Author: Gwen

I am a mother of one toddler, but before I became a mom I worked in all things kids. I have a B.S. Early Child Development and a M.Ed. Special Education. I have eight years experience of working directly with children with special needs, as well as, an additional six working with typically developing children. I also grew up with a sibling that is bipolar and am currently helping my four-year old niece navigate through Arizona services to get help for a speech delay and ADHD. This site is published as additional information only and is not meant to serve as a plan for any specific child. Please find a developmental pediatrician in your area to get help tailored for your child. Enjoy;)

Successful Collaboration

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There are many things that go into a productive classroom and fulfilling education. For children in Special education classrooms including those with students that have learning disabilities, successful collaboration is a key element. It allows for fluidity through all of their services both at home and school. Collaboration can also bring together the elements and interrelationships of curriculum orientations, standards-based education, and program orientations. In order for all of these things to run smoothly, there are factors that affect program decision-making for the students. These ideas will be discussed in the following paper.

First lets define these elements in order to get a better understanding of what effects the students. Standard-based education is applying the same standards to those in special education, as to those not in special education (Turnbull, Turnbull, Shank, Smith, & Leal, 2002). This can effect the program and curriculum, as it will represent material that those in general education classrooms are also learning. It also means that special education will be working to have their students curriculum and program match the standards and can perhaps distract from the child’s own program or IEP, Individual Education Plan (Turnbull et al, 2002).

The IEP and program orientation are where goals are established for the student. These goals outline the students educational needs, as well as additional services that the student may need, including but not limited to speech therapy, occupational therapy, physical therapy, respite, and rehabilitation. According to 1982 legal ruling, an IEP should consist of reasonably calculated program and curriculum to enable the child to receive educational benefit (Wright & Wright, 2003).

The curriculum orientation is defined by the school districts standard-based education. If the school district does not adopt this policy, than the teacher can take in account the child’s IEP and set up curriculum to help the child reach their goal. There are some overlapping goals often found for children with learning disabilities, which should be accounted for when choosing curriculum (Turnbull et al, 2002). They include difficulties with information processing and metacognition (Turnbull et al, 2002). To overcome these difficulties, it is important for students with learning disabilities to be taught how to learn independently in self-directed ways (Turnbull et al, 2002). Another common curricular goal is for students to learn generalizations so that they can apply what they learn in the classroom on a larger scale to real life experiences (Turnbull et al, 2002). Finally students’ curriculum should promote the students’ self-esteem, motivation, and the students’ perception that they do have some control over their own academic progress (Turnbull et al, 2002). Often students with learning disabilities feel a sense of learned helplessness and low-self esteem from being unable to reach curricular goals through previous years (Turnbull et al, 2002).

As these three main terms have been defined, it is already apparent how much they affect one another. It can be hard for the teacher to set up a curriculum to fulfill the school districts standard-based education, as well as, the students’ federally mandated IEP or program. So although these ideals are all equally appreciated, they do not necessarily meet together in a unified manor, which promote the educational benefit of students. Instead perhaps other measures should be referred to for finding beneficial instruction. These include: researched-based criteria, parental concerns, a variety of assessment tools, and a positive professional classroom climate (Texas Education Agency, 1996). Researched-based criteria are “used to select the instructional materials that provide the structure for the classroom reading program. These criteria establish the need for systematic instruction and sufficient practice in a number of aspects” (Texas Education Agency, 1996).

With all of these ideals and important educational elements, it is easy to see how a teacher may be overwhelmed and how a student with learning disabilities may not reach there full educational potential. This makes the program-decision making an essential element to fluidity of the child’s education. Program-decisions within the school district are defined federally and locally, but often the special educator has choices about specific curriculum and instruction within the students program. As an educator it is important to look at what it expected of your program and find the curriculum and instruction that best fits your students. This can help promote success with curriculum and program and can even lead to successful standard-based instruction. The collaboration of these elements along with overlap into the students other services can provide the student the structure to be enabled to fulfill their true educational potential and reach many standardized norms, as well as their individualized goals.

Reference

Texas Education Agency. (1996). School Features that Support Effective Instruction. Retrieved May 20, 2006 from www.Idonline.org

Turnbull, Rud, Ann Turnbull, Marilyn Shank, Sean Smith, & Dorthy Leal. (2002). Exceptional Lives: Special Education in Today’s Schools (3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Wright, Pete and Pam Wright. (2003). Your Child’s IEP: Practical and Legal Guidance for Parents. Retrieved May 20, 2006 from www.Idonline.org

issues

Issues Relating to Terminology of Mental Retardation

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Some of the issues relating to terminology of mental retardation are how it affects the parent and their perception of their child and other people’s perception of their child. We used to label children TMH (trainable Mentally handicap) and EMH (educable mentally handicap) for the primary reason of not saying “retardation” as a label. However, in the last few years, the labels have changed to MIMR, mildly mentally retarded, and MOMR, severely mentally retarded. This could create some issues with others keeping pace with the terminology and perhaps some getting confused.

Issues relating to the law are related to the new law of “no child left behind”. This law states that no matter the severity of the disability the child should be main-steamed into the regular classroom so that they are exposed to the same opportunities as “regular” children. However, the drawback to this is that the curriculum, language used by teacher and students, does not necessarily match their ability. It can lead to disruptions to the rest of the class.

issues

Issues relating to identification of mentally retardation are the comparison of standard scores and their IQ. IQ is rated by scores. For example, an IQ of 130 and above means Very Superior, an IQ of 120-129 means Superior, an 110-119 means High Average, an IQ of 90-109 means Average, an IQ of 80-89 means Low Average, an IQ of 70-79 means MIMR, and an IQ 69 and Lower means MOMR. Standard scores are principles that all standardized tests have to allow a psychologist to “label” a child. If their Standard Score were 72, they would fall in the MIMR range. The final decision is suppose to be a “team ” decision, but an issue might arise if the teachers involved, the psychologist, and parent do not agree.

The impact of characteristics might be physical appearance, different walking gaits, being made fun of, being picked on, getting into trouble because they cannot think things through and don’t understand the consequences, being taken advantage of by regular students.

All of these issues demonstrate how difficult it is not to offend some and how the issues evolve as politics change. By discussing with others their views of the issues, it helps to better understand how many issues there truly are in the school system.

girl resting

Hearing Impairments

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People use senses to explore the world around them. The senses of sight, sound, taste, touch, and smell allow people to define the objects surrounding them, relate to one another, navigate through places, and learn things in school. Often people rely heavily on sound to exchange information. In the classroom, these senses are used regularly, so when individuals have hearing impairments, it adds extra obstacles toward achieving an adequate education. This paper will help define hearing, as well as, look at the impact of this sense in the classroom and explore resources available in the community to help those with hearing impairments.

girl resting

Hearing includes collecting and interpreting sound. This involves different components of the ears and brain to gather and translate sound waves or vibrations in the air (Turnbull, Turnbull, Shank, Smith, & Leal, 2002). According to Turnbull (2002, p. 518), the three separate components of the ear work like this, “the outer ear is the microphone in the studio, the middle-ear the radio transmitter, and the inner ear the radio receiver.” The main receptor organ for hearing is the cochlea, which is in the inner ear (Heward, 2003). It “consists of two fluid filled cavities and contains 30,000 tiny hair cells arranged in four rows” (Heward, 2005). The different components of this complex organ help to translate high and low tones that are in turn transmitted by the auditory nerve to the brain (Heward, 2003). This multifaceted system helps us to perceive sounds in our environment. When it is not working correctly, it can lead to hearing loss or deafness.

Medically deafness is defined with specific measurements. Decimals measure the intensity of sound (Turnbull et Al, 2002). Hertz measure the pitch of the sound (Heward, 2003). Some individuals with hearing loss can hear only specific hertz or decimals that are more exclusive than the array of hertz and decimals those without impairments can hear (Turnbull et Al, 2003). For example, they may hear a siren but not a waterfall.

Within education, according to IDEA, hearing impairments are defined by a loss that interferes with and negatively impacts a child’s educational performance (Turnbull et Al, 2002). Hearing loss normally creates a communication barrier that impacts the child’s education by distracting from age appropriate lessons and focusing more on getting simple points across (Turnbull et Al, 2002). Often in school, children who are deaf are challenged most by math and reading, but find difficulty in all academic areas (Heward, 2003). It also creates extra barriers in the child’s social interactions and can leave children feeling low self-esteems. Teachers have a special job in helping build the child’s communication skills, social interaction, academic achievements, and self-concept. There are many options for children and families with children who are deaf. There are technology and surgical procedures. There are special classes and schools. There are a variety of communication techniques. Within the school, Children who are deaf can find help in speech therapy, assistive technology, resource rooms, special classrooms, special schools, and other social programs.

The deaf community is a great group for the children to find a place where they fit in and find others that relate to them. Within Arizona, there are specific nights that people within the deaf community meet at a coffee house, go to a closed caption movie theatre, or out to the local bookstore. There are also schools geared toward the deaf, like the School for the Deaf and the Blind.

References

Heward, William L. (2003). Exceptional Children: An Introduction to Special Education (7th ed.).Ohio: Merrill Prentice Hall.

Turnbull, Rud, Ann Turnbull, Marilyn Shank, Sean Smith, & Dorthy Leal (2002).Exceptional Lives: Special Education in Today’s Schools(3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

behavioral and cognitive intervention

Behavior and Cognitive Interventions

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Behavior and cognitive interventions can be used to help all children succeed. The following are activities, strategies, and methods for teaching appropriate behavior and cognitive skills to students with Emotional Behavior Disorders. Although these tools are primarily for those with Emotional Behavior Disorders, they can be applied to all children learning these skills.

behavioral and cognitive intervention

Behavior Interventions

Behavior interventions can be necessary for children who act out in class and have difficulty following along. These children may need extra guidelines and assistance to stay attentive in class with appropriate behaviors. They also may assistance in forming a positive self-value and learn new coping skill(Watson, 2003) .

  • Set up minimal, concise, and clear rules
  • Get on the same page as parents, therapists, and other professionals
  • Reinforce positive behaviors
  • Stay patient and remain objective
  • Establish routines so that children know what to expect
  • Allow times for children to practice their responsibility
  • Concisely identify the behavior that needs to be changed

Cognitive Interventions

Students with Emotional Behavior Disorders are often challenged throughout school in a variety of academic skills and as a result may need some cognitive interventions. These interventions can help to challenge them and encourage them to become successful in the classroom. Cognitive interventions can also apply to helping children’s mental health. The following ideas are strategies that can be used to encourage cognitive development:(Watson, 2003), (Heward, 2003)

  • Direct families to seek professional psychological help if necessary.
  • Keep children challenged and push them without being scared of their outburst and/or other reactions .
  • Set up appropriate academic goals, which challenge the child’s academic skills and cognitive development.
  • Assess the child to see where they currently are psychological and developmentally.
  • Set up a plan to help children cope independently as well as facilitated.
  • Have children as part of the IEP team to set up goals, which can focus on academic and psychological health.

Functional Behavioral Assessments

Functional assessments are a tool used to help the IEP team understand the triggers, factors, and purpose around a student’s Behavioral Disorder. There are two key reasons a child uses their behavior to manipulate a situation. One is to avoid something and the other reason is to get something they desire. Part of the Functional Behavior Assessment is to get a hypothesis about the child’s behavior, which can be used to set up a plan to address and overcome the behavior. By knowing the triggers of a child’s behavior and the purpose behind the behavior, it is easier to know appropriate interventions (Heward, 2003).

References

Heward, William L. (2003). Exceptional Children: An Introduction to Special Education (7th ed.).Ohio: Merrill Prentice Hall.

Watson, Sue. (2003). Best Practices for Behavior Disorders. Retrieved September 21, 2006 from http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm

Turnbull, Rud, Ann Turnbull, Marilyn Shank, Sean Smith, & Dorthy Leal (2002). Exceptional Lives: Special Education in Today’s Schools(3rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Learning Disability and Communication Disorder

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Learning
Disability

Communication Disorder
Definition The inability to learn to one’s full potential with difficulties in listening, speaking, reading, written expression, and/or mathematics An “impairment in the ability to receive, send, process, and comprehend concepts of verbal and non-verbal graphic symbols” (ASHA, 1993)
Causes Many times the causes are unknown. Four suspected causes are: brain damage, heredity, biochemical imbalance, and environmental causes Communication disorders may be organic or functional. Functional causes are not necessarily known but are often attributed to environmental influences.  Organic causes are physical, like the “damage, dysfunction, or malformation of a specific organ” (Heward, 2003).
Identified Characteristics A child with a learning disability is “specific and significant achievement deficits in the presence of adequate overall intelligence” (Heward, 2003). Communication disorders encompass four different speech errors: distortions, substitutions, omissions, and additions
Effective Teaching Strategies There are many ways to address LD. Some of them are remediation, judicious review, primed background knowledge, strategic integration, mediated scaffolding, conspicuous strategies, and big ideas (Heward, 2003). In order for them to better succeed in their education, tools like guided notes, graphic organizers, visual displays, and mnemonics are helpful to those with LD. Children may be given exercises to practice their speech, reading, ect. Students also may be encouraged through natural setting to learn from modeling and verbal encouragement. Often SPT’s use prompting and other reinforcements. Students can also listen to recordings of themselves and/or use a microphone system where they can clearly hear themselves while or after they speak.
Placement Options Children with LD are often educated in regular classrooms with available peer modeling. They can also spend time with resource teachers and in special education classes. Speech-Language Pathologists often treat those with language disorders.