Class 8 Vis and Hearing
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The document discusses challenges faced by two students, Donald and Evelyn, who have visual and hearing impairments. Donald, age 9, has limited vision in one eye from childhood illness and struggles in school with reading small text, math, sports, and fatigue. Evelyn, age 12, lost her hearing at age 8 but remains determined to pursue a career in music against advice. The document provides guidance on supporting students with visual and hearing impairments.
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Hearing impairment affects millions of Americans. It can be caused by damage to the inner ear, obstructions, or genetic factors. Communication methods for the hearing impaired include American Sign Language, signed English, speech reading, cued speech, and oral communication. In the classroom, teachers should face students, write on boards, provide printouts, and be aware of classroom noise and positioning to help hearing impaired students learn.
Spoken skills session 1
The document provides guidance on developing strong speaking skills in English. It discusses that speaking is an interactive process that involves producing and receiving information. Some common learner problems are difficulty sustaining conversations, frequent misunderstandings, and lack of vocabulary. Reasons for poor speaking include lack of emphasis on speaking in curriculum, teachers' limited English, and limited practice opportunities. Tips are provided for classroom speaking activities, role plays, and developing confidence in speaking.
Hearing impairment
The document provides an overview of understanding hearing impairment. It defines hearing impairment and discusses causes, classifications, and characteristics. It also describes rehabilitation programs including assessment, educational options, and communication methods like sign language. Visual gestural communication methods like sign language, finger spelling, and simultaneous communication methods are explained. Tips for communicating with those who have hearing impairments are provided.
Addressing everyone: learningdisabilities
This document discusses learning disabilities and provides strategies for teachers. It defines learning disabilities as the inability of the brain to process and learn information typically. The most common disabilities mentioned are dyslexia, ADHD, dysgraphia, dyspraxia, and others. For each disability, it outlines common symptoms and challenges students face. The document then provides ideas for classroom accommodations and strategies teachers can use to help students with various disabilities, such as seating arrangements, breaking tasks into smaller parts, using colors and fonts, and allowing extra time on tests. Resources for further information are also listed.
Teaching children english
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
(1) Hearing Versus ListeningDescribe how you learned how to .docx
(1) Hearing Versus Listening
Describe how you learned how to listen! Please use between 300-400 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?
“Doctor Aunt”
by Eden, Janine and Jim.
CC-BY
.
A mother takes her four-year-old to the pediatrician reporting she’s worried about the girl’s hearing. The doctor runs through a battery of tests, checks in the girl’s ears to be sure everything looks good, and makes notes in the child’s folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: “Everything looks fine. But, she’s been through a lot of tests today. You might want to take her for ice cream after this as a reward.” The daughter jerks her head around, a huge grin on her face, “Oh, please, Mommy! I love ice cream!” The doctor, speaking now at a regular volume, reports, “As I said, I don’t think there’s any problem with her hearing, but she may not always be choosing to listen.”
Hearing
is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known as
auditory association
.
[1]
Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You weren’t listening for the noise—unless perhaps you are a parent of a teenager out past curfew—but you hear it. Hearing is unintentional, whereas
listening
(by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.
“Hearing Mechanics”
by Zina Deretsky. Public domain.
We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known as
appreciative listening
. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged in
relational listening
. Therapists, counselors, and conflict mediators are trained in another level known as
empathetic or therapeutic listening
. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various br.
Born with a hearing loss
Hearing impairment is the decreased ability to hear and discriminate among sounds. It is one of the most common birth defects. Each year in the United States, about 12,000 babies (3 in 1,000) are born with significant hearing impairment. (Centers for Disease Control and Prevention (CDC). Early Hearing Detection & Intervention Program. May 9, 2007 ).
SLI and reading: 1. decoding
Slides to accompany RALLI video on SLI and reading, part 1. see http://www.youtube.com/watch?v=AAmLmMEiX4c
Auditory Processing Disorder
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
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Fasd assessment
This document provides an overview of assessing Fetal Alcohol Spectrum Disorder (FASD) and Complex Developmental Behavioural Conditions (CDBC) through Interior Health's Children's Assessment Network (IHCAN). IHCAN uses an interdisciplinary team approach to assess children ages 0-19 who have been referred due to concerns of prenatal alcohol exposure and impairments in multiple domains of functioning. The assessment involves evaluating the child across nine neurobehavioral domains to determine if they meet the criteria for a FASD diagnosis or other condition according to Canadian diagnostic guidelines.
Astley re kelly study
Susan Astley responds to a study that concluded light prenatal alcohol exposure of 1-2 drinks per week does not increase risks of cognitive and behavioral deficits in children aged 0-3. She provides statistics from her clinic showing the percentage of children with fetal alcohol spectrum disorder diagnoses showing severe central nervous system impairment increases dramatically with age. Even children with full fetal alcohol syndrome can appear normal under age 3, but many experience severe dysfunction later. She argues the long-term effects of even light prenatal alcohol exposure on brain development in young children remain unclear.
From astley correspondence2
A study examined 160 children and ranked their central nervous system functioning on a scale of 1 to 3, with 1 being normal functioning. For children ranked 1, 70% had no diagnosis of fetal alcohol spectrum disorder, while that percentage decreased significantly as the CNS ranking increased, with all children ranked 15-19 receiving a diagnosis. The document questions how children with a CNS ranking of 1 could merit a diagnosis of fetal alcohol spectrum disorder.
Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions across British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions of British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Science
- Science establishes cause and effect through a process of testing and peer review, but is not perfect and can still reach incorrect conclusions with incomplete information.
- A patient in Beijing incorrectly chose antibiotics over traditional Chinese medicine to treat a likely viral infection, showing how skeptical scientific minds can still get it wrong.
- When evaluating programs, we should look for instructional techniques backed by established research that actually measures the intended effects and has been tested by independent research. Testimonials alone are not sufficient evidence of a program's effectiveness.
Neuroscience commentary final
This document discusses neuroscience and education. It explores how knowledge of brain development and functioning can inform educational practice. Some key points:
1. Brain development continues well into adolescence, particularly in the frontal and parietal lobes, suggesting secondary and tertiary education are important periods.
2. While early childhood involves significant brain changes, there is no evidence formal education needs to start as early as possible.
3. Adolescence involves ongoing synaptic pruning and myelination in brain regions involved in higher-order thinking, which may help explain some dips in cognitive performance during this period.
4. Improved collaboration between neuroscience, psychology and education could help address issues like dyslexia and AD
Course Outline
This course outline provides information for an educational studies course titled "Supporting Students with Special Needs: Meaningful Consultation and Collaboration". The course will take place from August 16-20, location Art 183, and is intended for teachers to better communicate with parents, caregivers, and other professionals to support students with special learning needs. Over the course of the week, participants will examine ways to meaningfully involve and consult with parents, learn about relevant policies and legal decisions, and practice skills for collaborating with other professionals through activities like role-playing. The course will be graded on a pass/fail basis based on attendance, participation, three reaction papers, and a final in-class activity involving role-playing a consultation scenario
CYSN Framework For Action
The document outlines British Columbia's strategy to improve services for children and youth with special needs. It establishes a vision of optimal development, health and well-being for these children and youth. The mission is to deliver accessible, high-quality services through an integrated approach. Three main goals are identified: improved access to the right services at the right time, effective services that are high-quality and evaluated well, and more coherent systems with improved integration and coordination across sectors. The framework is intended to guide collaborative work between health, education, and social services to create a continuum of quality support.
ASBC FEAT Hewko Interpretation
The BC Supreme Court ruled that school districts must hire aides with child-specific training for autistic students to meet their duty to accommodate. Specifically, the court found that the Abbotsford School District breached its duty to consult and accommodate a student with autism by failing to provide an aide capable of instructional control. The ruling sets out that school districts must meaningfully consult parents regarding placements and IEPs, accommodate students' home programs, and demonstrate they can ensure instructional control of the child. As there is a lack of training in ABA/IBI techniques, districts may need to hire from students' home therapy teams to fulfill these obligations. This ruling establishes an important precedent around the education rights of students with
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This case involves Darren Hewko, a 9-year-old boy with autism, and whether the Abbotsford School District and the Province of British Columbia fulfilled their statutory duties to provide him with an education. Darren received ABA therapy at home but struggled in kindergarten without similar support. While the school recommended placing him in a special education classroom for grade 1, his parents wanted his home therapist or a trained aide to accompany him. Unable to agree on Darren's placement and support, his parents removed him from public school and are now suing the district and province for discrimination and failing to meet their duties.
Getting to Yes, Chapter 1
The document is a reprint of the book "Getting to Yes" by Roger Fisher and William Ury. It discusses strategies for negotiating agreements between two parties. The book was originally published in 1981 and reprinted in 1991 by Penguin Books.
Supporting Meaningful Collaboration with Parents
The document discusses guidelines for meaningful consultation between schools and parents regarding students' education. It defines meaningful consultation as an ongoing, two-way dialogue that seeks input from parents prior to decision making and includes parents in planning. Key elements include mutual respect between all parties, participation as equal partners, and addressing disagreements through open discussion. The goal is for parents to feel heard and for their experiences and ideas to influence decisions.
Science Research
The document discusses the importance of using scientifically-based research in education. It explains that true understandings require seeking information from scientific evidence, not just logic or opinions. It then provides guidelines for teachers to evaluate educational research claims, including whether the research was peer-reviewed, the results were replicated, and a scientific consensus was reached. Finally, it notes that scientific investigation proceeds through stages, and teachers should use the appropriate type of data at each stage, such as case studies to generate hypotheses but not determine cause-and-effect relationships.
Gifted (Maurice)
Maurice is an 8-year-old gifted student who attends a regular third grade class. He dislikes school and finds the work too easy. Psychological testing showed his verbal abilities are extremely high, but he struggles with visual-motor skills. His teacher wants him to show better behavior and penmanship before moving to a gifted program, but Maurice finds this unfair.
Fred's IEP
This document is an Individual Education Plan (IEP) for a 13-year-old student named Fred Brown. [1] It outlines Fred's academic strengths and needs, medical history including a diagnosis of Fetal Alcohol Spectrum Disorder, and behavioral issues including physical assaults of other students. [2] The IEP goals for the coming school year are to successfully integrate Fred into the school environment, show academic progress, and develop peer relations through participating in a lunch group and playing basketball. [3]
Class 6 (Behaviour And Mh)
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
Class 7 (Asd)
This document summarizes the story of Elias, a 9-year-old boy diagnosed with autism. It describes his early development and behaviors indicative of autism like lack of speech, stimming, and difficulty with social interactions. It then outlines his family situation and support services received, including ABA therapy and an aide in school. Finally, it provides background on autism spectrum disorders and strategies for supporting those on the spectrum.
Class 5 (Fasd Ppt)
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
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Statistics- Statistics is the science of collecting, organizing, presenting, analyzing and interpreting numerical data to assist in making more effective decisions.
A statistics is a measure which is used to estimate the population parameter
Parameters-It is used to describe the properties of an entire population.
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Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
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Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
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Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
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Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
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Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
The Nervous and Chemical Regulation of Respiration
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Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
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7. Explain the role of peripheral chemoreceptors in regulation of respiration
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It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
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Editor's Notes
- Academically, Donald manages fairly well. He needs a magnifier to read smaller text and cannot see the blackboard, but reads at grade level. His printing and writing are very poor, and he has had a scribe for most of his schooling. He is about a year behind grade level in math.
- Sports are a challenge for Donald. He has limited depth perception, and is can’t tell when a ball is coming at him. He also has difficulty gauging depth when running or riding a bicyle.
- What percent of speech is available to someone who uses speech reading?