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THis is a test document for Google Docs.
16 years ago
Monday, March 30, 2009
Monday, March 23, 2009
Technology in Special Education
Technology can be used in a Special education classroom for many reasons.
For example Assistive technology:
Braille computers and printers,
voice boxes,
omputer to replace writing,
touch screens for children who lack fine motor skills.
Multimedia can help the children learn in different ways. They can watch videos online and search through different movie databases online.
Search engines can help students do research by themselves and fine many results. Searching for your own research can help you remember the facts easier.
For example Assistive technology:
Braille computers and printers,
voice boxes,
omputer to replace writing,
touch screens for children who lack fine motor skills.
Multimedia can help the children learn in different ways. They can watch videos online and search through different movie databases online.
Search engines can help students do research by themselves and fine many results. Searching for your own research can help you remember the facts easier.
Wednesday, March 4, 2009
ED- Emotional Disturbance.
Throughout my readings about Emotional disturbance I have learned a lot. I never knew all the reasons that children had ED. Apparently it has no fully been discovered why children suffer from ED but there are some conclusions.
Some signs of ED are:
- Exposure to violence
- Stress-related Poverty
- Divorce
- Death of a loved one
- Discrimination
Some signs of ED are:
- Odd or abnormal mood swings
- Bizarre eating habits (anorexia)
- Does not enjoy social interaction
- Limited self-control
- Depression
- Low frustration tolerance
- Headaches
- Fears that are not rational
Identifying Autism-
During my Sped. 200 class we learned a lot about Autism and how to recognize it.
Common Signs of Autism-
• The student exhibits impairments in communication
• The student exhibits impairments in social interaction
• The student exhibits patterns of behavior, interests and/ or activities that are restricted, repetitive, or stereotypic.
• The student exhibits unusual responses to sensory information.
Communication
o Has an abnormal tone and rhythm in speech
o Begins to develop babbling and then stops
o Starts to develop language and then suddenly stops
o Is nonresponsive to his or her name
o Does not volunteer information or initiate speech
o Fails to give objects when requested to do so
o In unable to relate needs
o Echoes words and phrases
o Has unusual vocal quality
o Once said a few words, but now does not
o Uses and interprets language literally
Social Interaction
o Lacks or delayed social smile
o Cannot easily shift to other topics
o Does not quiet when held
o Does not seek comfort when distressed
o Cannot sustain conversation on other topics
o May appear withdrawn
o Laughs, giggles, cries inappropriately
o May be socially awkward
o Shows more interest in objects than in people
o In not interested in other students
o May avoid eye contact.
Students who exhibits Patterns of Behavior, Interests, and/or Activities that are restricted, repetitive or stereotypic
o Is able to perform some difficult play or academic tasks more readily than easier ones
o Shows a compulsive adherence to routines
o Gets stuck doing the same thing
o Lines things up
o Does not retain previously acquired skills.
o May remember routes or locations exceptionally
Sensory Information
o Averts gaze and reacts painfully to light
o May show unusual fear
o May express distress over soft touch (hair, teeth, face)
o Shows inappropriate or no response to sound
o Lacks response to auditory stimuli
o Eats specific foods, refuses to eat what most people eat or has unusual eating behaviors
o Attention span varies from very long to very short
o Possesses no understanding of danger
o Engages in persistent rocking
o Has reduced in startle response
o May have experienced a difficult transition between food textures
o Is under or over- conservative to certain textures, sounds, tastes, smells
These are some of the major signs of autism that we covered in my Sped 200 class. I picked the ones that seemed very important. Until I read through all of these, I didn't understand how children with Autism were not diagnosed till later in life. Now I understand that some of the signs are hard to notice. I hope this list of information is helpful.
Common Signs of Autism-
• The student exhibits impairments in communication
• The student exhibits impairments in social interaction
• The student exhibits patterns of behavior, interests and/ or activities that are restricted, repetitive, or stereotypic.
• The student exhibits unusual responses to sensory information.
Communication
o Has an abnormal tone and rhythm in speech
o Begins to develop babbling and then stops
o Starts to develop language and then suddenly stops
o Is nonresponsive to his or her name
o Does not volunteer information or initiate speech
o Fails to give objects when requested to do so
o In unable to relate needs
o Echoes words and phrases
o Has unusual vocal quality
o Once said a few words, but now does not
o Uses and interprets language literally
Social Interaction
o Lacks or delayed social smile
o Cannot easily shift to other topics
o Does not quiet when held
o Does not seek comfort when distressed
o Cannot sustain conversation on other topics
o May appear withdrawn
o Laughs, giggles, cries inappropriately
o May be socially awkward
o Shows more interest in objects than in people
o In not interested in other students
o May avoid eye contact.
Students who exhibits Patterns of Behavior, Interests, and/or Activities that are restricted, repetitive or stereotypic
o Is able to perform some difficult play or academic tasks more readily than easier ones
o Shows a compulsive adherence to routines
o Gets stuck doing the same thing
o Lines things up
o Does not retain previously acquired skills.
o May remember routes or locations exceptionally
Sensory Information
o Averts gaze and reacts painfully to light
o May show unusual fear
o May express distress over soft touch (hair, teeth, face)
o Shows inappropriate or no response to sound
o Lacks response to auditory stimuli
o Eats specific foods, refuses to eat what most people eat or has unusual eating behaviors
o Attention span varies from very long to very short
o Possesses no understanding of danger
o Engages in persistent rocking
o Has reduced in startle response
o May have experienced a difficult transition between food textures
o Is under or over- conservative to certain textures, sounds, tastes, smells
These are some of the major signs of autism that we covered in my Sped 200 class. I picked the ones that seemed very important. Until I read through all of these, I didn't understand how children with Autism were not diagnosed till later in life. Now I understand that some of the signs are hard to notice. I hope this list of information is helpful.
Monday, March 2, 2009
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