week 12

https://drive.google.com/file/d/0B-SO3pMHriw7NExIa3N3R3NiZlU/view?usp=sharing

Teaching Reflection

1. How do you feel about your lesson delivery and why? Was it effective, why or why not?

I felt that the lesson delivery went well I think they understood well how students with autism felt and understood how to accomodate for students with autism. 

1. What evidence do you have (while delivering your lesson) of effective student engagement?

I had the class do a simulation of how autism children feel in stressful situations and I thought that went really well in helping them understand what the students might be going through.

1. If you were to teach this lesson by yourself, not in a group, what would you change and why?

I would talk a lot more about accomodations and how to properly interact with these children because I feel accomodating is better than forgetting about them. This needs to be taught more.

1. What could have been an area of improvement in your teaching?

I think an area of improvement could be motivating my students to be encouraging and for myself to be more up beat about what I am talking about, or passionate.

1. Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why?

I think I would give our group a 10 because we all were well prepared and presented fairly. I would give myself a 10 as well because I thought my delivery went well and the students learned how these children feel in tough situations. It went very well. 

Thank You! - Angie Rogers

Stuttering

 Go to a restaurant, order at least one item and then ask 1-2 questions to the waiter/ress about the item
 Stutter while checking out at Wal-Mart. Ask them a question about your order

These are the tasks I did with stuttering and honestly it was hard because I dont naturally stutter so I felt really dumb and I felt like the helper was judging me hard core becasue I wasnt convicing so I felt like they thought I was just giving them a hard time or something. It was hard for me to keep it going. My brother stutters  and now I know how it feels when he talks to people because he probably feels the same way. Great experience.

Learning Disability

 While checking out at Wal-Mart, ask a question about your order.
 Ask for directions to a location. Repeat back part of the directions for clarification.

These were the experiments I did with this simulation. I tried to ask the cashier about the easter candy that was 50% off but it took me a while to formulate a question that didnt have a /l/ or /n/. Once I did say the question I still was delaying my speech becasue I wanted to make sure I wasnt using /l/ or /n/ it was definitely hard! It was interesting to be able to try and figure these things out and it was HARD!

Visual Impairment

 Wear the mask for a minimum of four hours – and it doesn’t count if you wear it while you’re sleeping.
 Keep it on the entire time; do not remove and then put on again
 Once your four hours is completed, please use a disinfectant wipe and wipe the inside edges of the mask before returning it

I myself am already visually impaired. It was weird for me to find out that I am visually impaired because wearing glasses is such a normal thing that I never thought of it being a disability. While wearing these masks it opened my eyes to a lot of other ways people might be seeing. I know for I am very near sided and if I dont wear my glasses or contacts I get a headache. I cant even imagine what the people with these other visual impairments feel during the day. I know that I am also very sensitive to lighting in a classroom or neon colored paper really hurts my eyes. It was interesting being able to see through the eyes of others but I still wonder what it feels like.

Wheel Chair Experiance

1. Go to the restroom, enter a stall, and transfer your body from the wheelchair to the toilet. Reverse the process and return to the wheelchair.
2. Get a drink from the drinking fountain.
3. Go another building on campus and ask for directions/assistance (e.g., Kimball Building information desk).
4. Ride an elevator.
5. Go up and down a hill by yourself.
6. Go through a door without using the door opener.
7. Go through a door using the door opener.
8. Ask for assistance to navigate a tough spot.

This was a fun but frusterating experiance. It definitely was an eye opening experiance as well. It was hard to do those little things that I took for granite. It was hard asking others for help because I have been independent in a lot of things but in this case I did need help. I felt very vulnerable because everyone does stare at you it's really intimidating. It is great that I had this experiance. Although, riding elevators was pretty fun because I didnt have to walk up stairs and I had a reason not to walk up stairs but finding the eleators in a lot of the buildings here on campus are hard to find! Also a lot of the door openers are really close to the door so you have to go up to it and push it then back up and it is a hassel. Great experiance though over all!

Service Projects

1 Hour- I went to an autism walk at Madison Jr. High and was able to comunicate with the children there and better understand what they are thinking while at this activity. I was also able to talk to a few parents whos children have autism and it was a really cool experiance to be able to be there and experiance this fun filled day.

Friday/ April 1st: 2 Hours at the Developmental Workshop:
This experience was awesome! I loved working with the adults there. My job today was going out to the community and watching them in a social environment trying to find specific food items and the logical places of where they could be. They had to pay for their items with minimal help. It was really interesting to see as well how they had to cross the parking lot making sure there were no cars that would hurt them. It was fun to see everyone so happy to be able to do the things they were told.

2 hours(7 days) I work in an elementary school where I worked with two students. One of the two had ADD and the other was mute. It was interesting to see how the students were being observed and it was interesting to see how they would participate. The student with ADD loved attention and thrived off of being told he was right. I thought he was ahead and very smart but just got board easily. It was interesting to see the mute child use his hands to try to express himself. I had to help him try to answer questions or interact vocally with his peers. Really great experience.

Week 11

Differentiating Instruction
Learning the differences in rubrics
finding how to accomodate for everyone.
Follow Link:

https://drive.google.com/file/d/0B-SO3pMHriw7Q29FdENycGNtMXM/view?usp=sharing

DIFFERENTIATING INSTRUCTIONS

https://drive.google.com/open?id=0B-SO3pMHriw7MUVGTTRqY3EzRG8

chapter nine c-map

·        Differentiating Instruction

o   How can you make accommodations for students with special needs in basic skills instruction

§  Teaching pre-skills

·        Basic skills necessary for performing more complex skills. Assess students on the relevant pre-skills and, if necessary, teach them.

§  Selecting and sequencing examples

§  Deciding the Rate of Introduction of New skills

§  Providing direct instruction and opportunities for Practice and Review

o   How can you make accommodations for students with special needs when teaching subject area content?

§  Activating background knowledge

·        Using the Prep strategy

o   Preview the text or lesson and choose two or three important concepts

o   Conduct a brainstorming session with students

o   Evaluate student responses to determine the depth of their prior knowledge of the topic

·        Preparing anticipation guides

o   A series of statements, some of which may not be true, related to the material that students are about to read.

·        Providing planning think sheets

o   Help writers focus on background info as well as on the audience and purpose of a paper

§  Organizing content

·        Using advance organizers

o   Info presented verbally and or visually that makes content more understandable by putting it within a more general framework

·        Employing cue words for organizational patterns

o   Descriptive list including the sequence of events in time

·        Constructing study guides

o   Outlines, abstracts, or questions

·        Creating graphic organizers

o   Visual format to organize their thoughts while looking for main ideas

§  Teaching terms and concepts

·        Using definitions

o   Positive and negative examples

·        Making concept diagrams

o   This combines graphic organizers with the methods just described using definitions

§  Communicating clearly

·        Communicating clearly in writing

·        Communicating clearly orally

o   State commands specifically using concrete terms.

o   Give “bite-size” directions

o   Accompany explanations with a demonstration

o   Use cuing words such as “look up here” or “Listen, please” before giving directions.

o   Phrase questions clearly to ensure that students know how to respond

o   Provide a balance between higher and lower level questions

o   Adapt questions to the language and skill level of the class, including differentiating your questions for individual students in the class

o   Vary the wait time depending on the nature of the questions asked

o   Involve all students in classroom questioning by calling on nonvolunteers as well as volunteers

o   Scaffold incorrect answers and no responses

o   What accommodations can you make for students to help them succeed in independent practice

§  Differentiating seatwork assignments

·        Verbally present the tasks

·        Add practice examples that you can do with the whole class

·        Write alternative sets of directions

·        Highlight the important words in the directions

·        Have students help each other when the directions are difficult.

§  Differentiating homework assignments

o   How can you involve parents in teaching their children?

o   How can you make instructional modifications for students with moderate to severe intellectual disabilities?

Lesson 8

Chapter 8:

504: Gen. Ed. teachers are incharge of this and implementing it. 

- only get federal funding from government even if student is not in Gen Ed class and are in sped classes for 60% still gen. ed. responsibility.

1966: ESEA(NCLB) (every student succeeds act)

- government cant tell what states should do but if they do what government says they will get paid.

1973: Rehabilitation Act

- designed for Veitnam War Vets to go back to school

- Cas law (lawsuits) all principles of IDEA, all 6 have been added to 504 Americans w/ disabilities Act (ADA) added provisions for what qualifies them for ADA it expanded to definition bit narrowed in some places.

Section 504: educating those w/ disabilities

- make accomodations and modifications

- due process began with complaints that go to the office of civil rights and the office of department of Education. Dear, cellege, to educate, "rules" loosley.

UDL & UDA

- Universal design for learning

- preparing curriculum before knowing students.

- build for success for all

- Universal design of assessments

- cross language and cross culture

- target skill vs access skill

-first 1000 days are crucial in the development of a child.

- need to be done in an enriched culture.

ABUSE & NEGLECT 

Reporting:

- The law: most states require teachers to report first hand

- report to CPS or police

- Involve a supervisor or advisor when you have questions of something of this nature right away

- principal

-school psych

- school counselor

what to expect:

- phone interview

- 2/3 of cases are investigated nationally

-report within 24 hours

Lesson 7

Instruction and Methods
- Process to be inclusive in our intruction
- Classroom Demands
1. Sheltered Instruction
Core Concepts:
- Procedures
- Design Instruction
- Strengths & Needs
- Socio Emotional Development

*Be Flexible

m - Changes curriculum
A - makes curriculum accessible


UDL(Universal Design of Learning)
-Allusery average student
                   *no average student
- Everybody is a success for learning
- multiple means of representation

Lesson 6

Chapter 4 assessments:
Decisions: - How do they determine eligibility for SPED
                  - Screening
                  - Diagnosis
                  - Program Placement
                  - Curriculum Instruction
                  - Evluation
Types:       - High stakes
                  - Formal/ Informal
                  - Summative & Formative
Summative: Happened @ the end of something- aptitude
Formative: To inform the teacher

Week 4

13 Catagories of IDEA
• autism; • deaf-blindness; • deafness; • emotional disturbance; • hearing impairment; • intellectual disability; • multiple disabilities; • orthopedic impairment; • other health impairment; • specific learning disability; • speech or language impairment; • traumatic brain injury; or • visual impairment (including blindness).

Speech and Language Delays
Interventions:
- Speech and Language pathologist
       -Put into place interventions for children who seem to show signs of speech delays

Behaviorism Theory:
- Teacher can draw social use of language out targets behavior
Social Interaction Theory:
- How there is an interaction between children and there response
Constructivism:
- Making sense of things, letting the students ask questions

What does it look like in practice?
- Applied Behavior Analysis(autism)
- Prompting Hierarchy(chocolate milk)
- Embedding Learning Opportunities(Building the tower)

Causes of language impairment:
- language begins right at birth
- physical ability to form language
Symptoms:
- before 4 yrs old
- Test between interacting with child
- may occur with other disabilities
- central nervous system can cause lare impairments

Aphasia?
What they hear vs how they interpret it

6 IDEA's 

FAPE(Free and appropriate public education): Not above or below what their needs are. 

LRE(Least Restrictive environment): From a regular class and getting more and more restrictive all the way down to staying home and learning there. (Daruel RR, Oberth, Lachman)

Individual Education: Assistance for students with disabilities must be met and tailored once a year, aka IEP(Individualized Education Program):

Nondiscriminatory Evaluation: using tests that dont discriminate on race, culture or a metally stable stare. Varies on state.    

Due Process: if there is a disagreement concerning a students eligability for special education there is a set of steps that they go through to resolve it.

Zero reject/ Child Find: No student can be excluded from recieving and education because having a disability. 

Developmental Delay:

causes- if the milestones are not met while the child is growing up this can cause mental delays. 

5 areas of domain:

1. Cognition: Problem solving, memory, attention

2. Communication: Language, production of language

3. Adaptive behavior: Self Helps (getting dressed, or any of the everyday tasks"

4. Social Emotional: (regulate emotions, keeping friends) 

5. Physical/ Motor: -gross(running, jumping) -fine(Wrtiting, speech, eating)

1 SD  , x 2 domains

FSP: 0-3 years old

IEP: 3-21 years old

This week we learned about a lot of new things. A lot of things were hit hard at us. I will be outlining a few things that I have learned from this week.

1. Institutional period: This is the period where all the people did was worked and that's how they could provide for there families, even the children had to work. So, if the child has some sort of disibility they would go to an institution and be cared for there. ASYLUM: Saftey/ Place of protection, people with mental health issues went there and were cared for. 
2. RtI(Response to Intervention) only considered for academics

RtI Tier

    3. Parc (70's): Represented all children who are mentally retarded, after brown, end of institutional 

                           period. 

    4. Mills ('72): Deinstitutionalism, 18,000 children at home but not being aloud to go into a school                              system, owed the school district

    5. 504 (Rehabilitation act '73): Section 504- Education of all people with disabilities, can sue for                                                           punitive damages.

Autism Simulation Video