The document outlines the objectives and content of a course on educating physically dependent children, including understanding health issues, developing functional skills, using assistive technology, and implementing infection control procedures through a collaborative team approach. It discusses defining characteristics of physical dependence, addressing related mental, social, and physical health concerns through appropriate educational programming and instructional strategies. Personnel must consider students' cognitive abilities and needs to determine functional goals and curricula while teaching critical self-management skills.
OTHER HEALTH IMPAIRMENT 1Other health impairment.docxgerardkortney
OTHER HEALTH IMPAIRMENT
1
Other health impairment
Other health impairment (OHI) refers to a disability whereby one has limited strength, energy or attentiveness. This includes an increased sensitivity to the stimuli in the environment, which often leads to limited awareness especially in the school environment (McConnell, 2011).
This is due to acute or chronic medical problems such as asthma and other respiratory tract conditions, attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD), disorders of the heart and associated conditions and sickle cell disease that affects adversely the educational performance of the child.
It is regularly important to change and adjust the school environment to make it available, safe, and less prohibitive since segregating design does not need to discriminate.
Other Health Impairment (OHI) refers to a health related condition or disorder that adversely affects a student's ability to participate or progress in the general education setting or curriculum. It can be due to chronic or acute health problems such as asthma, attention deficit disorder, diabetes, epilepsy, heart condition, lead poisoning, leukemia, and sickle cell anemia, for example. The student with a health impairment will have limited strength, vitality, or alertness to the educational environment that adversely impacts his/her educational performance.
2
To get or continue getting special educational curriculum advantages, a student must be perceived as OHI and requiring specialized educational modules.
To make that determination, beginning a medical specialist must survey the pupil, come up with a diagnosis, and classify it being a chronic or acute health condition.
At the point when the medical specialist has analyzed an incessant wellbeing condition has been made, the impact of this condition on the educational performance of the student must be evaluated.
3
It is vital that adjustments be not any more prohibitive than completely fundamental so that the student's school encounters can be as ordinary as could reasonably be expected.
While it is important to stretch the significance of staying away from overprotection of students with physical or wellbeing inabilities, it is additionally imperative to allow these students with incapacities to take risks pretty much as their capable associates do.
4
Cont…
One of the primary contemplations in the special education of these children is the utilization of the group approach in creating and doing a pupil's educational system.
The group for the most part incorporates the guardians, instructors, therapeutic experts, and wellbeing related experts, for example, a physical specialist.
Guardians are essential individuals from the group and ought to be involved in every educational choice.
Young people (adolescents) with other health impairment may battle in adjusting to their surroundings with their debilitation.
5
Cont…
They may encounter diseng.
New Developments For Special Educators And Students With Disabilitiesnoblex1
An increasing number of students require specialized health care procedures during school hours. Procedures such as tube feedings, clean intermittent catheterization, suctioning, and ventilator management are becoming more commonplace in the school setting. Who performs the procedures and is responsible for them being correctly implemented varies across school districts and states. Although consensus can be difficult to reach regarding other critical areas surrounding specialized health care procedures. Two critical areas have been identified and are as follows:
First and foremost, all teachers need to maintain a safe, healthy environment for their students in collaboration with others in the school. This includes learning about their students' specific physical and/or health impairments, physical health care procedures, and treatment regime. A teacher should know the major problems and emergencies that could arise with each student. There should be a plan in place to know how to respond should a problem occur. Teachers should also know general safety skills such as universal precautions, general first aid, and CPR.
Second, specialized health care procedures should be viewed as independent living skills, which students should be taught. Specialized health care procedures and other health management skills should be considered for goals and objectives. These objectives could target independent performance, partial participation, directing someone else in performance, or knowledge of the task. It is the educational team's responsibility to consider how students can participate in their own self-care.
The plan for and establishment of instruction in the area of self-management skill development must include input from appropriate health care specialists, such as nurses, OTs, and PTs. Teachers of students with physical and health disabilities are responsible for providing expertise in the area of instructional strategies and adaptations to promote student learning of these procedures. Even when health care personnel are responsible for performing these procedures, teachers must work closely with them, providing appropriate instructional strategies, error analysis, and correction procedures.
Society can steal the dreams of people with disabilities. It defines what people with disabilities are capable of, provides ready-made programs instead of letting these individuals choose their own path; holds low expectations for their achievement, giving praise for mediocre performance instead of expecting the best; and limits their experiences under the guise of protection or safety.
Dreams are the essence of a free society, the privilege to dream and the freedom to make that dream come true. This is true for all people.
Source: https://ebookschoice.com/new-developments-for-special-educators-and-students-with-disabilities/
OTHER HEALTH IMPAIRMENT 1Other health impairment.docxgerardkortney
OTHER HEALTH IMPAIRMENT
1
Other health impairment
Other health impairment (OHI) refers to a disability whereby one has limited strength, energy or attentiveness. This includes an increased sensitivity to the stimuli in the environment, which often leads to limited awareness especially in the school environment (McConnell, 2011).
This is due to acute or chronic medical problems such as asthma and other respiratory tract conditions, attention deficit disorder (ADD) or attention deficit hyperactivity disorder (ADHD), disorders of the heart and associated conditions and sickle cell disease that affects adversely the educational performance of the child.
It is regularly important to change and adjust the school environment to make it available, safe, and less prohibitive since segregating design does not need to discriminate.
Other Health Impairment (OHI) refers to a health related condition or disorder that adversely affects a student's ability to participate or progress in the general education setting or curriculum. It can be due to chronic or acute health problems such as asthma, attention deficit disorder, diabetes, epilepsy, heart condition, lead poisoning, leukemia, and sickle cell anemia, for example. The student with a health impairment will have limited strength, vitality, or alertness to the educational environment that adversely impacts his/her educational performance.
2
To get or continue getting special educational curriculum advantages, a student must be perceived as OHI and requiring specialized educational modules.
To make that determination, beginning a medical specialist must survey the pupil, come up with a diagnosis, and classify it being a chronic or acute health condition.
At the point when the medical specialist has analyzed an incessant wellbeing condition has been made, the impact of this condition on the educational performance of the student must be evaluated.
3
It is vital that adjustments be not any more prohibitive than completely fundamental so that the student's school encounters can be as ordinary as could reasonably be expected.
While it is important to stretch the significance of staying away from overprotection of students with physical or wellbeing inabilities, it is additionally imperative to allow these students with incapacities to take risks pretty much as their capable associates do.
4
Cont…
One of the primary contemplations in the special education of these children is the utilization of the group approach in creating and doing a pupil's educational system.
The group for the most part incorporates the guardians, instructors, therapeutic experts, and wellbeing related experts, for example, a physical specialist.
Guardians are essential individuals from the group and ought to be involved in every educational choice.
Young people (adolescents) with other health impairment may battle in adjusting to their surroundings with their debilitation.
5
Cont…
They may encounter diseng.
New Developments For Special Educators And Students With Disabilitiesnoblex1
An increasing number of students require specialized health care procedures during school hours. Procedures such as tube feedings, clean intermittent catheterization, suctioning, and ventilator management are becoming more commonplace in the school setting. Who performs the procedures and is responsible for them being correctly implemented varies across school districts and states. Although consensus can be difficult to reach regarding other critical areas surrounding specialized health care procedures. Two critical areas have been identified and are as follows:
First and foremost, all teachers need to maintain a safe, healthy environment for their students in collaboration with others in the school. This includes learning about their students' specific physical and/or health impairments, physical health care procedures, and treatment regime. A teacher should know the major problems and emergencies that could arise with each student. There should be a plan in place to know how to respond should a problem occur. Teachers should also know general safety skills such as universal precautions, general first aid, and CPR.
Second, specialized health care procedures should be viewed as independent living skills, which students should be taught. Specialized health care procedures and other health management skills should be considered for goals and objectives. These objectives could target independent performance, partial participation, directing someone else in performance, or knowledge of the task. It is the educational team's responsibility to consider how students can participate in their own self-care.
The plan for and establishment of instruction in the area of self-management skill development must include input from appropriate health care specialists, such as nurses, OTs, and PTs. Teachers of students with physical and health disabilities are responsible for providing expertise in the area of instructional strategies and adaptations to promote student learning of these procedures. Even when health care personnel are responsible for performing these procedures, teachers must work closely with them, providing appropriate instructional strategies, error analysis, and correction procedures.
Society can steal the dreams of people with disabilities. It defines what people with disabilities are capable of, provides ready-made programs instead of letting these individuals choose their own path; holds low expectations for their achievement, giving praise for mediocre performance instead of expecting the best; and limits their experiences under the guise of protection or safety.
Dreams are the essence of a free society, the privilege to dream and the freedom to make that dream come true. This is true for all people.
Source: https://ebookschoice.com/new-developments-for-special-educators-and-students-with-disabilities/
IDEA states that:
Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that
a. Due to chronic or acute health problems (asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome)
b. Adversely affects a child’s educational performance.
ELEMENTS OF SCHOOL MEDICINE PART B.docxKoudomJoycy
Mr maimo from IUSTY lecturer and dentist . Working in a dental cabinet and writing an intergrating exams in Cameroon.. for better appointment concerning my field of work. Wanting to download a PTT copy of dental radiology for a reference in distributing lessons to my students
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
“Patient Education is an individualized, systematic, structured process to assess and impart knowledge or develop a skill in order to effect a change in behavior. The goal is to increase comprehension and participation in the self-management of health care needs.”
IDEA states that:
Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that
a. Due to chronic or acute health problems (asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome)
b. Adversely affects a child’s educational performance.
ELEMENTS OF SCHOOL MEDICINE PART B.docxKoudomJoycy
Mr maimo from IUSTY lecturer and dentist . Working in a dental cabinet and writing an intergrating exams in Cameroon.. for better appointment concerning my field of work. Wanting to download a PTT copy of dental radiology for a reference in distributing lessons to my students
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
“Patient Education is an individualized, systematic, structured process to assess and impart knowledge or develop a skill in order to effect a change in behavior. The goal is to increase comprehension and participation in the self-management of health care needs.”
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
ICH Guidelines for Pharmacovigilance.pdfNEHA GUPTA
The "ICH Guidelines for Pharmacovigilance" PDF provides a comprehensive overview of the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH) guidelines related to pharmacovigilance. These guidelines aim to ensure that drugs are safe and effective for patients by monitoring and assessing adverse effects, ensuring proper reporting systems, and improving risk management practices. The document is essential for professionals in the pharmaceutical industry, regulatory authorities, and healthcare providers, offering detailed procedures and standards for pharmacovigilance activities to enhance drug safety and protect public health.
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
R3 Stem Cells and Kidney Repair A New Horizon in Nephrology.pptxR3 Stem Cell
R3 Stem Cells and Kidney Repair: A New Horizon in Nephrology" explores groundbreaking advancements in the use of R3 stem cells for kidney disease treatment. This insightful piece delves into the potential of these cells to regenerate damaged kidney tissue, offering new hope for patients and reshaping the future of nephrology.
2. Objectives
An understanding of the course curriculum
An understanding of the definition, identification and assessment, planning and
implementation, and evaluation and reporting for the physically dependent child
An understanding of personnel and resources for these children
Knowledge of health problems of physically dependent children and their impact
Knowledge of infection control and steps for protection against germs and disease
An understanding of hand hygiene procedures
An understanding of assessment and content selection for students with physical and health
needs
An understanding of instructional strategies to use with these students
An understanding of error correction and analysis
3. Children who are Physically Dependent
A student with dependent needs is completely dependent on others for meeting all major daily living needs
They will always require assistance for feeding, dressing, toileting, mobility, and personal hygiene
Without such assistance and personal care support, attendance at school would not be possible
Some students are born with conditions or disabilities that make them dependent, while others acquire conditions or disabilities
For some students, increasing independence as they learn, and grow is a reasonable expectation
For others, decreasing independence may occur due to degenerative conditions or terminal illness
4. Reading
◦ Each person review a section and then review for the group using this resource:
Standards for Special Education (alberta.ca)
◦ Access: Informed Consent/Assessment (Pgs. 6-7 –Nissreen)
◦ Access: Specialized Assessment/Coordinated Services (Pgs. 7-8 –Alex)
◦ Appropriateness (Pgs. 9-11 –Raquel)
◦ Accountability (Pgs. 12-13 –Eduardo)
◦ Appeals (Pg. 14 –Irene)
This resource is for your reference regarding different severe disabilities
2019-20 Handbook for ID and Review SDF (alberta.ca)
5. Health Concerns/Problems
◦ Health may be defined as a state of optimal mental, social, and physical well-being, not
merely the absence of disease and infirmity (Dorland’s Illustrated Medical Dictionary, 1994)
◦ Students, who have physical or health impairments, just as any student, may have any
number of health concerns such as depression, poor socialization skills, and poor physical
fitness
◦ Unique concerns, however, can arise because of their disabilities
◦ In the area of mental health, learned helplessness is a concern
◦ In the area of social health, ineffective communication systems can be a problem
◦ In the area of physical health, specific problems can result from the student’s physical or health
impairment
6. Mental Health
Learned helplessness
•This is the lack of persistence at tasks that can
be mastered
A student with learned helplessness
behaves as if he or she is not capable
of performing certain tasks and relies
on others to perform the task instead
As a result, the student does not learn
critical skills necessary to be as
independent as possible and may feel
helpless
Learned helplessness can occur when
well-meaning school personnel or
parents provide more assistance than
is necessary
Learned helplessness can be avoided
by having reasonable expectations,
using systematic teaching techniques,
implementing modifications, and
using adapted equipment
8. Social
Health
Includes ineffective communication systems
Many students with severe physical impairments, such as cerebral palsy, are
unable to speak effectively and need alternative forms of communication
Frustration or depression may occur when effective augmentative
communication is missing or inadequately provided
To promote social wellbeing, a student needs a communication system that
allows him to convey thoughts and needs and maintain social interactions
Educators must thus be sure that appropriate communication system(s) are
available
9. Physical Health
◦ The largest category of health concerns for students with
physical and health impairments is how the disability itself
can adversely impact physical health
◦ This may include:
◦ impact of orthopedic impairments
◦ impact of other heath impairments
◦ impact of multiple disabilities
10. Reading (20 mins)
Review information in the handout entitled “Impacts on Health.”
Sections include:
◦ Orthopedic Impairments
◦ Other Health Impairments
◦ Multiple Disabilities
11. Team
Approach
The education of students with physical and health disabilities
requires the coordinated effort of an educational team
To implement and teach students the various physical
management and self-help procedures correctly, a
collaborative effort is required among all team members
The educational team may have several members, depending
on the student’s needs and the type of objective being
considered
• Some teams may include parent, student, special education teacher, regular
education teacher, administrator, physical and/or occupational therapists,
speech/language therapist, physicians, nurses, educational assistants, and others.
12. Team
Approach
◦ Different professionals may take the lead of the team,
depending on the type of objective being considered
◦ For example, a physical therapist would most likely take
the lead in positioning and handling techniques, but the
other team members will need to provide their input
regarding timing of the positioning and techniques to
teach the student to indicate when a position change is
needed
◦ In the area of health care procedures (e.g. tube feeding), a
nurse would most likely describe how the physical health
care procedures are to be done, while the teacher would
provide information on teaching techniques to help others
instruct the student on how to perform them
◦ Several school-based team members would also need to
learn the procedure and pertinent information so that they
can be ready to act if a problem occurs
13. Infection Control
Maintaining proper infection control in schools is the responsibility of all school personnel
To help prevent the spread of infection, all personnel can implement a number of preventative measures
These procedures are derived from a group of standards referred to as universal precautions
• These precautions encompass a method of preventing the transmission of contact infections
• These precautions include hand washing, using personal protective equipment (gloves, gowns), taking personal hygiene precautions,
following decontamination procedures (cleaning environmental surfaces), and disposing of waste
Universal precautions have been adapted and instituted into school settings
• Not only do school personnel implement infection control procedures, but students need to learn them as well
• Some of these infection control procedures for schools include hand washing, using gloves, taking personal hygiene precautions, and
instituting environmental infection control procedures
14. Hand
Washing
The single most preventative measure to prevent to
spread of infection is proper hand washing
Practicing hand washing when and where it is needed is
important for hand washing to become routine
To decrease the spread of infection, it is essential that
hands are washed before preparing food, before eating,
after using the restroom, and before taking medications
15. Hand Washing
Protecting from infectious diseases and proper techniques for hand washing (pg. 24-26):
Controlling Exposure: Protecting Workers from Infectious Disease | WorkSafeBC
Hand Hygiene (bccdc.ca)
Teaching Students Proper Hand Washing:
◦ https://youtu.be/hD5i3l99mac
16. Educational
Programming
A school program for students with physical, health, and multiple
disabilities will vary based on the student’s cognitive abilities and needs
Students with physical disabilities have seven different curriculum options
They are as follows:
• General grade-level appropriate curriculum without modifications
• General education curriculum with modifications to accommodate for physical impairments
• General advanced or above grade-level academic curriculum with or without modifications
for the physical impairment
• Parallel curriculum that uses the general education curriculum but at a reduced level of
complexity
• Lower grade-level curriculum that targets lower grade-level objectives
17. Educational
Programming
◦ Functional academic curriculum that unlike the
general education curriculum has an applied skills
focus and targets functional academics o
◦ Functional curriculum that targets life management
skills including such areas as daily living skills, social
skills, vocational skills, and leisure skills
◦ Often the student with physical disabilities will
require functional skills to be included within
standard academic curriculum tracks
◦ The disabilities of these students require that
educators look beyond standard curricula and
consider the additional requirements of the student
to learn, apply information, and function as
independently as possible
◦ These physical impairments create challenges due to
the need for the students to learn how to manage
equipment, technology, and health issues in addition
to other curriculum requirements.
18. Educational Programming
◦ Regardless of the curriculum followed, the physical and health
impairments of these students result in the need for self-
management skills, regardless of the student’s cognitive level
◦ These students require instruction in specialized physical and health
management skills to function competently in school, community, and
home environments
◦ These skills are not part of the general education curriculum and are
often omitted in typical functional curricula
19. Functional
Activities
◦ The following may be used by educators to determine
whether a skill is functional:
◦ The skill increases the student’s independence in the
environment in which the student operates
◦ The skill provides the student access to a future environment
◦ It increases the number of activities and tasks in which the
student can perform independently or with partial
participation, reducing dependence on others. o It expands the
student’s control over the environment
◦ It increases the number of environments in which the student
can function
◦ It adds opportunities for, and the number of, social interactions
for the student
◦ It reduces stigmatization
20. Determining
Functional
Goals
Determining which functional goals are appropriate the
teacher will engage in a three-step process
1. Tasks and skills must be
identified
This is known as developing an
ecological inventory
2. A student’s capability to
perform the identified tasks and
skills must be assessed
This is known as discrepancy
analysis
3. The teacher must determine whether the task or skill
should be taught directly, with an adaptation, or through an
alternative performance strategy
21. Instruction
It is the arrangement of learning materials and the systematic presentation of opportunities for student response
Instruction is presented in a systematic manner to promote student understanding of what is being asked, foster skill acquisition of
the task being presented, and provide systematic information and assistance that enables student mastery of content
The elemental unit of instruction, the dynamics of which the teacher must understand and manipulate, is known as a trial
• A trial is an opportunity for the student to perform a requested skill or task
• The components of a trial are the behaviour(s) being requested, the materials and information being presented to the student that inform and set up
performance of the behaviour (antecedents), and the environmental results of the behaviour having occurred (consequences).
22. Instruction
The selection of behaviours, antecedents, and consequences, and
their arrangements and manipulations, are the basics of instruction
These basics are addressed using instructional strategies
Some of the major instructional strategies used to teach physical
management and self-help skills are as follows:
• Antecedent prompts
• Learning strategies
• Response prompts (including time delay, system of maximum prompts, system of
least prompts, and graduated guidance)
• Demonstration-guided practice independent-practice mode
23. Homework -
Reading
Read the following handouts (found on course site
under Student Resources):
◦ The Three Step Process
◦ Instructional Strategies
◦ Data Charts
◦ Error Correction and Analysis and Expanding
Instruction
Introduction to Physical Disability:
https://youtu.be/TcJcIOpF2T0
24. Homework - Journal #1
Read the Learned Helplessness Case Study on LuAnne and respond to the following
questions:
REFLECTION:
◦ In one page, described what caused LuAnn’s learned helpless and how it can be addressed.