Most recent public comments by Anthony Carbone https://nowcomment.com/users/67254 https://nowcomment.com/documents/197823?scroll_to=1863490 https://nowcomment.com/documents/197823?scroll_to=1863490 Three professionals that I would include on a team to ensure that the student is able to access what they need in the least restrictive environment includes an Occupational Therapist (OT), Physical Therapist (PT) and a Paraprofessional. The first professional is the Occupational Therapist (OT), who would be a member of the team because of their familiarity of duties ranging from examining, evaluating and working with students who experience physical conditions. These therapists work with other professionals usually physical therapists for diagnosing and treating students with disabilities. The second professional is the Physical Therapist (PT) who would be a member of the team because a physical therapist would work with the student on improving flexibility of muscles and assist with mobility issues possibly dealing with a wheelchair. Both the physical therapist and the occupational therapist would be working together hand in hand as well as with the other member of the team or Paraprofessional. The paraprofessional under the supervision of the Special Education Teacher may be responsible for accompanying the student to a resource classroom where the paraprofessional will work with the student ensuring that all of the student’s needs are met as per the Special Education Teacher’s directions. When in the student’s home classroom, the paraprofessional will work with the special education teacher as well as with the Occupational and Physical Therapist to assist with the student’s needs. Working under the direction of the Teacher, the paraprofessional will assist and work with the student, utilizing assistive technology and accommodations of the student as laid out by the special education teacher. Tue, 05 May 2020 14:35:00 -0400 https://nowcomment.com/documents/191721?scroll_to=1798486 https://nowcomment.com/documents/191721?scroll_to=1798486 How I would set up a classroom and/or a lesson to ensure that a student with ASD is successful would be since Autism is a common developmental disorder effecting how an individual communicates and relates to other people as well as how they view or experience the world around them, in setting up the classroom, I would structure the environment where the Autistic student would sit in a particular spot in the classroom, so as the student could benefit from a timer to help better cope with the day’s routine. Since autistic children are highly visual learners, one teaching strategy I would incorporate into my daily lessons would be the use of pictures, object, or animation to help the student with autism process the information in a less stressful way. This would also benefit nonverbal autistic students. It is also good practice to establish good communication practices with parents/guardians because they may be able to better suggest interventions to use should the child have a challenging behavior. An example of this might be that the child likes dim lighting or needs to utilize ear defenders to help block out background noise. Autistic children often have an obsession in particular objects, and this could be used to communicate with the student and incorporate the student’s interest into the lesson. For instance, if the student liked cars you could translate the use of cars into math problems. In my classes I have always used time out cards where if a student was feeling overwhelmed, they could go and sit on a bean bag and take a break. This I felt helped the students with overload by sensory stimuli and prevented inappropriate behavior. Finally, it is important that as teachers we remember that autistic students all exhibit different symptoms and have different needs. It is our job as teachers to understand the student’s strengths, interests, needs as well as their weaknesses to help keep them better engaged in learning. I feel, doing the above would produce a positive learning environment for a student with Autism Spectrum Disorder (ASD). Wed, 15 Apr 2020 02:08:04 -0400 https://nowcomment.com/documents/186301?scroll_to=1787130 https://nowcomment.com/documents/186301?scroll_to=1787130 In describing two intervention strategies which the special education teacher could suggest to the IEP team to help Joshua increase his positive social behavior and decrease his undesirable behavior could include the following: Prior to describing two intervention strategies the IEP team should request the parents’ permission to conduct a Functional Behavior Assessment (FBA). Using the ABC data tracking sheets, (Antecedent Behavior and Consequence) the team could develop a Behavior Intervention Plan (BIP) to address the inappropriate behavior displayed by the student. In addition, the teacher could provide Joshua with a visual schedule and timer to follow listing his daily classroom routines which include breaks, lunch and class transitions. It could be a hands-on visual board which Joshua would use picture cards with Velcro to document the classes which he completed. Utilizing this intervention, the teacher could teach the student to self-monitor his own behavior. In addition, progress monitoring will be conducted by his special education teacher who could use a positive reward system for Joshua when he displays appropriate behaviors each day. A second intervention could be ensuring that Joshua understands classroom rules and activity directions by keeping them simple and clear for Joshua and all students. Rules could be confusing for students and keeping them simple and clear could be as easy as (being on time, doing your best and respecting your classmates). When it comes to teaching activities, the special education teacher should use well defined rules and could use stickers and cards as positive reinforcement. Monitoring the above intervention strategies could be done by both the general education teacher as well as Joshua by keeping a journal of his daily behavior and class work. This journal could be sent home with Joshua to keep his parents informed of his daily progress. Sun, 12 Apr 2020 06:56:59 -0400 https://nowcomment.com/documents/189555?scroll_to=1773025 https://nowcomment.com/documents/189555?scroll_to=1773025 • Who would you work with? • What assessments would you use? • What additional information would you need? • What accommodations would you consider? The steps which I would take to ensure that I was providing all services necessary for a student with a speech or language impairment would be: To work with an individual who specialized in interventions to assist students with speech and language disorders. This individual would be the Speech and Language Therapist. When working with the Speech and Language Therapist (SLT). Speech-Language pathologists are individuals (specialists) who evaluate students using both formal and informal means to determine whether these disorders are present, but as for the student, a comprehensive evaluation is required and the IEP team determines eligibility for special education. The use of Evidence-based Practices are used more and more in schools and provides accountability in today’s schools. Reasons that Evidence-based Practices are used includes: • Collection of Data – which indicates the effectiveness of the strategies for preventing the development of speech and language problems. • Use of data for decision making – which strengthens the expectation that interventions should be based on the specific needs of the student. • Professional education – speech and language therapists need to be educated on guided practices in public schools. Students with speech and language disorders vary widely in terms of their cognitive ability and academic achievement as well as in their social or emotional status and the possibility of having behavior problems. Many Students with speech and language disorders can be helped through technology. Computer hardware, software, tablet devices, smartphones, can help students communicate effectively as well as practice the skills for which they are learning. Alternative and Augmentative Communication (AAC) can compensate for a student’s communication limitations. Strategies are divided into two categories unaided and aided. Unaided is where the student does not require special equipment or materials an example is where the student uses sign language. Aided refers to those individuals who depend on some type of equipment or material. An example of an AAC device would be a communication board. Sun, 12 Apr 2020 20:08:46 -0400 https://nowcomment.com/documents/186301?scroll_to=1766415 https://nowcomment.com/documents/186301?scroll_to=1766415 Describe two intervention strategies which the special education teacher could suggest to the IEP team to help Joshua increase his positive social behavior and decrease his undesirable behavior could include the following: - Prior to describing two intervention strategies the IEP team should request the parents’ permission to conduct a Functional Behavior Assessment (FBA). Using the ABC data tracking sheets, (Antecedent Behavior and Consequence) the team could develop a Behavior Intervention Plan (BIP) to address the inappropriate behavior displayed by the student. - In addition, the teacher could provide Joshua with a visual schedule and timer to follow listing his daily classroom routines which include breaks, lunch and class transitions. It could be a hands-on visual board which Joshua would use picture cards with Velcro to document the classes which he completed. Utilizing this intervention, the teacher could teach the student to self-monitor his own behavior. In addition, progress monitoring will be conducted by his special education teacher who could use a positive reward system for Joshua when he displays appropriate behaviors each day. - A second intervention could be ensuring that Joshua understands classroom rules and activity directions by keeping them simple and clear for Joshua and all students. Rules could be confusing for students and keeping them simple and clear could be as easy as (being on time, doing your best and respecting your classmates). When it comes to teaching activities, the special education teacher should use well defined rules and could use stickers and cards as positive reinforcers. - Monitoring the above intervention strategies could be done by both the general education teacher as well as Joshua by keeping a journal of his daily behavior and class work. This journal could be sent home with Joshua to keep his parents informed of his daily progress. Sun, 05 Apr 2020 22:15:42 -0400 https://nowcomment.com/documents/180224?scroll_to=1730979 https://nowcomment.com/documents/180224?scroll_to=1730979 Nathaniel – 4th Grade Student Nathaniel was diagnosed by the Multidisciplinary Team as having a learning disability in reading. Now Nathaniel is in the 4th grade. Three strengths which Nathaniel possesses are: 1. Nathaniel has displayed a positive attitude toward learning. It was documented that he had a good attendance record, attending school regularly despite his reading performance. In addition, Nathaniel participates fully in the reading program with his peers. 2. Nathaniel has good speaking skills, displaying his abilities to his teachers of being a bright young man with many interests. 3. Nathaniel has displayed an interest in learning and was stated by the teacher as maintaining a positive attitude toward his peers, pertaining to good social skills. In addressing two areas to target for specific interventions: 1. The first area would be to target reading, working with Nathaniel on phonological awareness (the ability to make connections between letters and sounds the letters stand for). In addition, work with Nathaniel on his Oral fluency using reading aloud using inflection or rhyme. The last part includes working on comprehension skills helping Nathaniel being able to recite the characters and facts about what he has read. 2. The second area to target would be his writing skills, in which Nathaniel could use Assistive Technology (AT) to help him with spelling as well as sentence structure. As suggested, Nathaniel could ask for assistance by his peers since he has good social skills allowing peer tutoring and collaboration of ideas to help Nathaniel become more fluent in reading and writing as well. Wed, 01 Apr 2020 21:56:55 -0400 https://nowcomment.com/documents/173789?scroll_to=1670057 https://nowcomment.com/documents/173789?scroll_to=1670057 Identify Four things you can do to establish and enhance communication, cooperation and collaboration with your students and the general education classroom teacher. Explain Value of each of the four items listed above. First, in answering the question concerning enhancing communication cooperation and collaboration, I would address the common goal with the general education teacher which we are both working towards. We should discuss the style of instruction which we are going to use to help the students learn. One style is being directive involving interactions relating to working as a team, and collaboration involves sharing of responsibilities along with key decisions which may involve deciding what a project might be or designing the rubric for grading the project. Specifically, a good special education teacher will review the student’s IEP’s with the general education teacher and brief the general education teacher on any behavioral issue’s students may have along with the specifics of their disabilities. Understanding the disabilities will help in designing the lesson for the class. Second, when collaborating and working with other colleagues there should be a sharing of resources the special education teacher can contribute by helping with the curriculum goals addressing them more explicitly or at a lower reading level to help the students while the general education teacher could work on implementation of planned intervention to help monitor student progress. Using shared resources involves sharing of responsibility and ownership of what is being taught. Third, involves setting of your personal belief system which is one of the first elements of collaboration and will assist you as a teacher develop more aspects helping you to face the challenging experiences when working with students and teachers. In addition, keep in mind that when you are teaching you need to be aware of your facial expressions, posture and other nonverbal signals which you may be communicating in the classroom or when working with other teachers. As teachers we need to practice being in control of our facial expressions, posture and nonverbal signals and practice proper skills or when we actually need to use the skills listed, we will probably have trouble. Fourth, we need to improve our listening skills by: •Listening to what others are saying. •Leaving emotions behind you. •Get rid of any distractions. •Encourage student participation. •React positively. Mon, 30 Mar 2020 14:28:29 -0400 https://nowcomment.com/documents/172645?scroll_to=1637906 https://nowcomment.com/documents/172645?scroll_to=1637906 Great job, I didn't even think of eating utensils for Charlie. Keep up the great work! Tonhy Wed, 11 Mar 2020 23:04:14 -0400 https://nowcomment.com/documents/172645?scroll_to=1637899 https://nowcomment.com/documents/172645?scroll_to=1637899 Great job Sherzard, I specifically liked the head wand allowing the user to control a computer by moving their head. Wed, 08 Apr 2020 21:33:04 -0400 https://nowcomment.com/documents/172645?scroll_to=1637897 https://nowcomment.com/documents/172645?scroll_to=1637897 Describe three different assistive technology devices / products or aids to help Charlie in the 8th grade general education classroom: 1. Motorized Wheelchair which would improve Charlie’s mobility in and out of the classroom providing him with better accessibility to the classroom materials along with the ability to function during collective learning with his age appropriate peers. 2. Computer equipment and software – screen readers and read aloud software along with a computer touch screen will help Charlie keep up with assignments and give Charlie a positive sense of pride to be able to function on assignments along with his classmates. 3. Small voice recorder to help Charlie communicate to his peers and to the teacher. It could be set up whereas Charlie could press a small icon or picture to communicate, ask questions and let others know and understand what he needs and what he wants. All three of the items listed above will assist Charlie in improving his functionality and capabilities within the classroom and provide him with a sense of worth. Thu, 19 Mar 2020 11:53:55 -0400 https://nowcomment.com/documents/172120?scroll_to=1631143 https://nowcomment.com/documents/172120?scroll_to=1631143 Allison, Great job on your post. Class Dojo. Do you use that app in school? Sounds like a great motivational tool! Keep up the great work! Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/172120?scroll_to=1631141 https://nowcomment.com/documents/172120?scroll_to=1631141 Great job on your discussion post. We were sort of on the same line of thought for this assignment. Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/172120?scroll_to=1631138 https://nowcomment.com/documents/172120?scroll_to=1631138 Describe three methods the teacher of the self-contained class could use to foster positive communication with parents includes: 1. First scheduling a teacher parent conference in person to meet and greet whereby the teacher could explain her teaching philosophy as well as introduce the students in the class to the parent. The teacher could collaborate with the parent discussing any specifics which the parent might have, listening to the parent’s concerns. While In the classroom, the teacher could explain her teaching curriculum as well as the student’s syllabus for the up and coming semester. In addition, the student’s accommodations could be explained along with the student’s annual goals and objectives. Student work samples would be something for the teacher to display for the parent. 2. Secondly, the teacher could provide the parent with information on the school’s website and introduce the parent to her classes page. On the page, the teacher could provide the parent with schedules, which include homework, up and coming tests, school activities along with ways to log onto the website. On the website the teacher could explain to the parent about school sponsors. 3. The third method includes the teacher giving the parent her contact information which includes, phone number for voice and text, e-mail address along with a list of community organizations which offer assistance should the parent decide to involve her child in any after school community activities. One of the most important things that the teacher needs to ensure that the parent understands that her child’s needs and welfare are cared for and that as the teacher she would do everything possible to ensure the child masters her assigned annual goals and objectives. Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/171060?scroll_to=1626173 https://nowcomment.com/documents/171060?scroll_to=1626173 Key Issue: Free Appropriate Public Education (FAPE) Court Ruling: The ruling defined for the first time Free Appropriate Public Education (FAPE) and stated that FAPE was met if the Individual Education Program (IEP) developed through the act’s procedures enabled the child to receive educational benefits. Case Specifics: Amy Rowley was a deaf student in a public school in Peekskill, N.Y. She was in Kindergarten and prior to the beginning of the school year her parents met with school administrators to plan for Amy’s supplemental services. Amy was provided a sign language interpreter in the classroom for the first part of the year. Following a trial period of two weeks the interpreter reported that Amy did not need the services in the classroom. After Amy’s Kindergarten year an IEP was prepared for Amy. The IEP provided that Amy would remain in the regular classroom and would be provided with an FM wireless hearing aid in the classroom and she would receive instruction from a tutor for one hour a day from a speech therapist for three hours per week outside of the classroom. Amy’s parents objected to portions of the IEP, stating that the school provided Amy with a sign language interpreter instead of the other forms of assistance identified in the IEP. School Administrators refused the request claiming that Amy did not need an interpreter in the classroom. The Rowley’s argued that because Amy could only decode a fraction (approximately 60%) of the oral language available to hearing students in class, she was entitled to a sign-language interpreter. Without an interpreter, they argued, Amy would be denied the educational opportunity available to her classmates. After a hearing officer declared that Amy was entitled to an interpreter, the school board sought judicial review. A federal trial court in New York ruled, and the Second Circuit affirmed, that Amy was being denied the opportunity to achieve her potential at a level “commensurate with the opportunity provided other children”—a standard that echoed the regulations implemented for Section 504 of the Rehabilitation Act of 1973. Conclusion The information contained in this case is one which relates to other Special Education information in the chapter by displaying an example of how Federal Laws. In addition to providing a definition for FAPE, the Rowley Court voiced a standard of judicial deference to the decision making of educational authorities. Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/167940?scroll_to=1609035 https://nowcomment.com/documents/167940?scroll_to=1609035 No, I really do have twin daughters. The lie is that I can't stand animals. I have 3 little babies one is a Yorkie-Pomeranian, one is a long hair Chihuahua, and my last is a short hair Chihuahua. Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/167940?scroll_to=1609034 https://nowcomment.com/documents/167940?scroll_to=1609034 Well about my lie, you are right. I have 3 little babies one is a Yorkie, Pomeranian, one is a long hair Chihuahua, and my last is short hair Chihuahua. Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/167940?scroll_to=1608405 https://nowcomment.com/documents/167940?scroll_to=1608405 It is a pleasure meeting you Allison, I was a Sped Teaching Assistant for three years at Lexington High School. What made you decide to become a teacher? I have five children which includes twin daughters. I am going to say that red is not your favorite color am I right? Wed, 11 Mar 2020 23:01:31 -0400 https://nowcomment.com/documents/167940?scroll_to=1608393 https://nowcomment.com/documents/167940?scroll_to=1608393 Greetings everyone, my name is Anthony Carbone, but when you reply to my post, please address me as "Tony". Currently I am a Functional Skills Teacher at Dexter Elementary teaching students in grades three thru five (3-5). I am retired after 24 years of Service from the U.S. Navy, am married to a wonder woman who is my angel in life and can't stand animals. Thu, 30 Apr 2020 02:29:47 -0400