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.
Saturday, April 25, 2009
Wednesday, April 15, 2009
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.
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.
Sunday, April 12, 2009
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.
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.
Sunday, April 5, 2009
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.
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.
Sunday, March 29, 2009
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.
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.
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.
Subscribe to:
Posts (Atom)