Self-Check

__Self- Check__

__Self-Check__ # 1 6/7/09

1. Discuss how the SETT Framework is the basic premise for the development of a student's IEP.

1. The SETT Framework provides the IEP team with information about a students's needs, the environment in which he or she must function, and the tasks which he or she must master to achieve success in the educational and community environments. The SETT Framework allows the IEP team to determine the graduation standards for an individual student, and provide that student with the tools necessary to make progress toward IEP goals, and to become a productive member of his or her community. The IEP team should include, among others, a general educator with knowledge of content areas, as well as a special educator to identify the appropriate accommodations and modifications, which allow the student access to the general education curriculum.

2. Share how the SETT Framework can help in lesson planning for students with low-incidence disabilities.

2. The SETT Framework allows the IEP team, with the guidance of the Special Educator, to develop relevant lesson plans for students with low-incidence disabilities, including their strengths, abiltiies, and interests. Special Education teachers who implement the SETT Framework in the development of their lesson plans, significantly impact the student's progress toward his or her IEP goals and the identified graduation standards. The SETT Framework allows the special educator to develop appropriate lesson plans, tools and assisitve technologies critical to the student's educational success and social acceptance.

__Self-Check # 2:__ (Assignment #3) 6/14/09

Note two ways that you can present information to your studnts ona given topic that would include: multiple means of recognition, representation, and engagement. Give two examples of each means.

During a Math lesson about menu selections and meal cost, my SCBP students would engage in the following instructional activities:

__Representation__: Students would be presented with McDonald's food choices and prices on the Promethean Board, or they could choose to view an Intellitools presentation on the computer with the identical McDonald's selections.

__Expression__: The students using the Promethean Board would circle their choices, use a calculator, and write the total cost of their meal. The students using the Intellitools activity on the computer would click on their food selections and the corresponding prices. They would use a next dollar strategy instead of a calculator to estimate their meal cost.

__Engagement__: After making their McDonalds choices, the students in the SCBP Math class would plan a trip to McDonalds so that they could apply their skills in the natural environment. An alternative would be that each student could choose his or her favorite McDonald's food item from the previous lesson, and identify the cost, The next day, the teacher would purchase these items and bring them into school for the students to eat during Math class. (The first choice provides more opportunites for generalization of skills, but both methods would engage these students).

__Self-Check # 3__ 6/23/09

1. __Joshua__

Joshua's teacher should first implement PCS during an activity in the natural classroom setting, (such as lunchtime), to increase Joshua's opportunities and motivation for communication. Josua should be provided with 2 x 3-inch black and white PCS of items that he needs or wants at lunchtime, (for example, a cup and several preferred food and beverage items). If this intervention is successful, the picture size may be reduced to 2 x 2-inch black and white PCS, and the PCS may be integrated into another activity that Joshua enjoys. Depending on the success of these strategies, Johsua's PCS repetoire may be expanded to include the core phrase "I want _." Joshua then could fill in the blank with the preferred PCS. When Joshua demonstrates spontaneous communication with the PCS strategies, he should be referred to the Assistive Technology Team.

2. __Issac__

Isaac's teacher and speech pathologist should collaborate to provide Issac with a topic notebook strategy implementing words and phrases in sentences appropriate for his developmental level. The topic notebook should include phrases that Isaac could use across natural settings with peers, for example "Did you see the new Transformers 2 movie," or "What are you doing this weekend?" The topic notebook should include a page of physcial needs as well as a page to address the affective domain. Since Isaac's condition is new, he may demonstrate significant anger issues, so he will need a way to appropriately express his feelings. Isaac should be referred to the Assistive Technology Team when he can make requests independently implementing his topic notebook.

3. __Angel__

Angel's teacher and speech pathologist should collaborate to implement a preferred object-based system, introduced one object at a time. Since Angel responds to sound, staff could integrate a CD player or MP3 player (with music playing), and ask Angel, "Where's the CD player?" If Angel turns her head in the direction of the sound, she should be given the item, and allowed several minutes to listen to the music. This strategy should be expanded to include several preferred toys, food items, or even a preferred peer. Each time Angel appropriately responds, she should be allowed to spend several minutes with the preferred item, or interacting with her peer. If Angel does not locate an object, staff should gently turn her head in the object's direction. Angel should be referred to the Assistive Technology Team when she consistently locates objects.

__Self-Check Module 3 Assignment 4__ 6/25/09

1. __Augmentative Resources, Inc.: Talking Pockets__

The Talking Pocket is a low-tech, portable, one button device.The advantages are it's cost, ($11.95), its easy push-button access, and it attaches easliy to other devices or boards. However, tje Talking Pocket only has 10 seconds of recording time, so it has limited use. The device's small size makes it inappropriate for preschoolers and young children to use unsupervised.

2. __Advanced Multimedia Devices, Inc.:Tech-Touch__

The Tech-Touch is a durable high-tech computer-based device. It has a 20GB hard drive, 256MB of memory. This device can be individually customized, and it's touch screen means easy access for students with physical or multiple disabilities. However, it weighs approximately 4.5 pounds, so it would be difficult for a young child to carry. The primary disadevantage of this device is its cost, $5895.00.

3. __Dynavox Systems, Inc.: Dynawrite__

The Dynawrite is a high-tech device which connects to a PC. It has a synthesized voice and a word predictor feature.The device has a large display and can be programmed in different languages. The disadvantages of the Dynawrite include its cost of $4,995.00, and it does not have full computer capabilities. The Dynawrite requires strong literacy skills and the ability to type, so it would not be an appropriate device for students with multiple, physical, or low-incidence disabilities.

4. __Prentke Romich Company: Springboard Lite__

The Springboard Lite is a high-tech device that comes ready-to-use out of the box.It has 4-8-15-36 location options. The device includes corevocabulary and has an optional Intellitools bundle. Springboard Lite has a builin media player and Bluetooth capabilities. It has a handle for carrying and weighs only 2.5 pounds. The primary disadvantage of the Springboard Lite is its cost of $2,395.00.

__Self-Check # 4 Module 4 Assignment # 1__ 7/3/09

Post your thoughts concerning how the information presented in the readings and by the guest speaker impact communication, social interactions, and student's access to the curriculum in the classroom.

Postioning students correctly with the appropriate equipment and mobility aids facilitates maximum levels of independence. Students who function independently in the school environment are more motivated to communicate, and therefore, demonstrate increased social interactions with adults and peers. Correct positioning provides students with increased access to assistive technologies, and consequently to the classroom curriculum. Students provided with the appropriate equipment and mobility aids channel maximum efforts into learning; they are not excluded from the learning process by their daily struggle to meet physically challenges in their environment such as holding their head up, sitting up in their chairs, manipulating instructional materials, and accessing the assistive technologies required for itegration and participation in the classroom curriculum.

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