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.
Sunday, March 29, 2009
Saturday, March 21, 2009
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.
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.
Friday, March 6, 2009
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.
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.
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