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This week you will spend 3+ hours using the classroom website and other resources on the blog/personal search to dig deeper into a disability that you have limited knowledge and/or a keen interest in learning more about. Share your knowledge (including strategies for learning, inclusion strategies, understanding) in a 250-500 word response. Respond to at least two others with connections to your own research. Here is the main page of the disability section.
46 Comments
Justin Kessler
7/27/2014 03:23:17 am
The topic I chose to learn more about are neurological disorders. Some of the information that I learned was that there are four main neurological disorders. The names of them are neuromuscular disease, genetic metabolic disease, movement disorders and traumatic/environmental brain disorders. Of these four neurological disorders, the movement disorder I found to be very interesting. A child who has been diagnosed with this disorder has abnormalities in the quantity and quality of spontaneous movements. These movements can be broken down into hypokinetic disorder, which is when a child exhibits reduced movement and hyperkinetic disorder, which is when a child shows severe, constant and excessive movement. I am very interested in this disorder in particular because I know that some children that are diagnosed on the autism spectrum are known to wave their hands in front of their face because they are stimulus seeking. On the other hand, some children that have autism are hypersensitive to stimulus and this can affect their daily lives. These stimulus seeking and non-seeking children are very similar to children that have these movement disorders because their movements can be extreme or almost nonexistent. Another thing I learned about this disorder is that it affects the short-term, working, and long-term memory. However, the interesting thing about these memories is although children struggle with these memories, there have been several strategies created to help them. Many of these strategies had a lasting effect on me and I believe that I will use some of these in my future classroom.
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Jenna McMillan
7/27/2014 07:38:17 am
I researched speech and language disabilities, and similar to neurological disorders, the impairments were broken into 4 main categories. As I was doing my research and then reading your post, many of the strategies you’ve listed and I suggested would benefit both the child with the impairment / disability, but they would also greatly benefit many other students. I really liked the idea of giving directions in multiple formats. If a child is unable to hear, follow, or remember the directions given, having them on a notecard to follow along with or refer back to will allow them to be more independent in the classroom. Mnemonic strategies, like you said, are great cues for storing information. To this day, I still remember and sometimes use the mnemonic strategies I learned through my years in elementary, middle, and high school.
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Victoria Aldrich
7/28/2014 05:05:13 am
I liked all of the strategies you chose to use for those with neurological disabilities. Reading your post made me realize the similarities across many types of disabilities. For example, I researched developmental delays which also encompasses Autism Spectrum Disorders and for which many of the strategies you mentioned could apply for them in inclusive classrooms. I could also see how these strategies could relate for those with language disabilities, communication, intellectual, and/or even some sensory disabilities. It is interesting to notice the similarities that may spread between disabilities but also important to note individual differences associated with appropriate inclusive strategies.
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Kathryn Robbins
7/29/2014 07:10:22 am
Like our classmates mentioned, I really liked the strategies that you pulled out and would use with your students. I especially like the idea of the note card. I was also thinking that another good way to vary that same strategy would be make a visual board out of the directions with pictures instead of words. Similar to a first then board. I would think that might be a good visual reminder for children who might struggle with short term memory problems and/or reading directions. I also agree that many of theses strategies could be used with children with other challenges as well.
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Brycelyn Roux
7/30/2014 10:35:37 am
I loved your ideas for students with short-term memory problems. I researched Epilepsy, and one of the symptoms is loss of memory during the time of the seizure, so they miss parts of the lesson or parts of instructions. Epilepsy is also a neurological disorder and I noticed many similarities to epilepsy in motor disorders which you described, including loss of body control and hyper sensitivity to stimuli.
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Andrew Moscone
8/2/2014 05:19:27 am
Justin,
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Jenna McMillan
7/27/2014 07:20:49 am
This week I chose to research speech and language impairments. The definition of ”Speech or Language Impairment” under The Individuals with Disabilities Education Act (IDEA) is, ”Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impartment, or a voice impairment, that adversely affects a child’s educational performance.” Although there are many kinds of speech and language disorders that can affect children, the four major areas are: articulation, fluency, voice, and language. Articulation is a speech impairment in which the child produces sounds incorrectly. If a child has fluency speech impairment, the child’s speech is disrupted by sounds, syllables, and words. Voice speech impairment is when the child’s voice has an abnormal quality to its pitch, resonance, or loudness. Lastly, language impairment is when the child has challenges expressing needs, ideas, or information, and/or in understanding what others say.
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Leeanne Lakeman
7/28/2014 06:34:26 am
speech and language impairments could also affect the child emotionally if his or her peers are not exposed to that sort of disability and may giggle when she reads out loud or makes a presentation. but setting the rules and teaching how everyone is different on the first day of school might help a lot to avoid the emotional aspect of it. I liked your strategies!
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Julia Cohen
7/28/2014 12:28:15 pm
I can imagine it being very tough for children who are faced with this kind of disability. Not being able to express what you are trying to say must be more difficult than I could possibly imagine. I wonder what at-home strategies an IEP plan could include for these students.
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Kathryn Robbins
7/29/2014 07:19:54 am
I really liked a lot of the strategies you mentioned. I think those strategies are helpful for all kids. Thinking of alternative ways for a child to test, is a great thing. Kids have the abilities to do great things if they are given opportunities to try it a different way. I think you make a great point and your strategies reflect your ability to be flexible with students in order for them to be successful in the classroom.
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Cailey Kneis
7/30/2014 10:57:13 pm
I imagine that students with speech and language impairments might also be embarrassed or afraid to participate and to ask questions out loud in class because of their difficulties. This can make it harder to ensure that they are understanding the class content. I am sure this can sometimes be frustrating for both the student, who wants to learn but holds back because of his or her impairment, and for the teacher, who needs to know that each student is understanding and getting the support they need. I really liked the strategies you listed. They are very specific and clear ways to work with a student with these impairments, and I imagine are very effective in making those students feel more comfortable participating at school.
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Lauren
7/31/2014 05:01:47 am
I feel like speech and language can be a tricky situation. A child may have a lot to say, but be afraid to communicate in fear of being made fun of. In turn, they are perceived to need additional academic support, when in fact they need to feel accepted and comfortable in their environment. Communication is vital for humans. It is how we express ourselves and make our needs known. I feel like ALL children need a lesson in differences to help create a more positive learning environment.
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Kate Needham
7/31/2014 06:48:45 am
A student with a language or speech impairment may suffer significantly socially. The ability to be understood is something many of us take for granted. When a student has a hard time expressing themselves they will have a hard time socializing and interacting with their peers and may become further delayed in their development. Accommodations can work well for the academic side of this disability but it is hard to accommodate socially depending on the severity of the issue. I really like your suggestions for helping children with this challenge in the classroom.
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Julia Cohen
7/27/2014 09:01:34 am
An intellectual disability is the most common mental disability in the U.S. and affects around six and a half million people. It is characterized by below average capability in adaptive functioning in areas such as: communication, personal independence, and school. People with intellectual disabilities often struggle with reasoning, problem solving , abstract thinking, and academic performance. A person is diagnosed with an intellectual disability if their IQ score is two standard deviations below the average. A person with an average IQ scores around 100. A person with an intellectual disability scores around 70 or below. Levels of severity are categorized by how low the exact IQ score is.
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Jenna McMillan
7/28/2014 12:35:06 am
Early intervention services are also available for children with speech and language impairments as well. These services are beneficial for many disabilities, especially when they are started as early as possible. In addition to academics, I think it is important for children with an intellectual disability to learn about life skills and social skills to gain independence like you have stated. It is important to remember many children with intellectual disabilities should not be denied an academic education though.
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Kate Needham
7/31/2014 07:00:09 am
Intellectual disability is such an all-incompassing term. People with intellectual disabilities can look, act, and be able to do such vastly different things.
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Andrew Moscone
8/2/2014 05:29:12 am
Julia,
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Kathryn Robbins
7/28/2014 03:48:30 am
For this week, I decided to look further into the area of physical disability. The first thing we notice about someone, before we even speak with them, is their physical attributes. We make judgments based on what we see and that is simply not fair. They are missing their arms; we think, how can they write? How can they eat? We see someone in a wheelchair and immediately think they can’t walk. How can they play? How can they be independent in any way? We immediately see someone who has a physical challenge and think of the things they can not do and forget about all the things they can do and enjoy to do. There is a quote that has stuck with me written by a doctor, “The joy of doctoring comes not from concentrating on a patients disorder but on his adaptation to the problem.” That is the same perspective I try to have working with individuals with physical challenges. I think that too often people focus on the things these children can’t do rather than finding ways to make they world work for them. Working with someone who has a physical disability it can be hard to find that balance between being helpful and taking away his or her autonomy. One of the best ways to support these students with physical disabilities is to understand that they adapt to challenges easier than typical students, in many cases. Collaborating with parents and guardians is a great way to support these students. This allows professionals to have a better sense as to their abilities and what areas they might need more assistance. Another way that these students can be supported is by inclusion with their peers by working together on group projects, having recess together, and helping other students understand that their classmate likes a lot of the same things they do. The NIACE also put out an article that is simple and to the point about working with individuals with a physical disability. The approaches that were addressed in the article were very relevant and helpful. One way that was mentioned to support students with a physical disability was to address the student directly and on his or her same level. Coming down to the students level gives back some of the control that they student has lost by being confided to a wheelchair. Lastly, it is important to treat children with physical disabilities as similarly as possible to every other child in the classroom. At the end of the day, they are children first, children who should not be defined by their disability but rather be defined by their abilities. They have so much to contribute if they are just given the opportunity and support.
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Victoria Aldrich
7/28/2014 05:26:18 am
One of the strategies you pointed out stuck out to me as especially influential across many disabilities. You said "collaborating with parents and guardians is a great way to support these students." I think for every disability included in this week's blog, using parents and guardians as a means of learning important information about a student's disability, their specific learning type, their least restrictive learning environment, etc. Also, I agree that it is important to treat students with physical disabilities, or any type of disability as equal as possible to other students which is why I also believe inclusive classrooms are so important.
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Julia Cohen
7/28/2014 12:34:56 pm
I think that you make a great point. People with physical disabilities are people with unique qualities and strengths, just like anyone else. If able-bodied people can be recognized and characterized by many different personal characteristics, so can people with disabilities. I think that this is why an inclusive educational is so important for students with disabilities. They deserve to be looked at as individuals and not just lumped into a "disabled" category.
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Jackie Kelly
7/30/2014 05:17:49 am
I think that the idea of working closely with the student's family is a really important point that you make, no matter what the student's disability is. I looked at Attention Deficit Disorder, and I think that it is also important that teachers are included in the conversation between parents, doctors, behavior therapists, and the students themselves in order to make sure that students are getting the proper instruction that they deserve. I also believe that it is important that every student be treated as an equal with their peers, because although they may have a disability it is important for us as teachers to modify the classroom and our lesson plans so that every student feels as though they have access to an equal environment.
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Lauren Allen
7/31/2014 05:06:28 am
We always say "don't judge a book by its cover", but how often do we ignore that piece of wisdom? I agree that it feels like people judge others with physical disabilities and sees them as somewhat "helpless". This is entirely untrue. Many people with physical disabilities are able to live independently with adaptations. I also think education is an important tool in combatting judgement. If young children are told about a peer's disability and understands why they use a certain device, they will be less likely to fear it and be more willing to ask questions and approach their peer.
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Victoria Aldrich
7/28/2014 04:39:58 am
I chose to focus on developmental disabilities. I learned that there are many areas that a developmental delay can occur in that can alter learning such as language, cognitive abilities, physical functioning, social, emotional, or adaptive functioning, and self-help skills. Developmental delays are the most common disabilities among preschool children and can commonly occur because of premature birth, brain development problems, or damage to brain cells from birth. A few main developmental disabilities include Autism, Cerebral Palsy, and even Down Syndrome. Pediatricians usually screen children for delays at young ages by asking questions or observing what a child can and cannot do. Delays often co-exist with other disorders which may make learning even more difficult for the child. Some types of developmental delays may persist throughout life and some may be corrected in the earlier years of a child’s life.
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Leeanne Lakeman
7/28/2014 06:30:22 am
I could not agree more developmental delays are very common but if they have the right support can be very successful in an inclusion classroom and potentially over come their developmental delay in later years. if they are given the right strategies to teach them the skills they need.
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Justin Kessler
7/29/2014 06:50:35 am
The topic you chose was very interesting because when I think of Developmental Disorders, I do not think of Autism, Cerebral Palsy and Down Syndrome being lumped under that category. These three disorders you listed are very hard for people to understand. For example in class, I remember the professor talking about a student with Cerebral Palsy and how when he got excited, he whacked the student to the right of him with his arm. The teacher saw this as the student trying to hit another student. The reason I think she thought this is because she did not have a good understanding of Cerebral Palsy and how a student that has this disorder can not control their motion when they are excited. Instead of embracing the student being happy and excited she was ready to punish him. I agree that if the right resources are provided for these students then they can succeed. Also, I believe that there cannot be a dissonance by the teacher and the teacher should learn about the disorder so he/she can better assist the student whether extra resources are being provided or not.
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Lauren Cohen
7/29/2014 09:14:35 am
Developmental delays is such a hard category of disabilities to figure out. Because it ranges in ages (give or take) 3-9 years old, it is so hard to say yes that child is behind or no he/she isn't just based on age alone. Depending on those other circumstances you mentioned seems like the only way to truly tell if a child is developmentally delayed. Like Leeanne said, if a student is given the right strategies and help in an inclusive classroom, that student hopefully will be successful.
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Cailey Kneis
7/30/2014 11:17:42 pm
I'm glad you chose to focus on developmental delays - it is a topic that I am not as familiar with myself. It seems that this is a very important category to understand because the areas that are affected (cognitive, physical, language, social, etc.) seem to overlap with a lot of the other disorders we've all discussed on the blog this week. Like developmental delays, many students in the topic I researched (emotional disturbances) are taught in inclusive classrooms. It is key to understand the child's specific diagnosis in both categories, rather than trying to lump them in with the broader umbrella category. Autism is very different from Cerebral Palsy, just as depression is very different from conduct disorder, and further two students with Autism will be entirely different. There is no one-size-fits-all method to support these students. Instead, teachers should be understanding and work with the individual child to provide the accommodations and support needed for success.
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Leeanne Lakeman
7/28/2014 06:19:05 am
this week I plan to search further into Asperger’s Disorder which is a developmental disability derived from autism that can have the same challenges of classical autism with social and behavioral but they do not have significant delays in language and cognitive development. People diagnosed with Aspergers generally have average or above average intelligence. They do however become have social blindness. I find it interesting that Asperger’s Disorder is relatively new and wasn’t implemented until the 1980s. They have very strong cognitive speech and language skills that help them continue their education in passionate areas of study. Most of the people who are diagnosed tend to find jobs in fields that are not as socially oriented either working behind a computer screen or in a lab with the least amount of social interaction. This is only in some cases though my brother has Asperger’s and his passion is working with the boy scouts of America up at a summer camp for kids you do not come up with their scout masters.
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Justin Kessler
7/29/2014 06:40:59 am
I am really glad that you mentioned your brother in your post. I think the reason that a lot of us want to get into the Special Education field is because we know someone or have a family member that has some sort of disability. These interactions with people with disabilities make it easier to understand their diagnosis because you can relate what you learn in class to that person's actions. During my third year at Northeastern, I had a roommate that did not admit to have Asperger's Disorder, but exhibited several signs of the disorder. It is amazing how their social abilities are so impaired, but when you discuss something they are interested in, they light up. That was the only form of communication I had with that roommate was when we talked about a subject he was interested in, other than that, he acted like I was invisible. I think your ideas for the classroom are very interesting as well. The one about role playing social situations is similar to something I am interested in doing for the class case study of Joe. He seems like he could benefit from this role playing and as far as I know he does not have Asperger's Disorder, so it is obvious that this technique can work for a wide range of students.
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Lauren Cohen
7/29/2014 09:10:06 am
I love that you talked about your brother and his passion. One thing that has always been great about working with someone with Asberger's is that they are so smart and gifted with whatever passion, that it sometimes helps them overcome other challenges. When I observed a student a few years ago, he exhbited similar struggles, but when he talked about the game he played, he could describe, talk, write, draw, anything that connected him to it, perfectly. I did see some of the strategies you mentioned being implemented in my classroom.
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Meghan Richards
7/31/2014 02:37:18 am
I agree with Justin! I also think that a lot of us want to get into special education because we know someone or have a family member who has lived with a disability. It was nice to hear what your brother likes to do for other people. I liked that you included strategies to make inclusion successful for students who have this social blindness. I think that role playing will benefit the students socialization with their peers.
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Lauren Cohen
7/29/2014 09:02:31 am
The disability that I have chosen to dig deeper into is health impairments. As defined by law, a health impairment or disability includes “chronic or acute health problems such that the physiological capacity to function is significantly limited or impaired and results in one or more of the following: limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment”. Some specific health impairments include asthma, ADHD, diabetes, epilepsy, heart conditions, and so on. However, when I went to research links from the blog, I found many were about ADHD or Attention Deficit/Hyperactivity Disorder, so that is what I chose to focus on.
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Jackie Kelly
7/30/2014 05:25:36 am
I also looked into classroom strategies for teachers of students with ADHD, and I think that the strategies you focused on are beneficial for the classroom environment. Communication between teachers and parents is so important, and the idea of a journal between the two keeps the student's disability private by not discussing it in the school environment. Providing simple directions for lessons is also an interesting strategy, because all students will benefit from that, not just students with ADHD. The more clear and concise a teacher can be, the stronger student progress will become.
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Brycelyn Roux
7/30/2014 10:41:04 am
I researched epilepsy, which you included in talking about health impairments. Like children with ADD/ADHD, children with epilepsy may also benefit from an inclusive classroom environment with accommodations, such as providing a quiet space to work. They both may also require instructions being repeated in order to complete tasks.
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Jackie Kelly
7/30/2014 05:00:19 am
A disability that I have limited knowledge on that I wanted to learn more about was ADD and ADHD. Like most people I have obviously heard about it, but I did not know much beyond the jokes that everyone makes about being “so ADD” when they don’t feel like paying attention in class. ADHD is a neurobiological disorder that affects 5-8% of school aged children. This disorder is characterized by an inappropriate level of hyperactivity, impulsivity, or inattention. This inability to control hyperactive or inattentive behavior is extremely difficult for students with this disorder, and for children around them to focus and participate in class in an appropriate manner. It is possible for students to be on medication for ADD/ADHD, but it is important for teachers to understand the disorders of their students and ways to assist these children in successful behavior and learning in the classroom.
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Jackie Kelly
7/30/2014 05:18:47 am
http://www.help4adhd.org/en/education/teachers/Classmgmt
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Brycelyn Roux
7/30/2014 10:32:15 am
The disability that I chose to research this week is Epilepsy. I have a family member who has epilepsy and I have seen the symptoms first hand, but know little about the disease, treatments, and biological causes. Epilepsy is a neurological disorder that causes seizures, and it affects about 3 million Americans. Seizures are a brief, strong, surge of electrical activity that dramatically affects all or parts of the brain. These episodes can last seconds or minutes, and are characterized by a wide range of symptoms, from loss of consciousness and convulsions, to slight jerky movements and blank staring. The two main types of seizures are generalized seizures (both hemispheres of the brain affected) and partial seizures (one hemisphere of the brain affected). Generalized seizures, the most common being grand mal seizures, are classified by behaviors such convulsions, stiff arms and legs, choking/coughing, and loss of consciousness for 1-2 minutes. After the seizures they will not remember what happened during the seizure and will become extremely fatigued. Partial seizures are classified by less obvious behaviors, such as lip smacking, jerky movements, blank staring, and memory loss during the seizure.
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Meghan Richards
7/31/2014 02:32:26 am
I found this very interesting as I was reading your post about epilepsy. I was also not familiar with any of the causes, treatments, etc. I think it is important for teachers to know what to do if a student begins to have a seizure in class. I would never have known to surround the student with pillows or remove their glasses.
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Cailey Kneis
7/30/2014 10:50:36 pm
This week I looked at the category of emotional disturbances. I wanted to research this topic further because disorders in this category often go undiagnosed and untreated, yet can have a serious impact on a child’s well being and their ability to learn. This category contains a number of disorders, including anxiety, bipolar, conduct, eating, OCD, and psychotic disorders. Academically, these disorders are defined as “an inability to learn that cannot be explained by intellectual, sensory, or health factors.” The diagnosis also considers an inability to form appropriate social connections, displaying inappropriate behavior or feelings, and displaying a lasting depressive mood. Children with these disorders often develop physical symptoms related to fears of social interactions and school. It is important to note that a child who is simply socially maladjusted does not necessarily qualify for this diagnosis.
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Meghan Richards
7/31/2014 02:27:19 am
I do not know what kind of disability falls under a Specific Learning Disability so I decided to choose this topic to learn more. I found that a learning disability is a neurological disorder that affects the brains ability to receive, process, store, and respond to information. Some of the common learning disabilities include: dyslexia, dyscalculia, dysgraphia, auditory and visual processing disorders, and nonverbal learning disabilities. According to the IDEA learning disabilities do not include visual, hearing, motor disabilities, mental retardation, or emotional disturbance. Similarly, the federal definition of specific learning disability states that there must be an imperfect ability to listen, learn, think, speak, read, write, spell, or do mathematical calculations. In another article about Specific Learning Disabilities I found some very interesting information. I read that more males (vs females) are more likely to have a learning disability and it is mostly found in adolescents. The article also said that with the right instruction and attention, students can compensate and learn to cope with their learning disability and have a successful future. I also found that from a survey in 2009, 42% of the disabilities in students age 6-21 were categorized as learning disabilities. Another thing that I found interesting was that 30% of students who had a learning disability also had a secondary disability. I question what would make the specific learning disability the primary and the other the secondary. I read that ways you can help students in your classroom with learning disabilities is to incorporate use of technology. More strategies include, giving students more time to complete tasks, give verbal directions, and assist in breaking down multi-step problems.
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Lauren
7/31/2014 04:57:20 am
I chose to look at Specific Learning Disabilities (SLD). I have worked with a variety of students who were diagnosed with SLD’s, but never understood the biological causes. It is a neurological disorder that affects how the brain manipulates information. It is most commonly diagnosed in children and adolescents and is not linked to any medical, environmental, or social causes. Common SLD’s include: Dyslexia, Dyscalculia, Dysgraphia, Non-Verbal Learning Disabilities and Auditory/Visual Processing Disorders. Students with SLD are eligible for special education services and there are multiple resources, such as the National Center for Learning Disabilities, “Learning Disabilities Checklist” to help families understand certain symptoms of SLD. Although more students are graduating with SLD than a decade earlier, many still face discrimination from their peers and teachers. 59% of the population believes that students with SLD’s will graduate from high school but the numbers dramatically decrease to 10% when asked if they will graduate from a four-year college. Post-education, people with SLD’s are often paid less and only 46% were able to get a job within two years of finishing school. To help combat these statistics schools encourage expansion of early intervention programs, increased reading instruction, more RTI, and a review of DSM-V to modify the definition of a SLD. It was interesting to learn more about SLD’s because I always thought it was over diagnosed because so many students fell under the SLD category. Now I understand that is an umbrella term that encompasses many disabilities. Many share similar intervention strategies, but each has its own unique characteristics.
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Kate Needham
7/31/2014 06:40:07 am
I chose to look into hearing loss, which is diagnosed as a sensory impairment. Every year, 12,000 babies are born with hearing loss in the United States. 4-11 per every 10,000 babies born are deaf. The Center for Disease Control encourages hearing tests to be conducted as soon as possible on all children. Hearing loss can be classified as: slight, mild, moderate, severe or profound. Generally, people whose hearing loss is over 90 decibels are considered deaf. A child is only considered deaf if they are unable to receive sound in almost any form which can severely impacts their ability to receive linguistic information. It is crucial to detect hearing loss or deafness at an early age because it severely impacts language development and communication skills. A large portion of a child’s language and development skills develop before age 3, so it is very important to see the signs and run the appropriate tests to determine if the child is hard of hearing or deaf. Children learn grammar, vocabulary, word order, and expressions from verbal communication, so if they are unable to access it their language development is slowed. IDEA requires that deaf and hard of hearing children receive early intervention and special education services at no cost to the parents.
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Tiffany Pulley
8/5/2014 04:15:24 am
Kate, I didn't realize that so many babies in the US were born with hearing loss. The idea of setting the child at the front of the classroom is good but I also wonder as a teacher when you turn to write on the board you have to remember to stop talking. I also think of how sometimes teacher write on the boards and explain at the same time. Also I had no idea that many communities offer sign language for teachers to learn I think that is very helpful and something that I will keep in mind for the future.
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Andrew Moscone
8/2/2014 04:27:39 am
For my post, I decided to find out more about Blindness and sensory impairments. As I reading through the information, some of the statistics were very shocking. I had no idea how many babies in the United States are born with Vision impairments.
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Tiffany Pulley
8/5/2014 04:23:30 am
It seems like blindness and sensory impairment it more popular than I thought. I would love to know exactly how many babies are born with vision impairment. The accommodations seem to be very helpful for the students. I wonder if the teachers would be able to write bigger and have the child sit in the front to see better.
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Tiffany Pulley
8/5/2014 04:07:53 am
For this week I decided to look at specific learning disabilities. I choose this because I am focusing on dyslexia for my inquiry project and I thought that it would give me a good start. Learning Disability or LD is often thought of as a difference in learning or difficulty with learning when in fact it is a neurological disorder that affects the brain’s ability to receive, process, store, and respond to information. Some come learning disabilities are dyslexia, dyscalculia, dysgraphia, auditory and visual processing disorder, attention deficit disorder and nonverbal learning disabilities. Each of the learning disabilities have different strategies that are used to help the students.
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