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.
Friday, February 27, 2009
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.
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.
Sunday, February 22, 2009
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.
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.
Sunday, February 15, 2009
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
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
Sunday, February 8, 2009
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.
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.
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