- Just Like That--I told the SELPA secretary about Bookshare.org, who passed the word onto the SELPA director, who--within two weeks, signed us up! What a GIFT we now have to pass onto our students who have difficulty reading! May this be the beginning of a beautiful turning point for them.
Sunday, April 25, 2010
Triumphs
This section is devoted to anything good that happens--WHATEVER helps improve students' access to the curriculum.
Student Showcase
This section is to showcase (and show off!) student work. If a student has worked particularly hard at an assignment, then it will be displayed here for others to see.
This semester, my English Fundamentals students each wrote essays on what they felt is the biggest problem in America. Topics such as drunk driving, teenage pregnancy, animal abuse, kidnapping and drugs were researched. Profiled here is freshman Victoria Hamilton's essay on child abuse.
Child Abuse in America
By V.H.
Jan. 8, 2010
Out of all the problems in America, child abuse is one of the worst. Child abuse is bad for three main reasons. It results in physical abuse, mental damage and causes relationship problems.
First, physical child abuse is when parents hit and kick their child. This is bad because it can kill the child. Some abused children may be hospitalized with brain damage, or may suffer other injuries like broken bones, bruises and burns. Children should not endure such suffering.
Second, child abuse causes mental suffering. Abused children feel unloved and rejected. Years of abuse can lead to mental illness. Children should not be made to feel worthless. They should feel happy and loved. All children deserve loving parents who care for them and protect them.
Third, many children who are abused have relationship problems as adults. They find it hard to trust anyone. In addition, they may have unresolved anger. Left untreated, the cycle of abuse may repeat itself when abused children grow up and begin to have children of their own.
Child abuse should not be tolerated. Parents who abuse children need to be counseled, and their children should be placed in foster homes. Older abused children should get to choose where they live for the rest of their lives. Abusers should be educated about the dangers of child abuse. According to the Child Abuse Council of Santa Clara County, “Child abuse prevention costs only a fraction of the millions of dollars currently needed to respond after a child has been abused,” (2010). Prevention makes sense.
Clearly, child abuse is a problem in America because it affects the lives of many children in a negative way. Children deserve loving homes where they feel safe. They should be treated with respect and love. Children are too young to protect themselves, so the rest of us should make sure that child abuse is not allowed to continue.
Work Cited
“Child Abuse Statistics”. Child Abuse Council of Santa Clara County. 28 January 2010
www.cacscc.org/statistics.htm.
This semester, my English Fundamentals students each wrote essays on what they felt is the biggest problem in America. Topics such as drunk driving, teenage pregnancy, animal abuse, kidnapping and drugs were researched. Profiled here is freshman Victoria Hamilton's essay on child abuse.
Child Abuse in America
By V.H.
Jan. 8, 2010
Out of all the problems in America, child abuse is one of the worst. Child abuse is bad for three main reasons. It results in physical abuse, mental damage and causes relationship problems.
First, physical child abuse is when parents hit and kick their child. This is bad because it can kill the child. Some abused children may be hospitalized with brain damage, or may suffer other injuries like broken bones, bruises and burns. Children should not endure such suffering.
Second, child abuse causes mental suffering. Abused children feel unloved and rejected. Years of abuse can lead to mental illness. Children should not be made to feel worthless. They should feel happy and loved. All children deserve loving parents who care for them and protect them.
Third, many children who are abused have relationship problems as adults. They find it hard to trust anyone. In addition, they may have unresolved anger. Left untreated, the cycle of abuse may repeat itself when abused children grow up and begin to have children of their own.
Child abuse should not be tolerated. Parents who abuse children need to be counseled, and their children should be placed in foster homes. Older abused children should get to choose where they live for the rest of their lives. Abusers should be educated about the dangers of child abuse. According to the Child Abuse Council of Santa Clara County, “Child abuse prevention costs only a fraction of the millions of dollars currently needed to respond after a child has been abused,” (2010). Prevention makes sense.
Clearly, child abuse is a problem in America because it affects the lives of many children in a negative way. Children deserve loving homes where they feel safe. They should be treated with respect and love. Children are too young to protect themselves, so the rest of us should make sure that child abuse is not allowed to continue.
Work Cited
“Child Abuse Statistics”. Child Abuse Council of Santa Clara County. 28 January 2010
www.cacscc.org/statistics.htm.
Thursday, April 22, 2010
Daily Schedule
1st Period: Math, Study Skills
2nd Period: English Fundamentals
3rd Period: Prep
4th Period: Study Skills, Reading
5th Period: Assessment
6th Period: Social Stories
7th Period: Work Study
2nd Period: English Fundamentals
3rd Period: Prep
4th Period: Study Skills, Reading
5th Period: Assessment
6th Period: Social Stories
7th Period: Work Study
Friday, March 19, 2010
The resources that relate most to my blog audience include Augmentative and Alternative Communication (AAC), Web 2.0, Supportive Technology Tools and Information, Assistive Technology (AT) and Parent Education. I chose these five because the population I serve includes students who have the following disabilities: Down Syndrome, mental retardation and SLD-- specific learning disabilities. To increase my understanding of each of these resources, I have read and summarized the following five articles.
“PECS: Facts and Fiction” by Catherine Horton, Jo-Anne Matteo, Jill Waegenaere and Lori Frost
Target audience: Parents, teachers, paraprofessionals
Link: PECS: Facts and Fiction by Catherine Horton
This article, laid out in the form of a power point, clarifies the misconceptions and myths associated with PECS-Picture Exchange Communication System. Perhaps the biggest myth dispelled is that learners aren’t able to develop speech after using PECS. The authors caution that speech acquisition can take more than a year to develop, with the biggest change seen after sentence structure is introduced. PECS has helped learners of various diagnoses—32 listed in all--who range from ages 16 months to beyond age 80. Developed 25 years ago, PECS targets specific skills in six chronological phases. A comparison of PECS and sign language is given, noting the advantages and disadvantages of each. PECS is versatile in that it can be used simultaneously with other programs. Contrary to what some hold true, learners are able to make both responsive and expressive comments by using PECS. Parents, teachers or anyone who wants to learn the basics about PECS would benefit from reading this power point. Types of disabilities this information pertains to is full in range, some of which include developmental or speech and language delays, cognitive impairments, Alzheimer’s, autism, cerebral palsy, hearing impaired and those who are English Language learners.
“Web 2.0: From Curious to Competent” by publisher Jo-Ann McDevitt
Target audience: Teachers and parents who want to be informed
Link: Web 2.0: From Curious to Competent
Teachers are the target audience of this e-Book, although it would be a notable resource for any parent who is at all curious about technology and how it can be incorporated into the classroom. The information isn’t directed at any one type of disability: it’s simply for the technologically curious. This article lists several reasons why teachers should embed Web 2.0 into their curricula. Web 2.0 engages students with a recreational tool most of them are probably already familiar with, while connecting them and their parents to the school. Resources featured include: Blogs and Blogging: Helps students prepare for class, as discussions can be posted beforehand or afterward. Allows students to come up with their own reflections and think about posts contributed by their peers. Blogging is also a good way for peers to review each other’s work, it unifies those who participate in the process and encourages students to share their ideas. Podcasts: Defined by Wikipedia as “a media file that is distributed over the internet using syndication feeds for playback on portable media players and personal computers. Like “radio,” it can mean both the content and the method of syndication.” The podcast is portable and the information downloaded to it is free. Wikis: Good for shared projects since wikis are collaborative by nature. Groups can update and add to a wiki, which is easy to edit. Each person’s contribution is tracked. Moodle: organizes courses by chronology or topic. Students have the option of creating collaborative wikis through this particular environment. Includes threaded discussions which are organized and direct. A moodle allows the user to learn at a comfortable pace. It’s easy to add features once the basics are understood. Also included in this article is an alphabetized list of Web 2.0-related terms. Teachers who are interested in keeping up with technology will benefit from the material this article mentions. It’s a good introduction to Web 2.0. However, I think its resources are understood best when seen and experienced firsthand.
“Making the Most of Standard Technology to Enhance Learning” by Lisa Wahl, M.A.
Target audience: Teachers and parents of the learning disabled student
Link: Making the Most of Standard Technology to Enhance Learning by Lisa Wahl, M.A.
Do you know someone who struggles with reading? Do you have a computer? The computer hardware and software on your personal computer might have features that can help poor readers boost their academic performance. An electronic (or computer-displayed) text can help strengthen a student’s preferred way of learning by adapting the text to that student’s learning disability. The first step is to find an electronic test that’s suitable for the student by searching “Resources for Locating Electronic Text” on the Internet. Second, see if you can customize the material by copying and pasting it into a word processor. Download a plain text file or a PDF file (with Acrobat Reader); use any browser to open an HTML file, or use Microsoft Reader--the software is free. Once the text is accessed by any of the above methods, modify it so it’s more accessible to your student or child. Example: change its appearance, add to, reorganize or have the computer read it. Specific Learning Disability is the main disability the information is directed. Knowing how to access electronic text and using it is the knowledge gained from this information.
“The Sticky Note Prewriting Strategy"
Target audience: Mainly teachers, but parents too
Link: http://www.montgomeryschoolsmd.org/departments/hiat/resources/downloads/StickyNoteStrategy.pdf
Experts say that students who have trouble writing spend less than a minute planning what they want to say and under six minutes writing. They have a hard time keeping a thought, so their writing often lacks detail and fullness. Further, researchers say that this population employs “knowledge telling”. This involves taking an idea, writing it down and using it to initiate the next sentence. The down side of this stream-of-consciousness kind of writing is that it is unfocussed and unorganized.
The sticky note method of prewriting helps students who have learning disabilities organize what they want to write before putting pencil to paper. Here’s how it works: the student dictates to the staff person, who writes specific phrases or the start of a sentence on a small sticky note—one idea on each sticky. When the student has provided enough information—introduction, details, support, conclusion, etc., the notes are put in order on a piece of binder paper. This creates a ready-made outline for paragraph writing.
The article ends with a number of steps teachers can use to sell this strategy to their students. Also included is a detailed list of references at the bottom of the page.
Information from this article would be useful to teachers and parents alike. It pertains to any student who has difficulty writing.
"Assistive Technology for Kids with Learning Disabilities—An Overview" by Kristin Stanberry and Marshall H. Raskind
Target audience: Parents and their children who have learning disabilities
Link: Assistive Technology for Kids with Learning Disabilities--An Overview by Marshall H. Raskind, Ph.D. and Kristin Stanberry
This introductory article explains to parents how assistive technology (AT) can help if their children struggle in the areas of listening, reading, writing, math or organization and memory. Although AT doesn’t rid the difficulty some students have with learning, it emphasizes their strengths. Listening to a talking book for example, could help a student who’s a poor reader. Employing the aide of AT also encourages a child to become self-reliant and more independent. The article lists a variety of AT tools, from personal FM listening systems and abbreviation expanders to specialty paper and highlighting tape. Parents should consider their child’s needs, strengths, experience with technology and the setting in which AT will be used when evaluating products. Knowledge gleaned from this article can drastically improve a child’s educational experience if the right AT devise is implemented.
“PECS: Facts and Fiction” by Catherine Horton, Jo-Anne Matteo, Jill Waegenaere and Lori Frost
Target audience: Parents, teachers, paraprofessionals
Link: PECS: Facts and Fiction by Catherine Horton
This article, laid out in the form of a power point, clarifies the misconceptions and myths associated with PECS-Picture Exchange Communication System. Perhaps the biggest myth dispelled is that learners aren’t able to develop speech after using PECS. The authors caution that speech acquisition can take more than a year to develop, with the biggest change seen after sentence structure is introduced. PECS has helped learners of various diagnoses—32 listed in all--who range from ages 16 months to beyond age 80. Developed 25 years ago, PECS targets specific skills in six chronological phases. A comparison of PECS and sign language is given, noting the advantages and disadvantages of each. PECS is versatile in that it can be used simultaneously with other programs. Contrary to what some hold true, learners are able to make both responsive and expressive comments by using PECS. Parents, teachers or anyone who wants to learn the basics about PECS would benefit from reading this power point. Types of disabilities this information pertains to is full in range, some of which include developmental or speech and language delays, cognitive impairments, Alzheimer’s, autism, cerebral palsy, hearing impaired and those who are English Language learners.
“Web 2.0: From Curious to Competent” by publisher Jo-Ann McDevitt
Target audience: Teachers and parents who want to be informed
Link: Web 2.0: From Curious to Competent
Teachers are the target audience of this e-Book, although it would be a notable resource for any parent who is at all curious about technology and how it can be incorporated into the classroom. The information isn’t directed at any one type of disability: it’s simply for the technologically curious. This article lists several reasons why teachers should embed Web 2.0 into their curricula. Web 2.0 engages students with a recreational tool most of them are probably already familiar with, while connecting them and their parents to the school. Resources featured include: Blogs and Blogging: Helps students prepare for class, as discussions can be posted beforehand or afterward. Allows students to come up with their own reflections and think about posts contributed by their peers. Blogging is also a good way for peers to review each other’s work, it unifies those who participate in the process and encourages students to share their ideas. Podcasts: Defined by Wikipedia as “a media file that is distributed over the internet using syndication feeds for playback on portable media players and personal computers. Like “radio,” it can mean both the content and the method of syndication.” The podcast is portable and the information downloaded to it is free. Wikis: Good for shared projects since wikis are collaborative by nature. Groups can update and add to a wiki, which is easy to edit. Each person’s contribution is tracked. Moodle: organizes courses by chronology or topic. Students have the option of creating collaborative wikis through this particular environment. Includes threaded discussions which are organized and direct. A moodle allows the user to learn at a comfortable pace. It’s easy to add features once the basics are understood. Also included in this article is an alphabetized list of Web 2.0-related terms. Teachers who are interested in keeping up with technology will benefit from the material this article mentions. It’s a good introduction to Web 2.0. However, I think its resources are understood best when seen and experienced firsthand.
“Making the Most of Standard Technology to Enhance Learning” by Lisa Wahl, M.A.
Target audience: Teachers and parents of the learning disabled student
Link: Making the Most of Standard Technology to Enhance Learning by Lisa Wahl, M.A.
Do you know someone who struggles with reading? Do you have a computer? The computer hardware and software on your personal computer might have features that can help poor readers boost their academic performance. An electronic (or computer-displayed) text can help strengthen a student’s preferred way of learning by adapting the text to that student’s learning disability. The first step is to find an electronic test that’s suitable for the student by searching “Resources for Locating Electronic Text” on the Internet. Second, see if you can customize the material by copying and pasting it into a word processor. Download a plain text file or a PDF file (with Acrobat Reader); use any browser to open an HTML file, or use Microsoft Reader--the software is free. Once the text is accessed by any of the above methods, modify it so it’s more accessible to your student or child. Example: change its appearance, add to, reorganize or have the computer read it. Specific Learning Disability is the main disability the information is directed. Knowing how to access electronic text and using it is the knowledge gained from this information.
“The Sticky Note Prewriting Strategy"
Target audience: Mainly teachers, but parents too
Link: http://www.montgomeryschoolsmd.org/departments/hiat/resources/downloads/StickyNoteStrategy.pdf
Experts say that students who have trouble writing spend less than a minute planning what they want to say and under six minutes writing. They have a hard time keeping a thought, so their writing often lacks detail and fullness. Further, researchers say that this population employs “knowledge telling”. This involves taking an idea, writing it down and using it to initiate the next sentence. The down side of this stream-of-consciousness kind of writing is that it is unfocussed and unorganized.
The sticky note method of prewriting helps students who have learning disabilities organize what they want to write before putting pencil to paper. Here’s how it works: the student dictates to the staff person, who writes specific phrases or the start of a sentence on a small sticky note—one idea on each sticky. When the student has provided enough information—introduction, details, support, conclusion, etc., the notes are put in order on a piece of binder paper. This creates a ready-made outline for paragraph writing.
The article ends with a number of steps teachers can use to sell this strategy to their students. Also included is a detailed list of references at the bottom of the page.
Information from this article would be useful to teachers and parents alike. It pertains to any student who has difficulty writing.
"Assistive Technology for Kids with Learning Disabilities—An Overview" by Kristin Stanberry and Marshall H. Raskind
Target audience: Parents and their children who have learning disabilities
Link: Assistive Technology for Kids with Learning Disabilities--An Overview by Marshall H. Raskind, Ph.D. and Kristin Stanberry
This introductory article explains to parents how assistive technology (AT) can help if their children struggle in the areas of listening, reading, writing, math or organization and memory. Although AT doesn’t rid the difficulty some students have with learning, it emphasizes their strengths. Listening to a talking book for example, could help a student who’s a poor reader. Employing the aide of AT also encourages a child to become self-reliant and more independent. The article lists a variety of AT tools, from personal FM listening systems and abbreviation expanders to specialty paper and highlighting tape. Parents should consider their child’s needs, strengths, experience with technology and the setting in which AT will be used when evaluating products. Knowledge gleaned from this article can drastically improve a child’s educational experience if the right AT devise is implemented.
Friday, February 19, 2010
Talking Power Point
Okay, so after all the self-induced angst, I have to say that the talking power point was a lot of fun. I could really get into this techno stuff once I overcome some of the bumps. I'm disappointed that after working on the power point and figuring out the audio piece--[thank you for your help, Brett(Watson)!] I read that we were supposed to venture out and not use clip art! Well, I'll get what I earned and know that next time I have to pay attention to assignment details much earlier in the game.
So, this was the second power point I've ever done independently. But I had some guidance from a (high school)senior who helped me with design (background and graphics)and animation. After Brett gave me the basics on the audio (yes, there's a toolbar but it's so much easier to ask someone else who's in the know!)I figured out the custom animation piece myself: going from slide to slide with the sound corresponding to the correct slide. Feels good!
So, this was the second power point I've ever done independently. But I had some guidance from a (high school)senior who helped me with design (background and graphics)and animation. After Brett gave me the basics on the audio (yes, there's a toolbar but it's so much easier to ask someone else who's in the know!)I figured out the custom animation piece myself: going from slide to slide with the sound corresponding to the correct slide. Feels good!
Tuesday, February 16, 2010
Sign in, dashboard, new post. So that's how to post! Alright, so I'm technologically ignorant, I admit. Don't have any idea how to begin some of these assignments, so I'm forced to ask. Somebody's got to know. Can't feed my fear forever, there's no time!
Trying to think up a power point.....class rules, social skills, basic arithmetic. And then to figure out the voice part. Due Friday.
Trying to think up a power point.....class rules, social skills, basic arithmetic. And then to figure out the voice part. Due Friday.
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