Study Guide now Available

Your Study Guide for the Final is now available.  These are NOT the questions...so feel free to post any of the questions on the blog for discussion.  The TOPICS are reflective of what will be asked.  This is DEAD week.  I respect that and am not asking you to do any work this week (unless you have outstanding work you've not turned in yet!!!).  I will not give you the final and open it until Sunday night.  It is due at midnight on Wednesday. 

Mr. Jones

Last night as we watched Keith Jones getting along independently, it was incredible. When I think of the questions asked in class about how we view our learning environment, as we teach, we can think of how powerful Mr. Jones testimony was. Mr. Jones who was very capable to be on his own, with adaptations had goals to reach past his physical body. I heard him say he wanted a family, a wife and kids. There are emotional needs that all of us have, I wonder if he will ever meet this goal?

AMAZING AUTISTIC SINGER

http://www.youtube.com/watch?v=_j7c4HNX3TU&feature=relmfu

 Warning: You might cry. I did. lol

Metaphor: Group Uno

Salad Bar. Because you put everything together but don't make it into the same thing.

Question 5 Group 3

1. Behavioral programming - Instructional strategies that use task analysis and careful measurement of progress.

2. Emphasis on process - The child may need to be helped in learning how to learn. Instruction should include help in sustaining attention and on memory.

3. Simulation Experiences - Use simulations to enable the child to transfer skills to a new setting.

Group 4 question 5

Keep instruction simple, divide work into small sections, display pictorial or visual schedule of activities

Keith Jones Video

WOW! What an inspiration! Keith Jones has a good mind! Locked in a challenging body! As a teacher, asking the student what they want to learn and how they want to learn it is a great start.

Number 5 group 4

Maximally controlled environment, low pupil-teacher ratio, intensive and repetitive instruction. This can be found on page 267

Question 3

Various difficulties in regards to speech

Group 3

Speech production involves the precise control and coordination of various muscle groups. Individuals with cerebral palsy may have speech production difficulties in one or several areas, including respiration, phonation, resonation and articulation. Articulation is often affected because of difficulty controlling the tongue, lips or mouth.

Number 3 group 4

Speech impairments are common because speech involves particular muscle groups and control

question 3 group 1

Children with cerebral palsy can have difficulties with speech, sight and hearing.  This can effect the sensory category for learners. 

#3

Articulation would be difficult because the person might have trouble controlling their tongue, lips, or mouth. Group 1

Types of Cerebral Palsy: Group 6

Spastic- stiff and difficult movement

Athetoid- involuntary and uncontrolled movement

Ataxic- disturbed sense of balance and depth perception

SoapBox

Does anyone elsee like using SoapBox better during class than the blog? Just curious.

Back Row Fellas

Can an emotional disorder ever come to be cognitive if it begins to effect intellectual abilities?

Learners with cognitive issues

My daughter has a cognitive issue and a processing issues. A teacher may give her a concept early in the day and by the afternoon, she may answer the teacher out of the blue. She can not read yet, but desires to be read to. She can recite certain books also.

Our question was : how do you know when it is simply kids being kids and an actual disorder?

We are unsure about processing, I would have thought processing was more dealing with the way those with emotional disorders processed those emotions and processed the information and things around them.

Dyslexia

This is a disorder I would like to know more about since it touches my family.

cognitive???

so would a student with Asperger's Syndrome fall under Cognitive?
-back row girls & Tyler

Would someone with ADHD fall under Processing in the learning chart?

Barriers

We understand that every barrier is different, even if they are in the same category. For example, a child who has a sensory barrier may have a sound barrier while another student with a sensory barrier may have a vision barrier.

Question

Which barrier(s) do children with cerebral palsy face? I feel like it is processing but I'm unsure.

Fellow Students

I'm not going to lie I'm going to miss you guys. This has been one of my favorite classes of all time.

Next Semester

Since this semester is coming to an end, what classes is everyone taking next semester. I'm taking a few ELE classes (322, 365, 361, 445), SED 518, and LIB 301. If you have already taken theses classes, please let me know you feelings on them. Any helpful tips I should know! Thanks :))

Class April 16th

So Monday, April the 16th, I woke up with a fever, head ache, sore throat, and body aches. I went to the doctor and found out I have strep. I was way to sick to attend class and I didn't want to spread germs in anyway. This is literally the worse time of the semester to be out and sick. Could someone please catch me up on what we went over last Monday!! I would greatly appreciate any comments :))