7 B Response to Kathryn Meleky

your paper touched me tremendously, this semester I was diagnosed with anxiety. And I have had the worst time coping, this paper helps me fully understand all the characteristics and ways to cope. All my anxiety must be deemed from moving to a new area, new school and new program. The most important thing that I've realized is that I can not do it alone.

Jamie Diemert response to Megan Giesen

I found your paper very interesting. It wasn't until the classes I had this semester I realized that assistive technology didn't have to be "technology". I wish I would of had your paper to read awhile ago. I knew there were things like pencil grips, large face computers and calculators and such but did not realize those would be considered assistive technology. It is great to see how these types of aides can be used in daily instruction and life without making individuals feel "different" from their peers. I use dojo in my classroom everyday and love how it can be used equally with all students for positive and negative behaviors. I love how parents are involved with daily activities and have recently learned that I can send pictures included in messages to show parents what is going on in the classroom. We are now using it to help a parent gather data and evidence that her son may have a disability. I am able to capture behaviors and not only give written examples but I can show her too. The things that computers can do for students with hearing or visual problems is amazing. It makes nothing seem impossible to help build inclusive classrooms. Thank you for doing your research and I hope if people are more like me and don't know that much about the assistive technology they can read more papers like yours.

7B - Candel Response to Giesen

Megan,

I was especially interested in your topic due to my involvement in our assistive technology (AT) programming at the center where I am employed. Although I have historically only delved into the electronic portion of AT planning for students, such as setting up iPads, desktop computers, and devices like the Dynavox, I hadn't really considered how far-reaching assistive technology could extend. As you put it, "Assistive Technology is any item, piece of equipment or product system, whether acquired commercially, off the shelf, modified or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." In that case, we are surrounded by AT, right? From the reminders on our phones we receive every day all day, to Google maps to help us get from one city to the next, we are being "assisted" by technology. Consider not having something like Caller ID on your phone? Now, that would be disabling to millions of people! That's the thing I come away with after reading your paper. It's so incredible all of the amazing things that have been created to help those people who truly would not have been able to accomplish them otherwise. However, I also wonder if the advancements have left some of our neuro-typical society just a bit lazier than they might have been 10 - 20 years ago? What do you think? Great paper!

Tony

7B: Kathryn Meleky Response to Amanda Johnson

I am going to begin my personal reflection and response to Amanda's Johnson"s Critical Task research by answering the questions. I will conclude my response with reflections on both personal thoughts and professional experiences while I read over her research paper and also power point.
1.) What are the characteristics of collaboration? To begin with, empowerment and collaboration with families, colleagues, and communities are key components. Collaboration is voluntary, requiring direct interaction between at least two coequal parties with shared decision making in order to work toward a common goal. There needs to be parity among participants working towards shared responsibility, resources, and accountability and have the development of trust, respect, and a sense of community. The components of collaboration include; personal commitment, communication skills, interaction processes, programs or services, and context.
2.) What are some ways an educator can beat some stressors caused by overwhelming collaboration? An effective tool that educators can relieve stressors with overwhelming collaboration is to look into and set realistic and flexible goals, focus on the student's learning, establish priorities, celebrate accomplishments, and utilize outside resources and support. 
3.) What is the most used practice of collaboration in today's schools? Describe it? The most practiced use of collaboration is "Response to Intervention (RTI). Response to Intervention originated in special education law to be implemented in general education regularly. RTI is an alternative procedure for identifying students as having a learning disability. RTI calls for a high degree of collaboration that assists with extents of effective procedures in which a team of professionals come together in order to evaluate a student's needs and to design teaching that will assist with accelerate learning, which the results being better ideas, increase in learning, and less need for a more organized and control service of special education. 
4.) What networks are available for families with a child with ELNs? Community collaboration should begin by focusing on the diversity of all community members and to provide opportunities for all members to learn from in order for the ELN child to reach their potential. The networks are community-based and offer integrated services include mentoring programs, extended schooling for at-risk students,vocational training, and student transitional programs. The program networks can also include parent training and information centers, community parent resource centers, parent-to-parent programs, and family-to-family health information centers
5.) What are the three questions that educators should ask when participating in a transition planning team/meeting? The treatment plan team meeting is important so that the student will be provided with necessary skills to transition into adult life. The questions include: What is the student's long-term goal in the area of Post secondary Education or Training? What is the student's long term goal in the area of Employment? and What is the student's long term goal in the area of Independent Living/Community Participation?
6.) What is the most important factor a student can hold when it comes to transitioning? ELN students that have a high level of self-determination can guide them to a smooth level of transitioning. Person-centered planing guides along with self-determination toward reaching equal participation and active collaboration.

Amanda, I found your research and power point to be a valuable assist toward furthering my education with becoming a Intervention Specialist Mild/Moderate. Collaboration among everyone is extreme important and I have seen that first hand while employed as a Therapeutic Staff Worker. It only takes one person to sway then the educational goals for the student is not effective. I will utilize and apply all the information that you provided that also included Transitioning skills when the ELN student is prepared to go into the world as an adult. 

7B - Ashley Forbes Response to Kathryn Meleky

I really enjoyed reading your paper and all of the information that you have provided with detailed research! I think that one of the reasons why this topic flowed so easily is because I was able to compare it to my own life and some of the students that I see on a regular basis. I went through a period of time as an adult suffering from anxiety disorders. I always felt frightened or uneasy about practically everything. There was even a time when I had myself believing that I had a form of cancer. I was unable to perform in college courses because it was just too stressful. Looking at that situation, it is difficult to even think about how that scenario would apply to a young child who not only suffered from anxieties but who also had special needs or an underlying disability. Often times, especially in the city schools it is not uncommon for students to worry a lot about the health and wellbeing of their family members because they are also a provider or supporter.

 It is sometimes tricky to identify these students as having anxiety disorders. That is where your paper really did a great job at breaking down the identification process. I didn’t know that questionnaires were a form of identification for these students. This was something that was extremely interesting to me and I’m happy that you discussed it among other parts of the process. I also found it important when you said that classroom teachers make many observations throughout the day. I think that because teachers spend so much time throughout the day with each of their students, there should be a specific binder with files kept in it that provides this type of information. Sometimes parents are aware of odd behaviors or changes within their child but aren’t fully ready to pursue it in any way. For example, a child may have signs/symptoms of generalized anxiety but the parents aren’t certain. They may just allow the behaviors to continue because they don’t want to assume that anything is wrong. Acceptance was a large part of my stress relief counseling sessions that I took when I suffered from anxiety. 

I feel like this paper has enough information to provide a classroom teacher in both regular and special education with the foundation to begin to monitor and support these students. The entire section on cognitive behavior will become something that I will reference in the near future. I genuinely enjoyed reading and found it difficult to choose just one part to respond to because there’s so much great information! I hope others read too! 

7B - Amanda Johnson Respones to Tim Calhoun

Technology, unfortunately, plays a majority role in my daily life. Whether it be for my morning alarm, means of communication, my calendar/to-do list, social media, source of information (current and past), and use of entertainment. All of these can be found on the common 'smartphone' nowadays, impressive.m Technology in the classroom helps educators prepare students for the real world environment. As stated about we are a technology-dependent world. Children at young ages are becoming more and more tech-savvy. Technology can help prepare students for their future careers, if implemented and used correctly.


I am a huge fan of the idea of Bring Your Own Devices (BYOD). Technology among child is very common in their home lives. Children are learning how to use iPhone, iPads, computers, tablets, etc. at a young age.  Students with exceptional learning needs may use technology as a main resource for communication at home so why not allow these students to bring them into school as a means of learning and communication as well. This guarantees the student is familiar/expert with the device as well as connection school with their home life.  Integrating technology into the classroom will enhance diversity in learning styles. School would have to define and enhance the rules for the technology use during school (no games, YouTube, etc.). With BYOD you also have to take in consideration of equal access to technology for all students. Grants and insurance should play a huge factor in this minor set-back.

Technology is a world that has endless amounts of room to explore. Technology in the classroom will help students become more independent and responsible. Students are able to take more control over their own learning and communication with the real world.

7B Trisha Amato-Response to Ashley Forbes

Ashley,

               To be honest when I chose to read your paper, I did it for totally selfish reasons. I was hoping that it would help me to prepare for the comps that are coming up next week. I was wanting for it to give me some ideas on the court cases that helped shape the education system as it is today. There were many ideas in there and I thank you for that.

               As I read through your paper, some of the ideas that were presented were not clear as we went through them in class, but thank you for clarifying these ideas. I understand more of what it was. I have gone to other sources to try and clarify things and this helped greatly.

               I am not in the teaching field and as I sit in these classes with you and other teachers I have to do background research to understand some of the material and if I would have had your paper in the beginning it may have been a little bit easier. You made things clear and concise and the paper flowed very nicely. Thank you for your paper and the insight behind it. 

7B-Abigail Cook—Response to Megan Giesen

With technology ever-changing, this paper was very informative and useful for helping to learn current uses for assistive technology.  The most common technology that comes to mind is the computer.  The computer is so complex that it is hard to know all of the different uses it has, especially for students with exceptional learning needs.  Personally, I am more familiar with Microsoft products, so I appreciate all of the helpful information about Apple products in this paper.  It is nice to know that many forms of assistive technology come with Mac products.  This paper did a great job in outlining step-by-step instructions for different Mac applications.

Another thing I really enjoyed about this paper is the real life examples that are included.  Megan did a wonderful job in giving great examples as to how different types of technology can help users in various situations. 

Since there are so many forms of assistive technology available, I learned about a few products that I have never heard of before.  I liked reading about the NavBelt, and the other technologies useful for people with visual impairments.  I also learned about the program, Dragon, and how that converts text to speech.  I also learned for the first time about the Inspiration Maps App. This graphic organizer app seems like a great tool for students that have trouble organizing.

                After reading this paper, I have realized how many forms of assistive technology that I use on a daily basis.  Megan pointed out that assistive technology is not only for students with learning disabilities, and that most people will use some form of assistive technology in their lifetime. 

                Students with disabilities not only need assistive technology in the classroom, but they also need it in their everyday environments.  Megan pointed out that users use technology to control the climate in their homes.  Technology can also be used as remotes, alarms, and light switches.  Technology can even be used to control water valves, and toilets.

                I have learned from this paper, that technology is so useful for people with disabilities.  It makes everyday tasks easier, and it makes learning more manageable.  There are so many forms of assistive technology that the possibilities are endless, and I believe that technology will keep evolving and get better and better.

7B/ Courtney Ronghi Response to Jodi Guarnieri

1. Explain the differences between spina bifida occulta, meningocele, and myelomeningocele. Spina bifida occulta is the mildest form and seldom causes health problems, meningocele is the rarest type of spina bifida, and myelomeningocele is the most severe form of spina bifida
2. What are 5 areas of a child’s development that may be delayed. Cognitive, physical, communication, social/emotional, and adaptive
3. Who are the major contributors in the development of an Individualized Family Services Plan (IFSP) for a child with spina bifida? Parents are the major contributors along with medical personnel, physical and occupational therapists, social workers and others depending on the services needed.
4. Name 8 health conditions that may be associated with spina bifida. Hydrocephalus, Chiari II Malformation, Latex Allergy, Meningitis, Paralysis, Tethered Spinal Cord, Urinary Tract Infections, Skin Problems
5. Identify 3 purposes for the use of orthotics. To prevent contractures, protection from fractures and injury, and to assist in standing and walking.

Jodi, your paper was very informative. I definitely agree that early intervention with all children, especially those with spina bifida, is crucial because research has shown that the child’s earliest experiences affect the development of the brain.

7B Tim Calhoun Response to John Chandler

John,
I really enjoyed reading your paper and power point.  I chose your research to see what you found on assisitve technology, due to the fact that I to researched this topic as well.  Through my research I found a lot of similarities in the use and practice of AT devices.  Your paper pointed out ample amounts of uses and examples of AT.  Assistive technology has a wide range of "technology", from something as simple as glasses, to a high tech voice to text machine or application.  I learned a lot more about AT from your paper, as to how individuals and schools obtain AT specifically.  Your research showed how private and public sectors provide funding for AT, as well as state and federal government.  AT also requires significant planning to be implemented into an individuals life.  Through my research and reading yours, AT takes a lot of time to implement because along with technology requires a lot of training.  training can include teachers, aids, and parents alike, which takes time.  As I found to, time often times equals money, so with teachers having to be trained in how to use technology it causes more expenses for school districts.
Along with the failures of AT that you found, such as mechanical issues, and technology not fitting the specific students needs, I to found that one major failure of AT is from the side of training.  Like you pointed out if the student does not see benefits coming from the technology its often times abandon.  However, I feel that a lot of times this can come from teachers not being trained on how to work some devices.  Like I mentioned before training is often times expensive, and school districts do not want to pay for their teachers to go to training.  Therefore it is left up to the teachers to teach thimbles on how to implement and use the AT.  This causes problems because teachers don't often time have the time to train on one specific form of AT and this could leave a promising effective piece of technology out of the classroom because teachers don't know how to use it.\
I enjoyed reading through your research very much, it gave me even more information on assistive technology than what I got through my research. Great job!

7B Jodi Guarnieri response to Cynthia Rocco

Cynthia, I really enjoyed reading your critical issue paper on the passage of Ohio House Bill 264. It was very informative and showed the impact that this legislation has on the schools in Ohio. This was a much needed piece of legislation to ensure that children with diabetes will be safe at school. There is always the potential of a medical emergency with diabetic students, and schools must be prepared to act in an appropriate manner. The student’s life is dependent on this.

I agree with you in regards to the indicators of why the bill was needed. As you stated, 13 states fall short of the current recommendation of nurse-to-student ratio of one nurse to 750 students. This places more responsibilities onto the school staff and families of the students. I am the only school nurse in our district which is comprised of 3 buildings. We have diabetic trained staff in all three buildings to handle any medical issues that may arise when I am not in the building. I train the staff the week before the students come back to school. The principals and I come up with a list of staff that we would like to be trained. A few of our trained staff either have diabetes, or have family members with the disease which really helps, because these staff are comfortable with the complexity of the disease. Any staff member who is asked to be trained, is allowed to refuse if they do not feel comfortable. However, I find that most staff are willing to be trained because they want to be more knowledgeable concerning this disease. The district has had trained diabetes staff in each building even before House Bill 264. This has always been necessary since there is not a health care worker in each building at all times.

I very much agree with you that all students having diabetes have very individual needs. There are many factors that determine what each student’s needs will be with a diagnosis of diabetes. Their emotional maturity and their intellectual ability must be considered. How long they have been diagnosed is also important. Grade level of the student is not always an indicator whether they will be self-sufficient. I have a newly diagnosed 10^th grade student who was very apprehensive on counting carbs (even though he had a doctor’s order stating he could self-manage his disease. While checking on him the first week of school, I found he didn’t even bring any of his diabetes supplies to school with him including his insulin. I had to intervene and insist on having a set of supplies kept locked in the clinic. I also made a binder for him which he recorded his blood glucose before lunch and also a menu with the correct carb counts for the daily school lunches. Because he is newly diagnosed, this is providing him comfort and helps keep him safe while at school. It especially provides the mother comfort during the school day.

This Bill also states that a 504 plan must be offered within 14 days of a doctor’s order of diabetes. I also agree with you that most families don’t understand what a 504 plan means. Once the accommodations are explained and how it provides a means of keeping them safe while at school, they understand why it is needed.

Thank you for sharing all of this pertinent information with all of us.