8
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually chaotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and rarely is absent. To assist with her ldisability, new technological assistive devices are tested to see if it can help enhance her education. Some complications Amy’s disability causes mainly are associated with binaural hearing aids as well as the inability to effectively.
10Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing.docxpaynetawnya
10
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually caiotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and thus she does not have many absences, implying that she will be absent from school if she is ill or has an appointment from a doctor’s. Due to her disorder, she is frequently being tested and trying out new technological assistive devices. Thus, the salient complications ...
This document provides a template for a cumulative course assessment product on teaching phonemic awareness in the classroom. It includes sections for general information, phonemic awareness, linguistic components, an audio recording practice reflection, a student assessment, and analysis. The analysis section summarizes a student's strengths in rhyming, initial sounds, and blending/segmenting short VC and CVC words. However, the student struggles with consonant blends, r-controlled vowels, and phoneme manipulation, deletion, and substitution tasks. The document emphasizes the importance of phonemic awareness for early reading skills.
Meeting the needs of children & families prastirafayet
The document discusses Simon, a 3-year old boy with autism who engages in echolalia, and his family's needs. It outlines Simon's special needs, including language development and impulse control. Potential accommodations for Simon's needs at a childcare center are described, such as ensuring a safe environment and arranging toys and materials at his level.
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
10Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing.docxpaynetawnya
10
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually caiotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and thus she does not have many absences, implying that she will be absent from school if she is ill or has an appointment from a doctor’s. Due to her disorder, she is frequently being tested and trying out new technological assistive devices. Thus, the salient complications ...
This document provides a template for a cumulative course assessment product on teaching phonemic awareness in the classroom. It includes sections for general information, phonemic awareness, linguistic components, an audio recording practice reflection, a student assessment, and analysis. The analysis section summarizes a student's strengths in rhyming, initial sounds, and blending/segmenting short VC and CVC words. However, the student struggles with consonant blends, r-controlled vowels, and phoneme manipulation, deletion, and substitution tasks. The document emphasizes the importance of phonemic awareness for early reading skills.
Meeting the needs of children & families prastirafayet
The document discusses Simon, a 3-year old boy with autism who engages in echolalia, and his family's needs. It outlines Simon's special needs, including language development and impulse control. Potential accommodations for Simon's needs at a childcare center are described, such as ensuring a safe environment and arranging toys and materials at his level.
This document discusses different types of listening and challenges with teaching listening. It outlines problems like hearing difficulties in a classroom setting and issues with cassette quality. It also presents possibilities for listening activities including pre-listening to focus attention, while-listening exercises to consolidate language, and post-listening activities to extend topic or language focus. The document stresses choosing activities based on text type, learner level and needs for listening skill development.
Students with Language Disorders
Katie, Simona, Kara, Sheree and John
(YouTube videos are included directly following the slides on which they are linked i.e. you don't need to click the link as the videos are on the next slide)
This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have and encourages them to listen for short periods multiple times a week. It also discusses using movies to improve listening by exposing students to different accents and dialects. For speaking, it notes that students feel peer pressure and are overly worried about mistakes. Having small group conversations about familiar topics can help reduce this. The document also addresses difficulties non-native English speaking teachers may face, such as students not understanding everything, and provides suggestions like avoiding slang and making lessons engaging through activities.
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
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This document discusses considerations and solutions for teaching listening and speaking skills. For listening, it addresses the mental block some students have when they don't understand everything. It recommends encouraging students to listen for short periods several times a week and be patient with progress. For speaking, it notes the peer pressure students feel and suggests having them do small group conversations about familiar topics to build confidence. It also discusses difficulties non-native English speaking teachers may face and provides tips like avoiding slang, being polite, and using activities to engage students.
21st century literacy skills in elementary teachingethods and strategiesMarkAgustianDafal1
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
21st century literacy skills in elementary teachingethods and strategiesMarkAgustianDafal1
This document provides information about strategies for developing literacy skills. It discusses emergent literacy skills like exposure to books, pictures, letters, words, sounds and read aloud experiences. It describes the six basic strategies for developing literacy as phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction, and comprehension instruction. For each strategy, it provides details on how to demonstrate or teach those skills. The document also discusses beginning reading skills, functional literacy, 21st century skills like student-led learning, inquiry-based learning, collaborative activities, higher order thinking skills activities and creative learning. It provides examples and strategies for implementing each of these skills in the classroom.
In this chapter, decoding and comprehension were presented as they relate to reading and reading instruction.
The two main purposes of reading : reading for pleasure and reading for information.
The use of authentic materials including environmental print as well as material which intended for ESL and EFL learner also discussed.
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Language barriers present challenges for teachers and students in South African schools. Teachers must understand each student's needs and challenges in order to best teach them. Many students face difficulties with language due to factors like hearing loss. Teachers can help overcome barriers by using visual aids, simplifying language, emphasizing communication over grammar, and involving parents. Special schools may also help students facing multiple barriers to learning, including language challenges. Overall, teachers must draw on diverse instructional strategies to meet the needs of students learning in a non-native language.
The document discusses strategies for helping students who struggle with literacy. It identifies several key reasons why students may have difficulty, including a lack of reading role models, insufficient acquisition of reading skills like phonics, visual processing issues, and learning disabilities. The document recommends addressing these issues through systematic phonics instruction, increasing access to books and reading material, screening for potential vision problems, and identifying learning disabilities. It also discusses the importance of parental and community involvement to support students' literacy development.
This document discusses hearing impairment and provides information on its characteristics, teaching techniques, and assistive technology. It notes that hearing impairment can cause speech and language delays, communication difficulties, selective hearing, and behavioral issues. It recommends teaching techniques like outlining presentations, repeating questions, speaking directly to students, and providing notes and transcripts. Finally, it outlines assistive technologies such as hearing aids, closed captioning, alerting devices, and recorders that can help hearing-impaired students access information.
The document discusses resources and instructional practices for meeting the needs of students with special needs. It provides overviews of different disabilities including ADHD, auditory processing disabilities, and mild learning disabilities. For each, it describes key facts, areas of difficulty, assistive technologies, and modifications that can be made to teaching practices to enhance learning for students with special needs. The overall message is that all students can learn with the right support.
This summarizes an intervention plan for a second grade student named Nick who has an expressive language disorder and speech production errors. The speech language pathologist will address Nick's word finding difficulties, speech errors, reluctance to communicate, and lack of motivation through individual therapy sessions. Therapies will include word finding exercises, speech production drills, and strategies to improve self-efficacy and motivation through gamification and social goals. Progress will be monitored through assessments and collaboration with Nick's teachers to holistically address his communication challenges and academic engagement.
Speech therapy focuses on improving a child's ability to understand, express, and communicate language through both verbal and nonverbal means. It is provided by speech-language pathologists or speech therapists to address issues like articulation problems, fluency issues, voice problems, and receptive or expressive language difficulties. Speech therapy techniques may include modeling sounds, language intervention activities, and feeding/swallowing exercises. Every inclusive school should have a speech language pathologist who can support students with communication disabilities both inside and outside the classroom according to their individualized education plans. For speech therapy to be most effective, it requires consistency over a long period of time, a good match between the child and speech therapist, and involvement from parents to practice techniques
This presentation discusses using assistive technology and other tools to accommodate learners with special needs in inclusive classrooms. It outlines several technologies like sound amplification systems, Dynavox devices, and word prediction software that can help students with hearing, speech, or language impairments. Other tools are described for aiding students with ADD/ADHD, autism, or occupational impairments, such as noise-cancelling headphones, wiggle cushions, and pencil grips. The presentation aims to help teachers identify ways to meet the needs of all students in accordance with requirements for inclusive classrooms.
The document discusses several teaching strategies for students with hearing impairments, including the language experience approach, Fitzgerald Key approach, and using Northampton charts to teach speech.
The language experience approach uses students' experiences to develop written texts and reinforce language skills. The Fitzgerald Key approach teaches sentence structure using meaningful word order patterns. Northampton charts are used to help deaf and hard of hearing students learn correct speech sounds.
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
Modifying listening material in serving students with authentic materialwiji83hastuti
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
This document discusses reading comprehension for children with hearing impairments. It explains that reading comprehension involves decoding text, making connections, and deep thinking. Students with hearing loss often struggle with literacy skills like comprehension due to missing auditory information. Vocabulary, phonology, syntax, and lack of language exposure can negatively impact their comprehension. The document provides strategies to develop comprehension for these students, such as using sign language, visual aids, building vocabulary, and testing understanding.
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
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In this chapter, decoding and comprehension were presented as they relate to reading and reading instruction.
The two main purposes of reading : reading for pleasure and reading for information.
The use of authentic materials including environmental print as well as material which intended for ESL and EFL learner also discussed.
This document discusses techniques for teaching speaking skills to young English language learners. It begins by defining speaking and exploring its role in language development. Some key techniques discussed include using songs, poems, rhymes and chants to teach pronunciation; role plays and games to support communicative language teaching; and mirrors, rhymes and tongue twisters to help students learn pronunciation. The document also addresses managing noise levels in the classroom and using corrective feedback models to address student errors.
Language barriers present challenges for teachers and students in South African schools. Teachers must understand each student's needs and challenges in order to best teach them. Many students face difficulties with language due to factors like hearing loss. Teachers can help overcome barriers by using visual aids, simplifying language, emphasizing communication over grammar, and involving parents. Special schools may also help students facing multiple barriers to learning, including language challenges. Overall, teachers must draw on diverse instructional strategies to meet the needs of students learning in a non-native language.
The document discusses strategies for helping students who struggle with literacy. It identifies several key reasons why students may have difficulty, including a lack of reading role models, insufficient acquisition of reading skills like phonics, visual processing issues, and learning disabilities. The document recommends addressing these issues through systematic phonics instruction, increasing access to books and reading material, screening for potential vision problems, and identifying learning disabilities. It also discusses the importance of parental and community involvement to support students' literacy development.
This document discusses hearing impairment and provides information on its characteristics, teaching techniques, and assistive technology. It notes that hearing impairment can cause speech and language delays, communication difficulties, selective hearing, and behavioral issues. It recommends teaching techniques like outlining presentations, repeating questions, speaking directly to students, and providing notes and transcripts. Finally, it outlines assistive technologies such as hearing aids, closed captioning, alerting devices, and recorders that can help hearing-impaired students access information.
The document discusses resources and instructional practices for meeting the needs of students with special needs. It provides overviews of different disabilities including ADHD, auditory processing disabilities, and mild learning disabilities. For each, it describes key facts, areas of difficulty, assistive technologies, and modifications that can be made to teaching practices to enhance learning for students with special needs. The overall message is that all students can learn with the right support.
This summarizes an intervention plan for a second grade student named Nick who has an expressive language disorder and speech production errors. The speech language pathologist will address Nick's word finding difficulties, speech errors, reluctance to communicate, and lack of motivation through individual therapy sessions. Therapies will include word finding exercises, speech production drills, and strategies to improve self-efficacy and motivation through gamification and social goals. Progress will be monitored through assessments and collaboration with Nick's teachers to holistically address his communication challenges and academic engagement.
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The language experience approach uses students' experiences to develop written texts and reinforce language skills. The Fitzgerald Key approach teaches sentence structure using meaningful word order patterns. Northampton charts are used to help deaf and hard of hearing students learn correct speech sounds.
The silent way is a language teaching method created by Caleb Gattegno that relies heavily on silence from the teacher. The teacher uses tools like colored rods and charts to present sounds and vocabulary visually, then observes students problem-solving and practicing pronunciation on their own or with peers. The goal is for students to do most of the talking while the teacher facilitates independently through gestures and modeling. Key aspects include students working cooperatively instead of competitively, with the teacher providing minimal direct instruction and correction in order to make students autonomous learners.
The Audio-Lingual Method focuses on repetition, drilling, and imitation of language patterns. Teachers direct chain drills and other exercises to reinforce grammar inductively. Students are expected to mimic the teacher's language model with accurate repetition. Testing evaluates mastery of individual language points through activities like minimal pair differentiation.
The Silent Way emphasizes using visual tools like rods and charts to introduce sounds first before other language elements. The teacher observes students but remains largely silent, encouraging self-correction and peer feedback instead of direct instruction. Students take responsibility for their own learning by exploring the language autonomously with the teacher providing supportive exercises and feedback on errors.
Modifying listening material in serving students with authentic materialwiji83hastuti
This document discusses using technology to modify authentic listening materials for English language learners. It begins by explaining that listening is a difficult skill for many students who lack the ability to understand spoken English. To address this, teachers need to use authentic listening materials to expose students to everyday conversational English, but must modify these materials to suit students' English level. The document then introduces Sony Sound Forge software as a useful technology for modifying authentic listening materials to make them appropriate for students. It is suggested that using modified authentic materials in this way can help students better understand spoken English and improve their own speaking abilities.
This document discusses reading comprehension for children with hearing impairments. It explains that reading comprehension involves decoding text, making connections, and deep thinking. Students with hearing loss often struggle with literacy skills like comprehension due to missing auditory information. Vocabulary, phonology, syntax, and lack of language exposure can negatively impact their comprehension. The document provides strategies to develop comprehension for these students, such as using sign language, visual aids, building vocabulary, and testing understanding.
Helping children with literacy fifficulties. Being literate is essential for life-long learning, communication, employment and participation in community.
Similar to 8Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing .docx (20)
Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
Zia 2Do You Choose to AcceptYour mission, should you choose.docxransayo
Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
· Brand Recognition
Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
· Limited Customer Sector
Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
· Expansion
Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
· S1, O2: Brand recognition extends the range for profitability for the 2020 fully electric Porsche Taycan.
· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
· S3, O1: The location in Germany is a problem for expansion due to limited space of Stuttgart.
Threats
· Technology
Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
· S2, O1: Limited labor will call for more software developers in the more modern technology, especially introducing the fully electric Porsche Taycan.
· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
Zichun Gao Professor Karen Accounting 1AIBM FInancial Stat.docxransayo
Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
Zheng Hes Inscription This inscription was carved on a stele erec.docxransayo
Zheng He's Inscription
This inscription was carved on a stele erected at a temple to the goddess the Celestial Spouse at Changle in Fujian province in 1431. Message written before his last voyage.
The Imperial Ming Dynasty unifying seas and continents, surpassing the three dynasties even goes beyond the Han and Tang dynasties. The countries beyond the horizon and from the ends of the earth have all become subjects and to the most western of the western or the most northern of the northern countries, however far they may be, the distance and the routes may be calculated. Thus the barbarians from beyond the seas, though their countries are truly distant, "have come to audience bearing precious objects and presents.
The Emperor, approving of their loyalty and sincerity, has ordered us (Zheng) He and others at the head of several tens of thousands of officers and flag-troops to ascend (use) more than one hundred large ships to go and confer presents on them in order to make manifest (make it happen) the transforming power of the (imperial) virtue and to treat distant people with kindness. From the third year of Yongle (1405) till now we have seven times received the commission (official permission) of ambassadors to countries of the western ocean. The barbarian countries which we have visited are: by way of Zhancheng (Champa Cambodia), Zhaowa (Java), Sanfoqi (Palembang- Indonesia) and Xianlo (Siam/Thailand) crossing straight over to Xilanshan (Ceylon- Sri Lanka) in South India, Guli (Calicut) [India], and Kezhi (Cochin India), we have gone to the western regions Hulumosi (Hormuz Between Oman and Iran), Adan (Aden), Mugudushu (Mogadishu- Somalia), altogether more than thirty countries large and small. We have traversed more than one hundred thousand li (distance of 500 meters) of immense water spaces and have beheld in the ocean huge waves like mountains rising sky-high, and we have set eyes on barbarian regions far away hidden in a blue transparency of light vapours, while our sails loftily unfurled like clouds day and night continued their course (rapid like that) of a star, traversing those savage waves as if we were treading a public thoroughfare. Truly this was due to the majesty and the good fortune of the Court and moreover we owe it to the protecting virtue of the divine Celestial Spouse.
The power of the goddess having indeed been manifested in previous times has been abundantly revealed in the present generation. When we arrived in the distant countries we captured alive those of the native kings who were not respectful and exterminated those barbarian robbers who were engaged in piracy, so that consequently the sea route was cleansed and pacified (to make someone or something peaceful) and the natives put their trust in it. All this is due to the favours of the goddess.
We have respectfully received an Imperial commemorative composition (essay/piece of writing) exalting the miraculous favours, which is the highest recompense and.
Zhou 1Time and Memory in Two Portal Fantasies An Analys.docxransayo
Zhou 1
Time and Memory in Two Portal Fantasies: An Analysis of Alice’s Adventure in Wonderland and "Windeye"
Life is a collection of moments, and some memories last forever. Brian Evenson
demonstrated this in “Windeye,”a story of a man who faces mental challenges because of the
life-long memory of his sister. In spite of the fact that his mother insists that the sister did not
exist, the protagonist stuck to this belief until his old age. The basis of the protagonist’s
problems is the intense love and unforgettable memories he shared with his imagined sister.
A great portion of his childhood memories is centered around his sister and their exploration
of the windeye. Windeye, the corruption of the word window, is a portal that causes the
disappearance of the protagonist’s sister. The popular portal fantasy, Alice’s Adventure in Wonderland, illustrates a similar story in the same sub-genre where a girl travels through a
rabbit hole and experiences a fantasy world which chronicles her changes from naive child-
like responses to more adult-like problem solving reactions. In “Windeye,” Brian Evenson
utilizes the portal trope to develop conflict and outcomes while exploring the themes of time
and memory. In both stories, the use of the portal trope creates a distinct world that is
separate from reality; however, the outcomes are different, and ultimately, Alice’s Adventure in Wonderland presents the theme of growth while “Windeye” explores time and memories.
The use of time factors allows the reader to travel back to the origin of the story in “Windeye” and experience the beginning of the central conflict. It is in his past that the
protagonist develops strong childhood memories of a sister, which is the cause of his future
mental challenges. In the present, the narrator is old and rickety as he uses a cane to walk but
is still reminiscent of the past (Evenson). He holds firm to the belief that he might have a
chance of meeting his sister again and thus contemplates the future and the sister’s
appearance. The plot of “Windeye” is composed of distinctive life moments: the past, the
present, and the future, which offer a clear and complete description of the events. The theme
Zhou 2
of time allows the reader to understand why the protagonist profoundly feels that his sister exists. In essence, it is time travel that gives the story a picture of the events that lead to the current situation.
The portal fantasy is a fictional literary device where a character enters into a
fantastical world through a portal or a hole. In Alice’s Adventures in Wonderland, Carroll
uses a rabbit hole as a physical portal to move through time. Comparably, Evenson utilizes
the windeye, a window that can only be seen from one side, as a physical portal. When the
sister touches the windeye, her brother believes that she enters into another reality through
the portal as Alice does. In contrast, the protagonist also experiences a new reality as he is.
Zhang 1
Yixiang Zhang
Tamara Kuzmenkov
English 101
June 2, 2020
Comparing Gas-Powered Cars and Electric Cars
Electric cars have become increasingly popular in the past century. These cars use
electric motors instead of conventional gasoline engines. Electric cars pollute less and utilize
energy more efficiently than gas-powered vehicles; therefore, modern research is focusing on
improving electric vehicles, such as increasing the storage capacity of the batteries. This essay
seeks to identify the differences and similarities between the two types of cars focusing on their
performance, price, and convenience.
An electric car is a car that is primarily powered by electricity. The conventional gas-
powered cars require diesel or gasoline to power the engines. These cars have gas tanks that store
fuel and the engine converts the gas to the energy that powers the motor. Similarly, electric cars
have batteries, or fuel cells that store and convert electricity to energy used to propel electric
motors (What Are Electric Cars?). Four components present in electric cars distinguish it from
the gas-powered cars (Alternative Fuels Data Center: How Do All-Electric Cars Work?). The
first is the charge port. Since electricity powers an electric car, there has to be a port to connect
to an external power source when charging the battery. The second is an electric traction motor
that propels the vehicle. The third is a traction battery pack. This battery serves the same purpose
as the gas tank; thus, it stocks electric power to propel the motor. The forth is a direct current
converter. This component converts the current to low voltage power that is needed to power the
electric engine.
Tamara Kuzmenkov
90000001730094
You need to watch the panapto session for this paper assignment and FOLLOW the instructions I give there. Your topic sentence must follow the patterns set forth by your thesis. So, this first paragraph must have a topic sentence about GAS POWERED cars and PRICE. That is what you have set forth in your thesis. Watch the panapto session. And ask me questions if you do not understand what I mean.
Tamara Kuzmenkov
90000001730094
No, you cannot 'announce' what your essay will do. And this is NOT the thesis I approved. What I approved:"Both gas-powered cars and electric cars are now in use, but their price, performance and convenience may vary, which may influence people's decisions about which type to use."
Zhang 2
Differences between gas-powered cars and electric cars
The initial purchase price of an electric car is much higher than that of a gas-powered car.
Consumers intending to own a vehicle have the option of buying or leasing. The initial cost of a
car depends on an individual's disposable income and savings. Knez et al. noted that "When it
comes to financial features, the most important thing seems to be the total price of the vehicle"
(55). The difference in price between electr.
Zhang �1
Nick Zhang
Mr. Bethea
Lyric Peotry
13 November 2018
Reputation by Taylor Swift
After Taylor Swift fell into disrepute, she was truly reborn. As a creative singer
who reveals a lot of real life emotions and details in her works, she constantly refines
and shares her emotional connection with her audience. In her new album, people find
resonance in her work, connect it with their own lives. "Reputation" is not only the
original efforts of Taylor Swift, but also means that she turned gorgeously and
dominated. This album is like a swearing word from her to the world. Revenge fantasy,
sweet love, painful growth... all the good and bad things that happened in these stages
of life, her music seems to have gone through with us all over again.
But last August, the now 28-year-old singer declared that "the old Taylor is
dead" in her eerie single "Look What You Made Me Do," the beginning of a new era for
Swift (Weatherby). The disclosure of the society, the accusations of rumor makers,
these straight-forward lyrics shred the ugly face of those unscrupulous people. Taylor
Swift did not endure the rumors in the society, but created this rock album after the
silence. If 1989 is still what Taylor hopes to gain the understanding of the public, this
album is really a matter of opening up the past concerns, saying goodbye to the past
as well as being a true Taylor Swift. No longer caring about the so-called "reputation ",
preferring to be burned to death by those ridiculous "images." This air of newfound
jadedness is one of the many ways in which Swift broadcasts her long-overdue loss of
Zhang �2
innocence on “Reputation,” an album that captures the singer during the most
turbulent but commercially successful period of her career. (Primeau)
The cover is black and white, the picture is Taylor's head, and the side is the
newspaper's article and title words. The cover of the album may be a metaphor, it
reveals that Taylor can no longer stand the report of the gossip media, and the chain on
the neck represents depression and breathlessness. The theme and style of the album
are all refined from their own lives. The emotions and themes interpreted in her songs
make the audience feel more deeply that her album is her life. Without even using any
real words, fans can surmise what this means — a reference to the endless headlines
and stories the singer has spurred in recent years. (Primeau) Reputation, come to diss
the past and all opponents.
The lyrics and MV are full of real stalks in Taylor Swift's life , with Taylor's
resentment for circles and industry since his debut. In the era of streaming singles, she
is the rare young star who still worships at the altar of the album, an old-fashioned
instinct that serves her surprisingly well. (Battan) "Look What You Made Me Do" is a
counterattack against Kanye West and Kim Kardashian, Katy Perry and numerous
online "black mold". And .
Zero trust is a security stance for networking based on not trusting.docxransayo
The document provides an assignment to research and write a report on the zero trust security model. The report should describe the purpose of zero trust and how it differs from other models, provide an overview of how zero trust works in a network environment, and explain how zero trust incorporates least privilege access through role-based access control and attribute-based access control. The report should be around 2 pages and 600 words.
Zero plagiarism4 referencesNature offers many examples of sp.docxransayo
Zero plagiarism
4 references
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
Post
a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
.
Zero plagiarism4 referencesLearning ObjectivesStudents w.docxransayo
Zero plagiarism
4 references
Learning Objectives
Students will:
Develop diagnoses for clients receiving psychotherapy*
Analyze legal and ethical implications of counseling clients with psychiatric disorders*
* The Assignment related to this Learning Objective is introduced this week and
submitted
in
Week 4
.
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the
Diagnostic and Statistical Manual of Mental Health Disorders
, 5th edition (DSM-5), explain and justify your diagnosis for this client.
Explain any legal and/or ethical implications related to counseling this client.
Support your approach with evidence-based literature.
.
Zero Plagiarism or receive a grade of a 0.Choose one important p.docxransayo
Zero Plagiarism or receive a grade of a 0.
Choose one important police function: Law enforcement, order maintenance or service, etc.
OR
Choose one important police strategy: Traditional Policing, Community Policing, Data Driven Policing, etc.
Write a research paper describing the strateugy or function in detail and discussing the significance of the strategy or function with respect to the roles in society.
Format: Title Page, Outline, Text, and References
Must have 3 sources
You can use your textbook: Cox, Steven M., et al. (2020). Introduction to Policing. Fourth Edition. Thousand Oaks, CA: SAGE Publications, Inc.
Paper must by 6 pages long
APA Style
.
ZACHARY SHEMTOB AND DAVID LATZachary Shemtob, formerly editor in.docxransayo
ZACHARY SHEMTOB AND DAVID LAT
Zachary Shemtob, formerly editor in chief of the Georgetown Law Review, is a clerk in the US District Court for the Southern District of New York. David Lat is a former federal prosecutor. Their essay originally appeared in the New York Times in 2011.
Executions Should Be Televised
Earlier this month, Georgia conducted its third execution this year. This would have passed relatively unnoticed if not for a controversy surrounding its videotaping. Lawyers for the condemned inmate, Andrew Grant DeYoung, had persuaded a judge to allow the recording of his last moments as part of an effort to obtain evidence on whether lethal injection caused unnecessary suffering.
Though he argued for videotaping, one of Mr. DeYoung’s defense lawyers, Brian Kammer, spoke out against releasing the footage to the public. “It’s a horrible thing that Andrew DeYoung had to go through,” Mr. Kammer said, “and it’s not for the public to see that.”
We respectfully disagree. Executions in the United States ought to be made public.
Right now, executions are generally open only to the press and a few select witnesses. For the rest of us, the vague contours are provided in the morning paper. Yet a functioning democracy demands maximum accountability and transparency. As long as executions remain behind closed doors, those are impossible. The people should have the right to see what is being done in their name and with their tax dollars.
This is particularly relevant given the current debate on whether specific methods of lethal injection constitute cruel and unusual punishment and therefore violate the Constitution.
There is a dramatic difference between reading or hearing of such an event and observing it through image and sound. (This is obvious to those who saw the footage of Saddam Hussein’s hanging in 2006 or the death of Neda Agha-Soltan during the protests in Iran in 2009.) We are not calling for opening executions completely to the public — conducting them before a live crowd — but rather for broadcasting them live or recording them for future release, on the web or TV.
When another Georgia inmate, Roy Blankenship, was executed in June, the prisoner jerked his head, grimaced, gasped, and lurched, according to a medical expert’s affidavit. The Atlanta Journal-Constitution reported that Mr. DeYoung, executed in the same manner, “showed no violent signs in death.” Voters should not have to rely on media accounts to understand what takes place when a man is put to death.
Cameras record legislative sessions and presidential debates, and courtrooms are allowing greater television access. When he was an Illinois state senator, President Obama successfully pressed for the videotaping of homicide interrogations and confessions. The most serious penalty of all surely demands equal if not greater scrutiny.
Opponents of our proposal offer many objections. State lawyers argued that making Mr. DeYoung’s execution public raised safety concerns..
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Zeng Jiawen ZengChenxia Zhu English 3001-015292017Refl.docxransayo
The document is a reflective essay written by Jiawen Zeng about improving their writing skills during their English 3001 writing proficiency course over 10 weeks. The essay discusses the most serious problems Zeng previously faced with their writing, including issues with grammar, verb tenses, and content quality. It describes Zeng's initial strategy of only focusing on highlighted mistakes, but then realizing this was not enough and starting to read more books in English and write more diverse essays. The essay reflects on Zeng meeting the university's writing requirements being just the beginning, and the need to continue improving editing skills and focusing on content, evidence, and meeting further targets.
zClass 44.8.19§ Announcements§ Go over quiz #1.docxransayo
This document summarizes a lecture on the social organization of Hindustani music. It discusses key terms like gharana (musical lineage), khandan (musical family), and the distinction between soloists and accompanists. Socially, soloists came from higher castes than accompanists. Musically, the performance structure involved a soloist leading with accompanists following. Over time, accompanists gained more prominence and independence, filling important musical roles and occasionally challenging the traditional hierarchy. Lineage and pedigree (gharana/khandan) became important for musicians' social and musical identities.
zClass 185.13.19§ Announcements§ Review of last .docxransayo
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Class 18
5.13.19
§ Announcements
§ Review of last class
§ Finish lecture on Qawwali, begin intro to Pakistan
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Announcements
§ Keshav Batish senior recital, June 5 – Extra credit
§ Exam #1 results posted
§ 2 perfect scores, 25 A’s, 46 B’s, 37 C’s, 17 D and lower
§ Summer course on Indian rhythm (second session)
§ Learn tabla and dholak!
§ Enrollment open now!
z
Last class review
§ Qawwali – “Food for the soul”
§ Sufi devotional poetry set to music
§ Performed at dargah
§ ‘Urs
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Terms
§ Mehfil – small, intimate gatherings that involve entertainment of
various sorts, including music, poetry, dance etc.
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Tum Ek Gorakh Dhandha Ho
§ “You are a baffling puzzle”
§ Written by Naz Khialvi (1947-2010)
§ Pakistani lyricist and radio broadcaster
§ Popularized by Ustad Nusrat Fateh Ali Khan (1948-1997)
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Tum Ek Gorakh Dhandha Ho
kabhi yahaan tumhein dhoonda
kabhi wahaan pohancha
tumhaari deed ki khaatir kahaan
kahaan pohancha
ghareeb mit gaye paamaal ho
gaye lekin
kisi talak na tera aaj tak nishaan
pohancha
ho bhi naheen aur har ja ho
tum ik gorakh dhanda ho
At times I searched for you here,
at times I traveled there
For the sake of seeing You, how
far I have come!
Similar wanderers wiped away
and ruined, but
Your sign has still not reached
anyone
You are not, yet You are
everywhere
You are a baffling puzzle
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Bhar Do Jholi Meri
§ Traditional song
§ Popularized in movie “Bajrangi Bhaijaan” (2015)
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Bhar Do Jholi Meri
Tere Darbaar Mein
Dil Thaam Ke Woh Aata Hai
Jisko Tu Chaahe
Hey Nabi Tu Bhulata Hai
Tere Dar Pe Sar Jhukaaye
Main Bhi Aaya Hoon
Jiski Bigdi Haye
Nabi Chaahe Tu Banata Hai
Bhar Do Jholi Meri Ya Mohammad
Lautkar Main Naa Jaunga Khaali
They come into Your court
clenching their hearts
Those people whom You desire to
see , O Prophet!
I’ve also come to Your door with
my head bowed down
You’re the One who can fix
broken fates, O Prophet!
Please fill my lap, O Prophet!
I won’t go back empty handed
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Ustad Nusrat Fateh Ali Khan
(1948-1997)
§ Pakistani vocalist
§ Sang classical (khyāl) but more famous as a Qawwali singer
§ Brought classical performance techniques to Qawwali
§ Visiting artist at University of Washington from 1992-93
§ Legacy carried on through his nephew, Rahat Fateh Ali Khan
z
Introduction to Pakistan
Badshahi Mosque, Lahore
Built in 1671 by Emperor Aurangzeb
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Pakistan
§ Prominent Bronze Age (3000-1500BCE) settlements of Mohenjo
Daro and Harrapa along Indus River Valley
§ Hinduism widespread during Vedic Age (1500-500BCE)
§ Ruled by series of Hindu, Buddhist, and eventually Muslim
(Persian) dynasties
§ Islam introduced by Sufi missionaries from 7th to 13th centuries
§ Ethnically and linguistically diverse
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Indus Valley civilization
z
Pakistan ethnicities
z
Modern India and Pakistan
§ By the end of 19th century British rule was in effect over much of
old Mughal Empire territory
§ The Hindu and Muslim divide among this territory was be.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
8Running head VISUALHEARING IMPAIRMENTS IEPVisualHearing .docx
1. 8
Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can
be a blessing in disguise. These students are teachers of
gratitude and allow one to see life through a different
perspective. Patience, kindness and ulterior teaching methods
are essential. Amy, a student with this disability makes these
facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special.
She is a 12-year-old girl, is deemed to a severe loss of hearing
together with the lack of mental disability. She dresses binaural
hearing assistance for increase the sound heard. She as well is
minimally talkative and like this, she uses signs and depends
mainly on facial nods to communicate satisfactorily. She has
learned the manual signs in together with her verbalizations.
The purposes that have been drafted for her are the scholarly
aims, hearing aids objects and speech objects. She usually
attends the speech lessons three times per week. It is
challenging to assess an accurate audio logical assessment on a
kid with such combination of disabilities as the cognitive degree
of such a kid aids with correct testing, but the outcomes and
examination depicted a severe binaural loss of hearing. She
2. mainly concentrates on the speaker’s facial expressions. This
implies that she tries a lot to stare at the face of the speaker
which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also
examined by an otolaryngologist. From the assessment by an
audiologist, the results depicted that there was a binaural loss of
hearing. In this regards, the Amy’s medical classification can be
described as severe Intellectual disability. Amy’s IQ was found
to be 40. This is perceived to be very high especially for the
person diagnosed with severe intellectual disability. In the
category, Amy is deemed to verbalize by use of one-word
utterance and the speech physician is aiming to increase the
length of utterances to at least two words. Notably, she is
classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand.
Although Amy is a good student, when frustrated, she can be
disruptive as she usually yells continuously. Numerous students
in Amy's class but have different types of disabilities which
makes the environment at times visually chaotic. Since this is
her strongest sense, the commotion tends to distract Amy and
make her nervous at times. She goes to school regularly and
rarely is absent. To assist with her ldisability, new
technological assistive devices are tested to see if it can help
enhance her education. Some complications Amy’s disability
causes mainly are associated with binaural hearing aids as well
as the inability to effectively communicate. In accordance, Amy
relies mainly on facial cues from the speaker, classmates, and
the children from the neighborhood. Many children are not
sensitive to her needs which makes socializing a difficult task
for Amy.
Financial
Clearly, any child with a health issue would cause financial
difficulty for any family. The cost of doctors, hearing aids, and
other necessities for Amy such as outside of school speech
3. therapy and tutoring, can add up over time. Insurance only
covers basic treatment; Amy’s family tries their best to give her
the best quality treatment they can possibly afford, even if it
means going out of pocket.
Treatment
Many treatment services are provided for Amy. For example,
group speech and individual speech therapy sessions are
provided to Amy daily. Amy’s school assigned a special hearing
and vision pull in teachers as well. There is no utter treatment
for hearing loss, only assistive technology is provided for Amy,
such as hearing aids, speech therapy, and an audio trainer.
Interventions
Many interventions are provided to help assist Amy with her
disability. A speech therapist helps provide an appropriate
education. The therapist and teacher collaborate during daily
meetings in order to ensure everyone is on the same page for the
educational plan of Amy. The teacher for hearing usually works
on matters to do with audio training with Amy. Such learning
entails the sign and the language skills. An auditory instructor
has as well performed in the lessons. The hearing instructor and
speech therapist work together with the lesson instructor on a
daily basis to execute the best achievable academic schedule for
her hearing as well as other disabilities. The hearing instructor
perceives that since the vision of Amy isn’t impaired and thus
her visual modality is deemed to be strongest and therefore
ought to be utilized to attain the highest achievable capacity in
terms of academics. The hearing tutor has seen that during the
lessons, she speaks to Amy, and this is very significant that she
stares directly at Amy, looking away from her will indubitably
cause her to lose expressions of the face visual. The
paraprofessionals, physician together with the school personnel
and the counselors who come in contact with Amy is deemed to
be very important they as well be trained so that they can
communicate with Amy effectively.
The speech physician is training her on manual signs. This
implies that her gestures and the sign language lesson ought to
4. entail the roles of the signs which are used to depict the actions
such as to eat and drink and other important activities. It is
advised that whole communication ought to be a mixture of the
manual signs together with the words of mouth. Other
communication methods should as well be included such as
photos and the symbols such as the Mayer Johnson's.
Introducing her to diverse manners of communication will aid
her to communicate and most importantly to utilize her
audition. The speech physician uses technology and modified
books during the lessons. The Speech physician also wears a
microphone during their sessions. This device, an auditory
trainer, is connected to a transistor type machine with earphones
that are given to Amy. The speech physician also uses the
assistance of the auditory trainer enhancing Amy’s ability to
hear the books when reading. Books for the audio trainer are
created on the computer with notebook software which has the
ability of projecting to another assistive technology used in the
classroom known as a smart board. This software also
incorporates sounds into books while allowing the students to
the move through the smart board.
In accordance to her other treatment plans, Amy meets with
hearing tutor twice a week. The speech instructor and the
special education tutor work hand in hand collaborating the best
schedule and educational plan for Amy. Due to the collaboration
which exists between the service providers, it allows them to
create extremely effective lessons and teaching styles for
students that exhibit disabilities. The speech instructor uses
manual signs as well are included in the photos and the MJ
symbols. In addition, total communication approach is
implemented by the speech instructor through these programs.
Due to the use of an auditory trainer, the hearing aid and the
manual signs together with the visuals, Amy has shown great
improvement. Visuals as well as manual signs together used
with photos displaying the symbols of MJ mainly emphasize on
facial cues. These interventions with visual learning and speech
will help Amy throughout her educational career.
5. Goals and Objectives
Literacy Classroom Goals
1. Amy will have to identify the photo together with the MJ
vocabulary symbol which is adapted from either the book or on
the smart board which is mainly based on a numerous of themes
by pointing 8/10 times for three regular sessions.
2. Amy as well ought to respond to the questions such as who
and what. This can as well obtained from the smart board and
books bay the use of manual signs.
Amy will most importantly be encouraged to use the
amplification systems to help in hearing during the lessons.
Moreover, the teacher should use the auditory trainer. For goal
number one, it is deemed to be vital as it considers the
development of improvement in vocabulary basing on the story.
This goal as well considers the limitation of auditory trough the
introduction of numerical skills by use of visuals. The instructor
will thus maximize the visual modality by ensuring that she
looks at all items that which are presented to her.
Math Goals
1. Amy also had to match ten objects and the photos. For
instance, the pointing out of one apple and two oranges is task
for Amy. She can also count the rest of the fruit. This can be
done for about three days.
2. Amy as well will be given a chance to identify geometric
shapes such as the circles and the rectangles. The squares and
the triangle also for three continuous days.
3. Amy should also be given time to match the various
geometric shapes to approximately ten geometric shaped objects
for three days continuously.
6. Speech/Language Goals
1. Amy should also produce about two verbal words
utterances by using the signs together with the items that she
desires to make her achieve this for three continuous days.
2. Amy should also choose the items she desires and ensures
that it's about five or six.
Amy’s special tutor use the scholarly goals depicted during the
lessons. The hearing instructor aids the tutor in setting the
reachable goals for Amy.
Amy’s identification skills as well have been found to be
limited to objects together to the pictures which are perceived
to be of everyday environment. This reflects a weakness is that
needs work. A goal is to increase the vocabulary skills as well
as the student’s ability to develop proper sentences.
Additionally, Amy also follows the one-step verbal commands
and most importantly responding to the best if visuals which are
represented in terms of picture symbols combined with manual
signs related to verbal directive.
Mayer Johnson symbols
Adapted books
Photos can be google photos.
Binaural hearing aids
Smart board
Auditory trainer
7. Conclusion
In conclusion, Amy is slowly but surely getting the assistance
she needs. Suffering with a hearing impairment clearly causes
difficulties in the classroom for students. As educators, it is
essential to provide students like Amy with the proper learning
devices and styles to ensure the best education possible is being
delivered.
References
Archives, From Our Print. "Hearing Loss in Children." Advance
Journal for Speech and Hearing (February 11, 2008 ).
Bottge, Brian A., et al. "Weighing the benefits of anchored math
instruction for students with disabilities in general education
classes." The Journal of Special Education 35.4 (2002): 186-
200.
La Salle, Tamika P., Andrew T. Roach, and Dawn McGrath.
"The Relationship of IEP Quality to Curricular Access and
Academic Achievement for Students with disabilities."
International Journal of Special Education28.1 (2013): 135-144.
"Noisy Classtrooms Add to Learning Difficulties of Students."
Advance for Speech and Hearing ( August 5, 2002 ).
"Understanding ." UnderstandingSpecialEducation.com
(Copyright 2009 UnderstandingSpecialEducation.com).
Salvia, John, James Ysseldyke, and Sara Witmer. Assessment:
In special and inclusive education. Cengage Learning, 2012.
Siegel, Lawrence M. The complete IEP guide: How to advocate
for your special ed child. Nolo, 2014.
8. Demographic InformationIndividualized Education Program
(IEP)Student Name: Student Data/Cover Sheet (Form A-1)IEP
Meeting Date: Student ID:DOB: Demographic
InformationStudent Number: Student Name: Birthdate: Gender:
Grade: Student Address: Home Phone: City, State, Zip:Parent 1
Name: Parent 1 Relationship: Parent 1 Address: Home Phone:
City, State, Zip: Work Phone: Parent 1 Email: Parent 2 Name:
Parent 2 Relationship: Parent 2 Address: Home Phone: City,
State, Zip: Work Phone: Parent 2 Email: Primary Language of
the Home: Primary Language Survey Date: Language of
Instruction: Primary Language Survey Results: Home
District: Service Coordinator: Attendence District: Home
School: Attending School: Vision Screened On:Results: Hearing
Screened On: Results: Meeting Date: Anticipated Duration of
IEP: Re-evaluation Date: To Current Evaluation: Special
Education Primary Category #1:Special Education Primary
Category #2:Special Education Primary Category #3:For
students with SLD only, the following area(s) of eligibility
was/were previously determined:Level of Service: Type of
Meeting: Date Meeting Notice Sent to the Date Procedural
Safeguards given to the Parent(s):Parent(s):
Signature SectionIndividualized Education Program
(IEP)Student Name: Cover Sheet Signature Section (Form A-
2)IEP Meeting Date: Student ID: DOB: The following persons
participated in this conference and/or the development of the
IEP. Additionally, parents have been given a copy of their
rights regarding the student's placement in special education
and understand that they have the right to request a review of
their child's IEP at any time.Position/Relation to
StudentParticipantDate (MM/DD/YY)*If during the IEP year
the student turns 16, if the student is not present at the IEP
meeting, the service coordinator must review the IEP with the
student and obtain the student's signature and the date of the
review.
PLAAFPIndividualized Education Program (IEP)Student
Name:Student Data Cover Sheet (Form A-1)IEP Meeting Date:
9. Student ID: DOB: PRESENT LEVEL OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCESection
1: Current IEP InformationGoal Number Written: Goal Number
Met:Summarize special education services the student is
receiving:Section 2: Evaluation InformationAreas of
Eligibility:Special Education Primary Category #1:Special
Education Primary Category #2:Special Education Primary
Category #3:For students with SLD only, the following area(s)
of eligibility was previously determined:Section 3: Present
Level of Academic AchievementReadingWritingMath
PLAAFP Pg 2Student Name: Present Level of Academic
Achievement andIEP Meeting Date: Student ID: Functional
Performance (Form B)DOB: Parent's Input on Student's Current
Academic Achievement:Current Classroom-Based Data:State
and District Assessment: Section 4: Functional
PerformanceSocial Emotional and Behavior:Physical
Development:Occuptaional Development:Physical Therapy
Notes:Communication:Speech/Language Notes:
PLAAFP Pg 3Student Name:Present Level of Academic
Achievement andIEP Meeting Date: Student ID: Functional
Performance (Form B)DOB: Parent's Input on Student's Current
Functional Achievement: Summary of Work Habits:Section 5:
Summary of Educational Needs
ConsiderationsIndividualized Education Program (IEP)Student
Name: Considerations Form (Form C)IEP Meeting Date: Student
ID: DOB:ADDITIONAL
DOCUMENTATION/CONSIDERATION OF SPECIAL
FACTORSConsidered Not NeededIncludedIndividual Transition
PlanStatement of Transfer of Parental Rights at Age of
MajorityFor a student whose behavior impedes his/her learning,
or that of others, positive behavior interventions, strategies, and
supports have been considered.Statement of Language Needs in
the Case of a Child with LimitedEnglish ProficiencyStatement
of Provision of Instruction in Braille & User of Braillefor a
Visually Impaired ChildStatement of the Language of Needs,
Opportunities for DirectCommunication with Peers in the
10. Child's Language and Communication ModeStatement of
Required Assisstive Technology Devices and ServicesStatement
of Communication Needs for a Child with a DisabilityStatement
of Health Concerns
IEP Goals 1Individualized Education Program (IEP)Student
Name: Student Goals and Performance ObjectivesIEP Meeting
Date: Student ID:Progress ReportDOB: Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 2Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 3Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
11. MasteryComments1st Update:2nd Update:
IEP Goals 4Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP
IEP Goals 5Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
AccommodationsIndividualized Education Program
(IEP)Student Name: Accommodations (Form E)IEP Meeting
Date: Student ID: DOB: ACCOMMODATIONSDate given to
General Ed. Teacher:Service
Coordinator:AccommodationsAccommodationsTypeLocationLeg
end for Type and Location FieldsType:Location:Parental
CommunicationIEP Team Consideration for Extended School
YearConsideration for Eligibility:Eligible for ESY:Written
explanation as to why ESY is or is not needed:
AssessmentsIndividualized Education Program (IEP)Student
Name: Assessment (Form F)IEP Meeting Date: Student
12. ID:DOB: ASSESSMENT Rationale:Not Age
AppropriateStandard Accommodation(s):District
AssessmentsStandard Accommodation(s):CURRENT STATE
STANDARDIZED TEST (i.e. AIMS) RESULTSTesting
AreaTest
ResulltsGradeSemesterYearReadingWritingMathScience
Services and EnvironmentIndividualized Education Program
(IEP)Student Name: Assessment (Form F)IEP Meeting Date:
Student ID: DOB: SPECIAL EDUCATION SERVICES TO BE
PROVIDEDSpecial Education Program(s) Necessary to Meet
Special Education Goals and Objectives during the
schoolcalendar year.**The child is in need of specially designed
instruction in the following areas:Special Education
ServicesInstructional Setting/LocationStart
DateFrequencyProviderDuration/ End Date `RELATED
SERVICESEducationally Relevant Related Services Are Listed
BelowSpecial Education ServicesInstructional
Setting/LocationStart DateFrequencyProviderDuration/ End
Date Clarification:SUPPLEMENTAL AIDS/ASSISTIVE
TECHNOLOGY AND SERVICES FOR
STUDENTSEducationally Relevent Supplementary
Aides/Assistive Technology and Services Are Listed
BelowSUPPORTS FOR SCHOOL PERSONNELSupports For
School Personnel Are Listed BelowClarification:LEAST
RESTRICTIVE ENVIRONMENTProvide an explanation of the
extent, if any, to which the student will NOT participate with
non-disabled students in the general curriculum, extracurricular
and nonacademic actitivities, and program options.
§300.347(a)(4).Consider any potential harmful effects of this
placement for the child or on the quality of services that he or
she needs §300.552(a-b):Reason for Different Service School:
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