blindness?. Retrieved April 15, 2009 from http://nationaldb.org/aboutDeafBlindness.php.

This website gave a short explanation of what deaf blindness is. It described what they can do and how they can be affected educationally.

Preisler, G. (1996). A-Z to Deafblindness. The Development of Deaf Blind Children. Retrieved April 15, 2009 from http://www.deafblind.com/developm.html.

This author wrote about a study that she conducted. She reviewed the interaction of deaf-blind children and their parents. She gave different scenarios of how attentive the children can be.

Taylor, A. (2006). Krown Manufacturing. Deaf-Blind Communication Devices. Retrieved April 15, 2009 from http://www.nfb.org/Images/nfb/Publications/bm/bm06/bm0609/bm060913.htm.

This author wrote a great article on the different devices that deaf-blind people can use for communication. She gave examples of the devices and how they can be used.

Spina Bifida

Definition: Spina bifida (“split spine”) is a neural tube defect that is caused by incomplete development of the brain or spinal cord. Spina bifida is caused by the spine not fully closing in the first month of pregnancy. This can sometimes create an open lesion that has caused damaged nerves or spinal cord. This hole can be repaired but nerve damage is permanent so paralysis may occur. This is the most common birth defect that causes permanent disability. One out of every 1,000 births is affected by spina bifida. There are three types of spina bifida; occulta, meningocele, and myelomeningocele. Occulta is sometimes called hidden spina bifida because there is no opening in the back and the spinal cord and nerves are intact. The problem occurs because there may be a defect or opening in the vertebra. Sometimes this may not cause any problems at all. They may never even know they have spina bifida unless an x-ray is taken. However, some people experience bowel problems, back and leg problems, or brain deficits. Meningocele is the rarest type of spina bifida. It is caused by the bones not closing around the spinal cord. This causes the meninges to push through creating a sac filled with fluid. The spinal cord and nerves are rarely affected and this can usually be cured by surgery. Myelomeningocele is the most common and most severe type of spina bifida. In this type, a part of the spinal cord actually protrudes through the back. The type of neurological problems depends on the location of protrusion. It may be only small bowel problems up to total paralysis of both legs. The most common cause of spina bifida is a deficiency of folic acid during pregnancy. Some research has shown that genetics may play a part. The only treatment for spina bifida is surgery and it is never fully cured. Some problems that may also occur with spina bifida are hydrocephalus, Chiari II malformation, tethered spinal cord, urinary tract disorders, latex allergies, learning disabilities, obesity, digestive tract disorders, and psychological and sexual issues.

Implications: Teaching a student with spina bifida may require absolutely no changes. If they experience no problems as with occulta, they will require no special assistance. However, if they have medical problems such as paralysis or bowel problems, I will discuss with the family and a health professional as to what I need to watch for and how to care for my student throughout the day. As for the rest of the class, I would ask the parents if they would like to come in and discuss spina bifida with them. I feel that if the students understand it more, they will be more likely to accept the differences. If the student experiences neurological deficits, I would deal with them as they came along. My opinion is that a child should be included in the regular classroom as much as possible. If this begins to cause problems for them, I would send them to a resource room. However, in my regular classroom, I would try to have a paraprofessional to assist my student. I would work with my student to see what they have problems with and adapt my lesson plans for their benefit. If the spina bifida caused a learning disability, I would treat them as if they were no different from any other student with a learning disability. I would adapt to their deficits and gain information on how to better educate them.

Specific Technology:

Surgical shunt: A valve inserted to make cerebrospinal fluid go into the bloodstream instead of the brain

CIC: (clean intermittent catheterization) method used for problems with bladder and urinary incontinence

Assistive Technology: wheelchairs, braces, crutches, ect.

Annotated Bibliography:

American Association of Neurological Surgeons. (September 2005). Neuro Surgery Today. Spina Bifida. Retrieved April 10, 2009 from http://www.neurosurgerytoday.org/what/patient_e/spina.asp.

This website was created by a group of neurological surgeons. The information is about the definition, types, and prevention of spina bifida.

Health Scout Network. (2009). Health Encyclopedia. Spina Bifida. Retrieved April 10, 2009 from http://www.healthscout.com/ency/68/596/main.html.

This network put together a very information website on Spina Bifida. It consisted of the description, causes, symptoms, risk factors, and treatment.

Liptak, G. S. (June 2008). Spina Bifida Association. Spina Bifida. Retrieved April 10, 2009 from http://www.spinabifidaassociation.org/atf/cf/%7BEED435C8-F1A0-4A16-B4D8-A713BBCD9CE4%7D/Spina%20Bifida%20low%20litJune%202008.doc.

This was a fact sheet from the Spina Bifida Association. It was in question/ answer form, but provided good information about the condition.

March of Dimes Foundation. (2009). Pregnancy & Newborn Health Education Center. Spina Bifida. Retrieved April 10, 2009 from http://www.marchofdimes.com/pnhec/4439_1224.asp.

This foundation created a very helpful website for mothers. It describes spina bifida and how it affects children. It provided details about who might be at risk for spina bifida.

Office of Communications and Public Liaison. (December 2007). National Institute of Neurological Disorders and Stroke. Spina Bifida. Retrieved April 10, 2009 from http://www.ninds.nih.gov/disorders/spina_bifida/spina_bifida.htm.

This website provided in-depth information about spina bifida. It consisted of the definition, treatment, prognosis, and research.

Myopia

Definition: Myopia is a condition that allows someone to see objects that are close clearly, but objects that are far are blurry. They may not have any trouble reading road signs or seeing a blackboard, but activities such as reading and sewing can be difficult. Myopia is caused by the eyeball being too long or the cornea is too curved. This causes the light entering the eye to focus correctly. The light focuses in front of the retina, rather than right on the surface. Symptoms can include squinting, fatigued from driving or such, headaches, eye strain, or blurry vision. Myopia is usually passed down from generations and gets worse with age. It can be caused by visual strain from things such as reading or using the computer. Myopia can be caused from someone having diabetes or from the beginning of a cataract. Myopia can be treated by contacts, eye glasses, laser surgery, or orthokeratology. Orthokeratology is the use of rigid contacts to reshape the cornea.

Implications: If I had a student that had myopia and wasn’t diagnosed, I would do everything I could to get it diagnosed and corrected. Once that happened, I would meet with that student and their parents to see what works best and how the student is affected. Because textbooks and paper assignments would not cause any problems, that would not be my focus. My focus would be put on the use of computers and distance things such as blackboards or overhead projectors. I would limit the on screen computer use because this can actually cause myopia and could actually make it worse. For activities that I may be writing on the board or using an overhead projector, I would make sure to write it up before hand to hand to this student. They should not miss out of any activities because of myopia.

Specific Technology:

Phoropter: instrument used to measure how your eyes focus light
Retinoscope: hand held instrument used to place light in your eye
Orthokeratology: use of rigid contacts to shape the cornea
PRK: removes piece of cornea to shape the cornea
LASIK: removes inner layers of cornea to shape it

Annotated Bibliography:

American Optometrist Association. (2009). Myopia (Nearsightedness). Retrieved April 2, 2009 from http://www.aoa.org/myopia.xml.

This association provided good information about myopia and how it affects someone. It also explained in great detail how it can be treated and how it is diagnosed.

Erickson, M. (2008). Eye Conditions. Nearsightedness (Myopia). Retrieved April 2, 2009 from http://www.stlukeseye.com/conditions/myopia.asp#t.

This website provided basic information about myopia. It discussed the definition, causes, symptoms, and treatment.

Health Communities. (2008). Vision Channel. Myopia. Retrieved April 2, 2009 from http://vision.healthcommunities.com/refractiveerrors/myopia.shtml.

This website provided information about myopia. It had risk factors, treatment, and many different prevention methods.

Lee, J. (2009). All About Vision. Myopia (Nearsightedness). Retrieved April 2, 2009 from http://www.allaboutvision.com/conditions/myopia.htm.

This website was very informative on myopia. It had great information about what it is and a very interesting video on how light is focused in the eye.

Rehm, D. (2006). International Myopia Prevention Association. The Problem. Retrieved April 2, 2009 from http://www.myopia.org/.

This website was produced by a group of people that believe myopia is not inherited and can be caused by the family eye doctor. They provided different reasons of why myopia can occur.

Otitis Media

Definition: Otitis Media is the inflammation or infection of the middle ear. This can be caused from a cold, sore throat, or other respiratory problems that spread to the ear. These can be either a bacterial or viral infection. The Eustachian tubes connect the middle ear cavity to the outside and acts as a pressure equalizer. They also drain any fluid and mucus out of the middle ear cavity. When the infection moves to the Eustachian tubes, they become inflamed and the fluid and mucus becomes trapped. The four most common causes are allergy, infection, blockage of Eustachian tubes, and nutritional deficiency. There are two types of otitis media; acute and chronic. Acute usually occurs suddenly and only lasts for a short while. Chronic otitis media is a persistent infection and lasts for a minimum of a month. Children are at a higher risk of getting otitis media because their Eustachian tubes are shorter and more horizontal. At least two-thirds of all children experience at least one infection before the age of two. Because it occurs usually in younger children, it may be hard to recognize symptoms. These may include loss of hearing, loss of balance, pulling at ears, fever, or fluid drainage. To treat otitis media, there are several options. The most common is to treat the infection with antibiotics. If the infections occur over and over, tubes may be placed in the Eustachian tubes to keep them open. If the conditions worsen, surgery may become an option. These may include myringotomy, adenoidectomy, or tonsillectomy.

Implications: Because most cases of otitis media are temporary and not too severe, most teaching techniques may not need any change. However, if there is a case of chronic, there are several things I would do. First off, I would have a meeting with the child and his/her parent(s). I would speak to them about how they communicate and such. If the child knew or wanted to learn sign language, I would help him/her and learn it myself. I would also concentrate on speaking slower so that if they could read lips, it would make it easier. The next step would be to get an IEP. This student may need extra help including some of the following technologies or certain people. I would use many different visual aids. This would not only help them understand, but I believe it would be helpful for the entire class.

Specific Technology:

Hearing Aids: May be needed for individuals that can hear somewhat but needs it to be louder

Cochlear Implants: This device is surgically placed under the skin behind the ear to stimulate the auditory nerve.

TDD: (telecommunication device for the deaf) This could be used on a telephone line for people to use text to communicate over the telephone.

Telephone Ring Signalers: This device plugs into your phone directly and causes a lamp to flash when your phone rings.

Door Signalers: This unit requires wiring, but also flashes a lamp when someone rings your doorbell.

Annotated Bibliography:

The Health Central Network. (2009). Health Encyclopedia- Diseases and Conditions. Otitis Media. Retrieved March 25, 2009 from http://www.healthscout.com/ency/68/611/main.html.

This online encyclopedia provided detailed information about the causes of otitis media. It also gave explanations of the different treatments including surgery options. The website had basic information also.

NIDCD Information Clearinghouse. (2008). National Institute on Deafness and Other Communication Disorders. Otitis Media. Retrieved March 25, 2009 from http://www.nidcd.nih.gov/health/hearing/otitism.asp.

This institute also provided basic information on otitis media. It was a very helpful collection including prevention, treatment, research, and such. The section on symptoms deemed to be very informative.

Perlstein, D. (2009). Medicine Net. Otitis Media (Middle Ear Infection or Inflammation). Retrieved March 25, 2009 from http://www.medicinenet.com/otitis_media/article.htm.

This author included many visual aids to enhance this article. The information on different types of otitis media was in-depth. It also had information about the treatment, causes, and risk factors.

Potomac Technology, Inc. (2009). Potomac Technology. Assistive Devices. Retrieved March 25, 2009 from http://www.potomactech.com/browse/assistive-devices.phtml.

This corporation provided a list and a brief description of some of the assistive devices for the deaf or hard of hearing. This company was actually a place where devices such as these could be purchased.

Wikimedia Foundation, Inc. (2009). Wikipedia. Telecommunications Device for the Deaf. Retrieved March 25, 2009 from http://en.wikipedia.org/wiki/Telecommunications_device_for_the_deaf.

This online encyclopedia had useful information about TDDs. It described what they are, how they are used, and why they are useful. It also had pictures, history, and etiquette for using a TDD.

Communication Disorders

Definition: Aphasia is defined as an impairment that affects language, reading, and writing. This person may have trouble reading, writing, talking, listening, ect. Aphasia is caused by damage to the left hemisphere of the brain. This can be caused suddenly as result of a stroke or trauma, or it can occur slowly by tumors, infection, or dementia. Anyone can be diagnosed with aphasia; it affects men and women the same. Aphasia can be cured or it can be permanent. There are two types of aphasia: fluent and non-fluent. The fluent aphasia is called Wernicke’s aphasia. This is usually caused by damage in the temporal lobe. With this type, people usually speak in long sentences that don’t make sense, add words, or even make up words. They are usually unaware that they are very hard to understand. There are two types of non-fluent aphasia: Broca’s aphasia and global aphasia. Broca’s aphasia is characterized by short sentences that make sense, but key words such as “is” and “the” are omitted. They can understand other’s speech well, and get very frustrated because they are aware that they don’t make sense. They also have right-sided weakness or their right arm and leg can be paralyzed. The second type of non-fluent aphasia is global aphasia. It is the most severe type and one may not be able to speak or understand any language.

Implications: To teach someone with aphasia, I would first have to research and know more about aphasia. Also, because each case is different, it would be nice to have spent some one on one time with them. I would then proceed to get the child an IEP so we could work with speech pathologists and get whatever needs possible. First thing, because they may have difficulty speaking, I would give them plenty of time to finish sentences. Also, I would not try to finish what they are trying to say or give them the words unless they ask. It is important for them to be able to do it by themselves. I would try to diminish all outside and unnecessary noises. This would make it easier for them to hear and understand themselves and others. If he/she were having trouble speaking or understanding, we could use pictures, cards, diagrams, gestures, ect. to communicate. To make sure that we were able to communicate and understand each other, I would say yes or nod my head and ask them yes or no questions when I speak.

Specific Technology:

Computers: Individuals with aphasia may be able to use computers to communicate better.

“Computers Made Easy’: Because people with aphasia may have more problems, and some may be young, there is a guide designed to help these individuals and their caregivers better communicate and use computers.

Augmentative Communication Devices: These are any kind of aid for people with aphasia. They can be alphabet boards or even a computer ran by the blink of an eye.

Annotated Bibliography:

American Speech-Language-Hearing Association. (1997). Aphasia. What is Aphasia? Retrieved March 21, 2009 from http://www.asha.org/public/speech/disorders/Aphasia.htm#tx.

This association provided information about aphasia and what a person might go through with aphasia. It was very descriptive in the kind of deficits one might have with aphasia.

NIDCD Information Clearinghouse. (2008). National Institute on Deafness and Other Communication Disorders. Aphasia. Retrieved March 21, 2009 from http://www.nidcd.nih.gov/health/voice/aphasia.htm.

This institute put together a very informative website. There was plenty of information on the definition and it provided great detail on the different types of aphasia.

Office of Communications and Public Liaison. (2008). NINDS Information Page. Aphasia. Retrieved March 20, 2009 from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htm.

This website provided basic information about aphasia. It gave the definition, causes, and prognosis.

Rowlinson, J. (2009). Speech Disorder. Aphasia. Retrieved March 20, 2009 from http://www.speechdisorder.co.uk/Aphasia.html.

This article gave some basic information on aphasia. It defined aphasia, gave some causes, and spoke about how to communicate with aphasia.

The National Aphasia Association. (2009). Aphasia. Technology Resource Information. Retrieved March 21, 2009 from http://www.aphasia.org/naa_materials/technology_resource_information.html.

This article provided information about what technology is available for people with communication disorders. It gave a detailed explanation about how computers could be used. It also gave ideas on how to communicate with aphasia.

Autism

Definition: Autism is a developmental disability that is characterized by social interaction and communication impairments, and limited activities and interest. Autism is usually classified by lack of verbal and nonverbal communication, repetitive mannerisms, lack of eye contact, lack of social relationships, and fixation on certain items. Parents are usually the first to notice symptoms of autism because of the social affect. Children may not be able to respond to their name and lack of eye contact. The repetitive mannerisms usually consist of hand-flapping, twirling, rocking, ect. Sometimes these repetitive mannerisms can become self-inflicted injuries such as head- banging or biting. Children with autism also may refer to themselves as their name rather than “I” or “me.” They can become less susceptible to pain and more susceptible to other sensory stimulations. Autism is getting to be extremely common. It is now as common as 1 in about 150 children. There is not one single known cause for autism. Research has shown that there may be genetic causes and environmental causes. The brain of autistic children has been shown to be irregular in shape and/or size. There is not one specific gene that is shown to cause autism, but it can be passed from parents. Autism could be caused from environmental toxins such as mercury.

Implications: I think teaching a child with autism could possibly be the most challenging obstacle. Each autistic child is different in their own way, and they each learn differently also. Because verbal or written instructions may be difficult for an autistic child, I would use more pictures, diagrams, and flash cards. To help the child with day to day activities, I would stick with a very structured routine. Also, I would use a keyboard to help students write. This could be helpful because they may have problems with some motor skills. Autistic children are more sensitive to lights and sounds so I would try to avoid loud noises such as sirens, loudspeakers, and intercoms. I would also try to interact the child with tactile things such as sand, playdough, water, and such. I think the most important thing I could do is praise the child. Every little step that they make, they need to know that they are doing a good job.

Specific Technology:
Toys and Games: To stimulate learning in a fun way by providing visual and tactile sensory.
Boardmaker: This program provides pictures available in black and white or colors that children may use for communication.
Picture This: Another picture program that uses real-life pictures for communication.
True Object Bases Icons: These are cut outs of specific items that children can see and feel.

Annotated Bibliography:

Ambrose, D. (2003). Autism Teaching Tools. Retrieved on March 3, 2009 from http://www.autismteachingtools.com/.

This website gave great ideas for curriculums for autistic children. There were many book lists, games, toys, ect. for children with autism.

Autism Society of America. (2008). About Autism. Retrieved on March 3, 2009 from http://www.autism-society.org/site/PageServer?pagename=about_home.

This website gave basic information about the definition of autism. The society had good statistics about the prevalence of autism and good examples of autism symptoms.

Grandin, T. (2009). How To Teach an Autistic Child. eHow. Retrieved on March 3, 2009 from http://www.ehow.com/how_2052077_teach-autistic-child.html.

The eHow website was very informative. It gave specific step-by-step instructions and ideas on how to teach autistic children.

National Institutes of Health. (2009). Autism Fact Sheet. National Institute of Neurological Disorders and Stroke. Retrieved on March 3, 2009 from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#133883082.

This institute gave an in-depth view of autism. It provided information about autism, its causes, symptoms, and signs. The fact sheet could also be used as a good resource for more information.

Stokes, S. (2009). Assistive Technology for Children with Autism. Retrieved on March 3, 2009 from http://www.specialed.us/autism/assist/asst10.htm.

This author wrote a great article about the specific technology used for children and adults with autism. The different programs and computer devices are explained in this article and how they help people with autism.

Behavioral Disorder

Definition: Bipolar disorder is a brain disorder that affects a person’s ability to function and causes shifts in mood. The shifts in moods are not like everyone experiences, but severe emotional highs and lows. The person experiences extreme happiness, a normal mood, and extreme depression. These episodes are called manic episodes and depressive episodes. There are many different categories of bipolar disorder. The first, Bipolar I, consists of the presence or history of at least one manic episode. Bipolar II consists of a hypomanic and depressive episode. No manic episode has occurred at this point. Manic episode consists of an extreme “high” for at least one week. Some symptoms include high energy, very happy, little sleep needed, irritability, easily distracted, and spontaneous decisions. The next category is a mixed episode. This consists of both a manic and depressive episode every day for at least one week. A hypomanic disorder is like the manic episode except it is less severe, shorter in duration, and doesn’t affect everyday life as much. The major depressive disorder consists of symptoms such as extreme sadness, feelings of guilt, sleeping too much or not at all, low energy levels, decrease of appetite, chronic pain, and even thoughts of suicide. Bipolar disorder affects children differently. Kids may display changes of mood more rapidly or just have episodes of manic.

Implications: In order for me to work with an individual with bipolar disorder, it would be crucial for them to be diagnosed. Bipolar disorder is a very serious condition that needs treatment. As an educator, I would want to make sure that if the individual needed medication, the correct dose is given at all the right times. Also, I personally think that therapy is the best medicine. The individual may feel like they are alone and nobody understands them. If they have someone to talk to about it, they may have extra support. If their bipolar disorder is under control, this student would need no special attention or adjustments. However, if the student fell into a manic or depressive episode, it would be key for me to understand what they need. I would check to make sure their medication has been given and see if they need their therapist. Patience is the most important quality I could give to this individual. No matter what state they are in, whether manic or depressive, school is probably the least important thing on their mind. I would just have to sit down and explain to them the subject at hand. I think it would be helpful to display posters to show where they are in school and what they have achieved.

Specific Technology:
Electroconvulsive Therapy: This is a last resort when an individual does not respond to medication or therapy. An electrical shock is conducted to the brain and causes a short seizure to the brain.
Behavioral Therapy: Therapy can help an individual cope with negative thoughts or extreme happiness.

Annotated Bibliography:
Long, P. W. (2005). Bipolar Disorder. Internet Mental Health. Retrieved on February 27, 2009 from http://www.mentalhealth.com/dis/p20-md02.html.

This website presented basic information about bipolar disorder; the causes, prevalence, symptoms, ect. The most informative portion was the categories of bipolar. It provided information about each category and what they consist of.

Nazario, B. (August 27, 2008). Bipolar Disorder and Depression Symptoms. WebMD. Retrieved on February 27, 2009 from http://www.webmd.com/bipolar-disorder/coping-with-bipolar-8/depression.

This website offered information about the basics of bipolar disorder. It gave in-depth descriptions about the symptoms of the depressive episodes of bipolar disorder.

Science Writing, Press & Dissemination Branch. (2009). Bipolar Disorder. National Institute of Mental Health. Retrieved February 27, 2009 from http://www.nimh.nih.gov/health/publications/bipolar-disorder/complete-index.shtml#pub7.

This institute presented information about bipolar disorder. It gave detailed in sight about the manic and depressive symptoms. It also provided information about ECT and how it can help people with bipolar disorder.

Sheslow, D. V. (January 2007). Bipolar Disorder. Teens Health. Retrieved February 27, 2009 from http://kidshealth.org/teen/your_mind/mental_health/bipolar.html.

This website provided information about children diagnosed with bipolar disorder. It affects children somewhat differently than adults and gave ideas of how children can cope with bipolar disorder.

Smith, M., Segal, J., and Segal, R. (2008). Bipolar Support and Self-Help. Help Guide. Retrieved on February 27, 2009 from http://www.helpguide.org/mental/bipolar_disorder_self_help.htm.

This website presented information about how individuals cope with bipolar disorder. It provided ways to keep the disorder under control and how to detect if your treatment is not working.

Specific Learning Disability: Dyslexia

Definition: Dyslexia is a specific reading disability that primarily interferes with a person’s ability to read, write, and spell. It is biological and affects the brain’s ability to transfer written images into language. Some characteristics include reversing numbers or letters, copying difficulties, memory deficits, disorganization of written work, lack of spatial relationships, difficulty with left and right, and lack of rhythm. There are three different types of dyslexia. The first, trauma dyslexia, is the least common type. It is caused by trauma or injury to the cerebral cortex, the portion of the brain that controls reading and writing. The second type is primary dyslexia. This is the most severe type and is a dysfunction of the cerebral cortex. It never changes and the individual is not likely to read above the fourth grade level. Primary dyslexia is passed down through family genes and is more common in boys. The last type, secondary dyslexia, is also more common in boys than girls. Unlike primary dyslexia, secondary dyslexia can usually go away with maturity. It is caused by hormonal development in early maturity. Children with dyslexia can have difficulty with different things. An individual with visual dyslexia has problems with reversing numbers and letters and writing sequences. They may also have problems with hearing words or letters. This is called auditory dyslexia. Also an individual with dyslexia can have difficulty with holding a pencil, called dysgraphia.

Implications: First of all, I would make sure that the particular student was correctly identified and tested. Then, the next step would be to make sure the student had an IEP. Because a student with dyslexia has no issues with intelligence, inclusion would be very important. It would be important for regular classroom teachers to make adjustments to teach a dyslexic student with peer students. Early treatment is vital to help a student adjust to dyslexia. For students that have trouble with auditory dyslexia, I would tape each lesson and have the student listen to as much as they needed. For students with visual dyslexia, I would have them work on writing letters over and over. A fun way to do this would be to use shaving cream on a table. That way, the student could use their fingers and I could help them. If they got a letter or word wrong, I could write it beside it and they could see the difference. I believe that reading to the child would help greatly, because they could see the words as I pronounce them. The most important way to teach a student with dyslexia is patience and creativity. I may not understand how the child sees letters or hears words, so I must listen to them and find new way to teach that lesson.

Specific Technology:
Tape Recorder: This could be used to tape each lesson for the student. They can listen to a lesson as many times as they need and I could help them understand what they are having trouble with.
Slingerland Method: This is a method of teaching that starts with the most basic form of reading and writing. It uses sight, sound, and feel to understand and comprehend letters and numbers and begins to build upon that.
Project READ: This is another method of teaching students to read using creativity. They use abstract concepts and turn them into concrete ideas.
Computer: A computer would be very useful to help students be able to write without having as many problems with reversing numbers or letters.
Spelling Software: This technology could help students work on spelling and reading by making it fun and easy.

Reference:

Foundation for Medical Education and Research. (2007). Dyslexia. Mayo Clinic. Retrieved February 19, 2009 from http://www.mayoclinic.com/health/dyslexia/DS00224.

Mayo Clinic provided an in-depth overview of dyslexia. It gave details about the definition and symptoms of dyslexia. I used this site mostly for the ideas it gave about treatment of dyslexia.

Greene, V. E. (2006). Project Read. Language Circle. Retrieved from February 19, 2009 from http://www.projectread.com/about-us-con-17.html.

The website of Project Read was very helpful. It presented information about the teaching method, Project Read. It is used for at-risk students and describes how these students best learn.

Perlstein, D. (2009). Dyslexia. Medicine Net. Retrieved February 19, 2009 from http://www.medicinenet.com/dyslexia/article.htm.

This was a very informative website about dyslexia. Medicine Net gave details about what dyslexia is and provided information about the different types of dyslexia. There was information about treatments are out there and gave parents a place to find more about dyslexia.

Slingerland Institute For Literacy. (2009). Slingerland Method. Multisensory Learning Academy. Retrieved February 19, 2009 from http://www.mla.k12.or.us/
index.php?option=com_content&view=article&id=51&Itemid=59.

The Multisensory Learning Academy is a public charter school that offers the Slingerland Method. It is a new method of teaching dyslexia students how to cope with their disability and learn to read and write.

Tennessee Center for the Study and Treatment of Dyslexia. (1993). What is Dyslexia? Center for Dyslexia. Retrieved February 19, 2009 from http://dyslexia.
mtsu.edu/about/whatisdyslexia.html.

This website presented different forms of the definition of dyslexia. It gives different symptoms of dyslexia and gives an in-depth look into what a child with dyslexia might see.

Mental Retardation

Definition: Mental retardation (also known as intellectual disability) is a significantly low intellectual ability, which affects at least two different activities of living. Mental retardation is not a disorder; it is merely a low functioning ability. There is not one level of mental retardation, and not one way to measure that level either. To assess that level, a developmental quotient, intellectual quotient, or level of support can be used. There are four levels of support used to asses a person; intermittent, limited, extensive, and persuasive. There are also four levels Mental Retardation. The first is mild, which has an IQ range of 52-69. The next, moderate, has an IQ range of 36-51. Severe, a range of 20-35, is third. Lastly, the worst type is profound, a range of 19 or below. Mental retardation is caused by many factors including environmental, genetic, and medical. These can occur before, during, or after birth, and the most common cause is the disruption of the brain growth. To be classified as mentally retarded, the onset must be before the age of 18.

Implications: I think the most important and absolutely necessary quality need to teach someone with mental retardation is patience. To teach a student with mental retardation, one basic skill will have to be broken down into small, simple steps. This can become very frustrating for a teacher because they may not understand why that student cannot get that skill. For example, if I were to work with a student of mental retardation on writing the letter “b,” I would start with holding the pencil. We may have to use tools to help hold the pencil. Next we would just draw on the paper. It would not have to be in any pattern, I would just want to the student to get a feel for it. Next, I would show the student how to write a “b” by example. Visual learning can help wonders. Then we would work on just writing the initial line. Once we mastered that, then we would work on the circle. Finally, we would put it all together. The second most important quality is rewards. The student needs to know that they are doing a good job and their hard work is worth something.

Specific Technology:
Tape Recorder: Students with mental retardation may need instructions repeated numerous times. This is a great way to record lectures, instructions, lessons, ect. The student can then go back to listen to them as needed.
Voice Recognition Software: This can help students that have difficulty typing to spelling.
Talking Calculators: Students may need help with understanding numbers or answers.
Video Telephony: This can be used for students that may have trouble with social development. It can get them talking and interacting as a first step.



Reference:

Kauchak, D., & Eggen, P. (2008). Introduction to Teaching: Becoming a Professional. Saddle River, New Jersey: Pearson Education, Inc.

This book offers a general introduction into mental retardation. It briefly explains the definition and explanation of the exceptionality. The section introduces the keys to successfully teaching students with mental retardation.

Melton, J. (2008). Video Telephony. Search Unified Communications. Retrieved February 11, 2009 from http://searchunifiedcommunications.techtarget.com/sDefinition /0,,sid186_gci772533,00.html.

I used this website as an explanation of video telephony. It provides explanations of how it works and what it can provide for exceptional students.

Sulkes, S.B. (2006). Mental Retardation/Intellectual Disability. Merck: Home Edition. Retrieved February 11, 2009 from http://www.merck.com/mmhe/sec23/
ch285/ch285a.html.

Merck provided an informational source of mental retardation. It provided very detailed information about the definition, causes, prevention, and symptoms. The site thoroughly explains the methods of assessing different levels of mental retardation and the level of support.

Texas School for the Blind and Visually Impaired. (2006). Talking Calculators. Calculation Tools and Aids. Retrieved February 11, 2009 from http://s22318.tsbvi.edu/ mathproject/ch5-sec6.asp.

The website gave information about talking calculators. It offered ways it can be used for exceptional students and what the talking calculator can hurt. The school provided examples of how the talking calculator will help all kinds of students, not only exceptional.

University of Illinois. (2009). Resources for Working with Youth with Special Needs. Retrieved February 11, 2009 from http://urbanext.illinois.edu/specialneeds /mental.html.

This website gave examples of how to teach students with mental retardation. It took a basic skill and showed how to break it down. The site offered basic information about the definition and causes, but the main objective was to offer help for educators

Philosophy of Education

Educating exceptional students is multifaceted. There are so many different aspects in teaching exceptional students; it is hard to find the most important. In my opinion, the most important is determination. Both the teacher and the students need to be determined. It is the job of the teacher to provide that determination, because if the teacher doesn’t show it, neither will the student. I believe that teaching exceptional students is no harder or easier than teaching in a regular classroom; it just takes determination to find alternative methods to teaching.
The second most important aspect is collaboration. This can be between the special education teacher, regular classroom teacher, faculty, superintendents, parents, peers, ect. Everyone must be open and communicate effectively in order to provide the best possible learning environment. For example, if a student needs an IEP, everyone working with the students needs to have input. The parents will know different things than the teachers and vice versa. After the IEP is created, effective communication must be maintained in order to keep the student progressing.
I also feel that respect and acceptance are imperative in educating exceptional students. I completely agree with inclusion, as long as it does not hinder the students education. In order to include exceptional students into a regular classroom, the teachers and students must respect and accept them. To accept and respect the exceptional student, the regular classroom needs to understand and be knowledgeable about their qualities that make them unique.

Bio

Hello! My name is Felisha Nolan. I just recently decided to persue a caree in Elementary Education. I live in a small town in Western Kansas with my fiance. We are planning a wedding for September. I am currently working part time as a lab/x-ray assistant in our hometown clinic. I also babysit a couple days a week and am a full time student. In my spare time, I like to ride horses and my dirtbike, bake, read, exercise, and I am currently learning to quilt. I love to stay busy and I think that is one of the reasons I chose to become an educator. I am getting a minor in Special Education, and that is what I want to teach. I prefer the more one on one attention and love helping students. I want to work with any age in Special Education. If i cannot find a job in Special Education, I would prefer a job teaching anywhere from Kindergarten to first grade. Because my fiance is a farming, we are not going anywhere and I may have to take whatever grade is available. But I don't care, because I would love to teach any grade if it came down to it! I just started taking classes for Elementary Education and I am in no hurry to finish. I want to take my time and enjoy each class and get everything I can from it. I have my whole life to teach, and I want to go it fully prepared!