Week 15

This is what I have done for the group portfolio.

Physical Impairment
1. The definition of physical impairment is significant limitations, impairment, or delay in physical capacity to move, coordinate actions, or perform physical activities, exhibited by difficulties in one or more of the following areas: physical and motor tasks, independent movement performing basic life functions. The term shall include severe orthopedic impairments or impairments caused by congenital anomaly, cerebral palsy, amputations and fractures if such impairment adversely affects a student’s educational performance.
2. Characteristics of a child with physical impairments are things such as, the inability to control movement of the body. For a student with physical impairments the academic abilities are not always affected. So you may see a student that has severe physical impairments but is gifted in classroom. Other characteristics are the student will have a range on movement ability and may have trouble with communication skills. Students with physical impairments will also have difficulty with motor skills and being able to hold an upright position. Children with physical impairments may be in a wheelchair or have other things such as braces or walkers to help them.
3. Students with physical disabilities are different from the typical student because they must learn to move parts of their body and control them. That just comes naturally for people who do not have this disability. Some other differences may be the appearance that these students have compared to a typical student. A student with physical disabilities may be in a wheelchair or have braces to help them stand or walk. A student’s body structure may also look different, if they have cerebral palsy, it will vary, but their hands or legs may be curled up, positioned differently than a typical student in the classroom. In the classroom another difference for a student with any physical impairments, is that he/she may need extra assistance, it is not always the case because it is possible for a student with physical disabilities to be gifted academically, but does not always happen, therefore they may need extra help with their work. This may be in any way, from an extreme of needing help writing or as little as checking over an assignment.
4. Some different instructional strategies that are helpful for students with physical disabilities are having a physical and occupational therapist available for the student. Other options that should be available in the classroom are wheelchairs, braces, crutches, and walkers to help students with their mobility. Assistive technology that will help with daily living would be non-skid material, cuff and strap, eating utensil adaptive for the students. Non-skid seating, holsters, and blocks for the feet are all assistance that would help students with physical impairments to sit or stand properly and easily. A few types of assistant technology that is available for recreational time in the classroom are arm supports and an electronic aid. These things will help students with physical impairments to feel more equal with the rest of the typical students in a classroom. This is very important for the students, so that they can succeed in the classroom.
5. The law that was passed in 1975 by congress was the Public Law 94-142. This law named Education for All Handicapped Children Act was passed to assure that all handicapped children have available to them a free appropriate public education which emphasizes special education and related services designed to meet their unique needs. Provisions of this law that would affect students with physical disabilities are the zero reject, meaning every child with a disability must be guaranteed a free and appropriate education in a public school. Nondiscriminatory evaluation is that each student will have a full evaluation prior to receiving a placement in a special education classroom and the evaluation will consist of appropriate tests based on the child’s background. The final provision is least restrictive environment; this means that children who have disabilities must be educated with other students who are not handicapped, as best that is possible for the student.
6. There are community programs available to help out people with physical disabilities. Merton council is a community program that is available for people with physical disabilities. There are many options including meals at home or care at home. Other options for help finding employment and getting equipment that will help in the home. This community will also help with any short term care after hospitalization and occupational therapy or even assistance making payments. This community council is dedicated to helping someone with physical impairments life their life as normally as possible and still able to feel as they are part of the community. Another program that I found is to help teachers with students (and the students) with physical impairments. This program is to help ensure that every student is receiving the proper education. The plan works with all parts of the education system, teachers, students, parents, and administrators. The use of Assistive technology will be used and set up for students with physical impairments. This program is effective for the students to truly benefit in the classroom.

Health Impairments
1. The definition of health impairment is chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and that results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, resulting in limited alertness with respect to the educational environment.
2. Some characteristics of health impairment may be trouble breathing, or difficulty accomplishing physical tasks easily as compared to a typical student. Students may have a list of restrictions due to such things that may not be noticeable such as heart defects. Students with health impairments may have special diets that restrict certain foods that can or cannot eat. Students will have medical needs that may need to be attended to. Students may be so weak that it could hinder their coordination or even communication; therefore they will need some extra assistance in the classroom. A student may have trouble writing for a long period of time and will then need someone to help them and write for them.
3. Students with health impairments will have special needs that teachers and maybe students may need to be aware of. Certain foods will not be able to be given to a student if a specific diet says so. Students that have health impairment may have to miss a lot of school for various reasons; they will need help in the classroom and possibly outside of school to keep up with the rest of the class. This student may be different from a typical student because trips to the health office are part of the daily routine, or in the case of diabetes the student will have a pump attached to his/her hip. A student that has a chronic disease or defect may not be able to play the same as a typical student. Being outside could be sometimes dangerous or running and exerting a lot of energy may not be possible for a student with health impairment. The student could possibly look different than a typical student in the classroom, for instance if a young child has cancer and has to go through Chemotherapy the child may no longer have any hair and be bald, not many other students will look like that.
4. Teachers need to be willing to work with students and help them out in the classroom, especially the students that have to miss a lot of school due to their illness and want to catch up with the class. Many students can fall behind very fast in school from missing, and not being able to catch up again. It is also important in the classroom that the teachers are aware of any allergies that students may have and try to keep the classroom clear of any of them. Asthma is very common health impairment and some students may never have a problem but teachers should always be well prepared. Every teacher should be prepared in the classroom with the knowledge of CPR and be able to recognize signs or symptoms of any distress from respiratory system or medication. For any disease or defect a teacher should know how much physical activity is okay for a child, so as not to wear the child out. Teachers should also be well informed of each disease or disorder and be able to recognize any symptoms of a reaction and be able to ensure the proper medicine is distributed. For a child with a heart disease it is important that physical activity in the classroom is moderate and that medicine is distributed as needed as well as ensuring that the proper diet is being followed. For a student that has diabetes every teacher should be aware of their diet and possibly have extra food in the classroom for that student just in case. The teacher should also be able to recognize hypoglycemia and hyperglycemia in case the student cannot tell themselves. In the case that a student has Leukemia it is very important in the classroom that a teacher is able to tell if the child is bleeding or starting an infection. In the case of a seizure disorder medicine may need to be distributed to keep the child from having any sort of seizure. The teacher also needs to know what to do in case of a seizure and know the affects before and after one may occur. For a child that has spina bifida the classroom may need some environmental accommodations and mobility devices so that the child is able to get around. It is important that teachers will be able to recognize symptoms of shunt blockage or urinary infections or even skin breakdowns. In the case of a student with sickle cell anemia the teacher should be aware of an impending crisis and know what to do in that situation. In the case of juvenile arthritis there are many steps to take to ensure the student is protecting their body. A teacher must make sure that the proper medication is given, as well as being careful of how much exercise is done that may affect joints and movement, but the student should also be able to get up and move around so the joints do not become too stiff either. A teacher should be able to recognize inflammation and broken bones. A student that has Hemophilia should be watched for any signs of blood and also kept well protected. A student with Cystic Fibrosis must have all the proper medications the teacher must be able to recognize distress.
5. The No Child Left Behind Public Law 107-110 states that schools and educators are responsible for bringing students to a minimum level of contency. Students who miss out on a lot of school may then fall into this category however this act will keep them from falling behind so far as not to succeed at all.
6. A community service group for students with health impairment is a Health Support Center. The center holds self-help support groups for people with health impairments and for those who care for people with health impairments. These Health Support Centers are located in different locations and can be started anywhere.

Communication Impairment
1. The definition of a communication impairment is significantly limited, impaired, or delayed capacity to use expressive and/or receptive language, exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language.
2. Characteristics of a student with communication impairment start with problems fitting in. Communication is key to fitting into society. A child may lack having any friends and have self-esteem problems. Students who cannot communicate may not succeed in the classroom very well because they may have difficulty speaking to a teacher or understanding material. A student with a speech disorder will have problems articulating or stuttering and they may be difficult to understand; therefore, other students may become uninterested in being friendly to these students that they cannot understand. Students with a speech disorder or any type of communication disorder most likely will have language problems as well and will need some extra help in school, especially with English language arts. Students may mix up letters or get words completely wrong. Students with communication impairment can usually fit into a general education classroom with just some extra assistance. Communication impairments may make students act more shy in the classroom because they will be reluctant to speak up or make conversation with other students.
3. Students with communication impairments will differ from a typical student by having difficulty speaking clearly and communicating effectively. Students with a communication disorder may stutter or stammer, mix up letters or sounds while they are speaking. Their speech could even be delayed. A student that has had language problems may have had a slower understanding of reading and comprehension causing them to fall behind of the typical level. Students that have communication impairment may also have difficulty with their vision and must use either Braille or audio augmentation. Communication disorders could even affect the way a student relates to social values. The way they fit into society, some of the typical understanding that comes with age may lack, or just develop slower. A typical child may have many friends and be very social or talkative; however a student with communication impairment may not have any of those things.
4. Students with communication impairment will use related services in schools to help them with understanding in school. This service should benefit a student in special education classes that may fall behind the rest of the class. Some related services that might be used are speech-language pathologist for designing the plan for the student. They may work with the student individually, or in the classroom, with the teacher, or even the parents. The pathologist establishes goals for the student and offers support. The RTI model should be used in classrooms with any students that have communication impairment. Augmentative and alternative communication systems should be used as any method other than talking. They can be either unaided or aided, providing either voice output or not. An unaided communication system includes things such as, body language, sign language, and communication boards. Aided communication systems provide voice output, which opens up many more opportunities for communication. Technology such as phones have been made text to speech to make it easier for communication.
5. The Rehabilitation Act of 1973, Section 504 is a law that was put into place by Congress. This law protects students with disabilities. Everyone must have equal access to programs and services in schools. Students with communication disorders shouldn’t be discriminated against and told they can’t do anything because they lack in one skill area.
6. There are community groups available for anyone that may have a communication impairment. One group that I found is for anyone that may suffer from Aphasia. It is a non-profit organization that offers support and promotes a fair public education. An Aphasia group can be started anywhere and are located all across the country. Groups such as this one are helpful for people and families that suffer from any communication impairment. It’s always nice to know that there are people willing to help and look out for you.

For Autism:
Instructional Strategies
Students with autism require accomidations to allow them to learn to their best ability. The ways of doing this differ from age to age. One way to modify the classroom for students with ASD is using the RTI model. Tier one states that the teacher must be sensitized to the needs of children with autism. This includes necessary backup and help with specific students. The second tier says that, small group and individual lessons can help with social skills and still be directed at invidual needs. Tier three uses intensive work, and is the most severe case for students with autism. In this tier students will see specialist and recieve help inside and outside of school. Like most other disabilities students will need specialized instruction and one on one help. Students will work with a multidiciplinary team to develope an appropriate plan for their education. Students with autism can learn through assistive technology that may be common for all students such as computers, touch screens a computer mouse and a communication board.

Federal Laws
The federal law that applies to students with autism is the Americans with Disabilities Act of 1992. This act says that the rights of disabled americans are equal no matter race, age, national origin, religion, and gender. This says that all children with disabilities have equal access to educational resources without discrimination.

Anastasiow, N., Coleman, MR., Gallagher, J., & Kirk, S. (2009). Educating Exceptional Children: Twelfth Edition. Boston: Houghton Mifflin Harcourt Publishing Company.

I had a lot of trouble with the spacing of the APA citation. You cannot tab on blogger and the spacing would get all messed up that is why the second or possibly third lines are not indented properly. But we do realize that it is supposed to be.

Our group worked very well together. The work was split very equally and everything was done in a timely matter. I think we did a very nice job on this project. We split parts up and did some together.

Week 13 Learn and Serve

Today in learn and serve there was a new boy in the class. He was switched for behavioral problems in the classroom but he was the sweetest, most polite little boy I have ever met. He is a tiny little boy who sat quietly at his desk and did his work. He is a little bit younger than the rest of the class so he is grouped with the other two students who are a little bit further behind in their schoolwork. During lunch the students all sat together and talked while they ate. The movie that they had been watching was Harry Potter and that movie ended so the students take turn picking out movies to watch during lunch time. A student picked out E.T. to watch. As this movie started I sat next to another student and she was asking me questions about the movie, why they were running? Why he was making that noise? Why are they scared? What does that mean? She was the only student really paying attention, I thought the movie was a little mature for the class but did not say anything. Then the boy in the movie yelled "Penisbreath" and the teachers decided it was time to turn off the movie and pick another one. Luckily none of the students were paying much attention.

Then the students had a math lesson. In this lesson each student was given a baggie with 12 pennies in it. She paired up the students and had each student pull out a handful of pennies out of the bag and draw them on a piece of paper. Then she told the students to connect the pennies from one students group to the other students group. The pennies that are not matched up are the left over and that is the difference. The students then had to write out the subtraction problem that goes with it. For many of the students this lesson was very difficult. It was hard for them to see the difference because matching up the pennies didn't make sense to them. One or two students were able to figure out the subtraction problem that went along with the drawing.

Week 12 Learn and Serve

Today in learn and serve the students were preparing for a Thanksgiving feast. There was not a lot of work to be done in the class today because of the excitement of the dinner. Each of the students had a hat to wear to the dinner. Some of the students were Indians, some were pilgrims, we had both men and women pilgrims. During library the librarian read the story of the first thanksgiving. The students were very well behaved and very polite during library today. While the students were in library I talked with the teacher about the students in the class and their behavior. I asked her how these student's behavior was compared to previous classes that she has had. She said that prior classes have had more outbreaks and been more likely to have trouble in the classroom. I asked her what the procedure was for if something like that were too happen and how the students usually react. She said that they all have to get up and leave the classroom and go across the hall to another classroom. She said that sometimes students may act out a little bit to regain some of the attention because many of these students are very attention seeking. She also told me about a new student that would be joining the class next week. He is a little boy that has had trouble in his other classroom. She said that his family is very hesitant on putting him in this class and does not want him to switch to the BOCES program. This little boy has had some trouble in the class, he threw a chair at the teacher. The students did not recieve a snack today due to the early afternoon lunch/dinner. The reading lessons were cut short.

Week 14 Chapter 12 videos and portfolio progress

Viewing questions

1. Teacher Lisa Kelleher describes her role as a teacher in an inclusive
classroom as being quite multifaceted. Are there any aspects of her role
that surprised you or made you envision your future role as a teacher
differently? Explain. No this did not surprise me because I have been placed in an inclusion classroom and worked with the students. I have seen the types the types of things that they are responsible for.

2. What skills does elementary classroom aid Danielle Doucette bring to
her work with MaryAnne, the child who has spina bifida? How does Danielle
take MaryAnne's academic and social/emotional development into account
when planning activities? Danielle must be aware of Spina bifida and be able to accommodate in the classroom for her. Danielle did a very good job doing that and helping MaryAnne with both sitting and standing, switching up her position to better her health. She also took into consideration that MaryAnne should feel equal with the students by putting her at the same level as the rest of the students. By MaryAnne having an electric wheelchair and the students being willing to come over and work with her it helps her to really feel as though she fits in.

3. What questions has this video raised in your mind about your own
familiarity with adaptive technologies for children? How can you take
action on Lisa's suggestion that teachers familiarize themselves with how
the equipment works (e.g., an electric wheelchair) even before you have
your own classroom? I can learn about equipment first by experiencing from my learn and serve placements. Any technology that is used in the classrooms I can learn how to use and adapt into my learning. This video made me question if all the equipment will be as useful to each student that uses it.

4. In the bonus video, "Encouraging Social Interactions in an Inclusive
Classroom," Lisa explains how she makes sure that all students have
opportunities to play together, typically through music or art. Can you
think of any activities you've used successfully to engage a full range of
learners? If not, what types of activities do you plan to add to your
repertoire? Activities that will also help students to play together and learn are some group games that involve math problems or speech, pronunciation. Puzzles are a good way for students to practice their motor skills and work together.

5. The classroom artifact entitled "MaryAnne’s Schedule" blocks out
MaryAnne's schedule for the day in words and illustrations. How could a
chart like this be used more generally to help students with other types
of learning challenges (such as ADHD)? Explain. You could use charts for all types of things in the classroom such as behavior charts, homework charts or a chart for the chores in the classroom. Charts especially with pictures really help out students especially students that may have ADHD.

Video 2
1. Kindergarten teacher Tony Byers describes his responsibility to teachJamie, a girl in his classroom who has cerebral palsy, so that she canfeel like an equal participant. Have you had any experience in workingwith children who are physically challenged? If not, how can you gainexperience before you have your own classroom? I have been around children that may be physically challenged, I grew up with a boy that had cerebral palsy. I can gain more experience by working at summer camps and working with people in the special Olympics class.

2. Inclusion facilitator Sara Woodruff is an advocate for assistivetechnologies. She explains that there are many ways to help childrenaccess their voices and their minds as best they can. What assistivetechnologies--either high-tech or low-tech--have you seen or read about?How and when would you be likely to incorporate them into your teaching?I have read about all different types of assistive technology that are available to students of all needs. I would incorporate as many or any type of assistive technology that would be most useful to any student in my class.

3. As you watch Jamie complete an activity using a speech output device,what do you notice about the way Sara interacts with her? What can youlearn from Sara's approach in general, and the way she describes her goalsfor Jamie? Sara lets Jamie do the work she helps her out but Jamie is actually capable of picking out the color and point to the correct color. This shows that teachers or aids can be there to assist but should not do all the work because even with physical disabilities the students are capable of showing you how smart they are.

4. According to Tony, having Jamie use assistive technology "helps showthe other children that there's a wide range of communication capabilitiesin our population as a whole. Children are shown an alternative way ofcommunicating that is different rather than better or worse." Whatquestions about your own understanding of the potential of assistivetechnologies has this video raised? I wonder if the assistive technology can sometimes be too helpful and instead hinder the student because they may have the capability of doing it by his/herself.

5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View,"Tony describes the tension he feels between teaching spontaneously and theneed to slow down and adapt every lesson for all students. Can you thinkof any experiences you've had that have created a similar tension? Explainyour ideas. In our EDU 239 class I have felt like this because most of the students cannot keep up with the work that the professor gives and when working in groups in this class it is difficult because I have understood the assignment and wanted to move forward but many of the students are not at the same level of understanding, this became frustrating.

Chapter 12 summary:In chapter 12 I learned about the different physical disabilities, health impairments, and multiple disabilities. In this chapter they talk about the characteristics of these disabilities. The chapter goes into a short synopsis of some different disabilities such as, cerebral palsy, neural tube defects, seizure disorders, traumatic brain injury, muscular dystrophies, Juvenile arthritis, spinal curvatures, juvenile diabetes, asthma, cardiac conditions, cancer, cystic fibrosis, HIV/AIDS, and acquired diseases. The chapter talks about how to help these students who may have any of these disabilities and what steps may be done to assist them in any way or cope with their disabilities both at home and in the classroom. One of the students in the video that we had to watch had spina bifida and another student had cerebral palsy. In the video we were able to see some of the affects of these diseases that we read about and also see the assistive technology that could be useful in the classroom.

Portfolio Progress

Our group is working very well together we all have 3 learning disabilities done separately and have planned to meet next week to finish the last one and look for pictures, add the citation, and a few hyperlinks to all of our blogs. I have learned a lot for doing this project.