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Discussion 1 (50 words or more)

Review your classmates’ posts and provide any additional insights and/or ideas you might have regarding supplementary supports, services, or community-based collaboration for educating students with intellectual disabilities.

# 1) Melanie Culver (classmates name)

Having an intellectual disability means that you might struggle learning new information and skills, have trouble communicating, have trouble being social and struggle with personal care. Intellectual disability can occur from injury, genetic conditions, health problems and problems during pregnancy and birth. Students who have an intellectual disability may require special education services and accommodations in the classroom. Matthew’s intellectual disability might impact his overall education in numerous ways. Matthew might have trouble learning detailed math instructions that involve multiple steps. He might need extra time to complete assignments and projects. The article states that Matthews’s disability makes it harder to learn new things which will make taking new classes like agriculture or a foreign language difficult. He might need classroom support in the form of an aid.

Based on Matthews interest and needs I believe that the supplementary support and services that could be integrated into his IEP to support his success in school would be to modify instruction, allow Matthew to ask for help, create a schedule that involves his interest and provide professional and community support. Matthew has probably had some form of modified instruction in primary school and would benefit from it in high school as well. He needs to be challenged but on his learning level. If Matthew is enrolled in regular classes and feels like he is struggling, he would be allowed to ask for help. I would suggest allowing him to leave the regular class to go to a special education teacher for help. I am a substitute in a high school that allowed students to do this. The student completes what they can in class then asks for the help of the Special ED teacher. The student will still do the same work but is allowed to skip questions they might not understand. They are graded on a scale based on what they answer. In high school the students are able to pick their schedule. I would make sure that Matthews scheduled involved agriculture or learning about plants and the outdoors. I would also provide Matthew with programs outside of school that support his interest.

Community-based instruction could support Matthew in achieving his goals and dreams beyond high school by giving him experience in the real world. Matthew would be able to learn hands on what is going on in his community and have real knowledge about whatever field he decides to go into. He can also experience many different programs and fields to find the one he likes the most. Matthew will also be able to work on social skills and communication with ease by being with people he might be familiar with or knows. Since Matthew is likely to continue to live in the community after high school it would be a great experience to become more familiar with it and to have the community familiar with Matthew.

The only experience I have had with working with a student with an intellectual disability is through subbing. Being a substitute teacher has given me the privilege to meet a variety of special education students. I have not gotten to spend a great deal of time with them but from my experience they are just like any other student. My daughter struggled with reading and math. I am an avid reader and that gene finally kicked in with her around fifth grade but it was a struggle before she learned to love it. She still struggles with her 8th grade math. She told me that math is like looking at an alien language to her. The numbers become jumbled and her brain starts to hurt. Word problems are the worst for her because they can give you too much information that she has trouble deciding what to use. I feel like that must be what it is like for students with intellectual disabilities.

NDCCD. ( 2013). Matthew’s Story. Retrieved on Jan 6, 2016, from http://nichcy.org/disability/specific/intellectual

# 2) Elizabeth Holguin ( Classmates name)

Intellectual disability refers to when someone has a condition characterized by limitations in communicating, taking care of themselves and in mental functioning that causes the person to develop and learn more slowly than a normal child. Intellectual disability will have an impact in Mathew’s overall education in various ways. Mathew may take longer that the rest of the students to learn in school. While growing up, children with intellectual disabilities, also known as mental retardation or cognitive disabilities take longer that the rest of the children to learn to walk, speak or take care of their personal needs (NDCCD, 2013). While Mathew may have experienced similar characteristics, he may also experience the limitations in learning. He may also not learn some things at all.

Mathew is interested in outdoor projects, nature and most specifically in trees and other plants. For Mathew to be successful in school, it will be important to involve him in the choosing of his extracurricular classes. When Mathew chooses his classes, he will have an opportunity to take classes that are interesting to him, and he will further improve his skills. It is also important to have him in science classes that allow him to do projects that involve learning nature and outdoor activities. Involve Mathew in community development projects that do planting and Earth Day projects. Mathew can also be allowed to volunteer at a nursery to nurture his interests.

Mathew can achieve his dreams and goals past high school through different kinds of supports.

Firstly, Mathew can be provided with transition supports and services in community settings and college for him to expand his self-advocacy, independence, employment and social and community integration during his final year of mandated public schooling. While receiving transition services in post-secondary settings, Mathew can be allowed to take college classes or participate in continuing educational classes (NCSET (2013). Mathew can also be offered training positions or integrated community employment to attain a paid position. Mathew can be engaged with his peers without disabilities in a variety of campus experiences involving trees and nature events.

References

NCSET (2013) Addressing Trends and Developments in Secondary Education and Transition Retrieved on Jan 6, 2016, from http://www.ncset.org/publications/viewdesc.asp?id=3395

NDCCD. ( 2013). Matthew’s Story. Retrieved on Jan 6, 2016, from http://nichcy.org/disability/specific/intellectual

Discussion 2 responded

# 3) Melanie Culver (classmates name for DQ 2)

I am interested in learning more about cerebral palsy. I had a great uncle who had it and I have a friend whose grandparents and mother had it as well. Cerebral Palsy is a condition in the brain that affects the ability to move, balance and muscle control. Cerebral palsy happens during fetal development or during infancy and there is no cure. Symptoms of cerebral palsy include spastic muscle movements, involuntary movements of the head, face, arms, legs and neck and cause a lack of coordination and balance. According to Turnbull, “Many health and developmental problems may accompany cerebral palsy; more than half of children and youth with cerebral palsy have intellectual disabilities, between 22 and 40 percent have epilepsy, more than 70 percent have low visual acuity and about 25 percent have problems with controlling their bladder and bowels“(Turnbull, 2016).

The characteristics of this disorder can affect development and learning by limiting muscle movement and oral-motor skills. This can affect learning by delaying them in speech development and making learning new words and definitions difficult.

Some accommodations that an educator can make to address the needs of a student with a physical ability would be to modify the classroom to fit the students’ needs and to implement voice and text technologies. A student with physical disability may need the assistance of a walker or wheelchair so making the classroom accessible to them is one accommodation. Placing the student in a classroom with a handicap bathroom would be ideal but if that’s not possible allow the student access to the provided handicap bathroom. If the student is a school where they change classes then allow the student extra time to get to each class. Another accommodation would be to allow the student the use of a laptop or other technologies that can make it easier to do classwork.

Other related services that might support the needs of a student with a physical disability would be physical therapy in place of physical education. Students with physical disabilities should be allowed to have a physical therapist come to the school to work with them. This can replace P.E or can be an added service. This will allow the student to work on movement during school hours which is something that their families would appreciate.

Assistive technology tools or devices that might provide greater access and independence for the students would be voice assistance like speech-to-text and the use of laptops or Ipads to complete their class work. A physical disability like cerebral palsy can make it hard to write or even hold a pencil.

# 4) Elizabeth Holguin (classmate name for DQ 2)

Consider the characteristics of an individual with physical disabilities. Choose one physical disability area you are interested in learning more about (e.g. spina bifida or cerebral palsy) to elaborate on.

Cerebral palsy

The severity of cerebral palsy disability depends on the precise location where the brain has experienced damage, the extent to which the central nervous system is involved and the degree of brain damage (Desai et al., 2014). The following are the characteristics of individuals with cerebral palsy, whose motor functioning has been affected: involuntary movements, jerky movements, spasms, and lack of muscle tone. Individuals with cerebral palsy may have more than one disability. For example, individuals with difficulties with motor functioning may also have difficulties in mastering oral speech. Most individuals with the cerebral palsy condition have poor muscle development and impaired mobility (Kirby et al., 2011). Even when such individuals walk, they may require crutches, canes or wheelchair to move around.

How might the characteristics of your chosen disorder affect development and learning?

Cerebral palsy may affect development and learning depending on the combination of symptoms and level of severity. Cerebral palsy can affect the posture, balance and ability to communicate, move, sleep, learn and eat. When an individual with cerebral palsy has weakness in their hands, they may experience difficulties in writing or performing other learning activities. Furthermore, when an individual has difficulties controlling their speech or movement they experience challenges when engaging class discussions and other activities that require movement. Cerebral palsy characteristics affect development because when the condition is severe, one may not be able to breathe, swallow; exercise bladder and bowel control and have head and neck control (Desai et al., 2014). Individuals with cerebral palsy may also have dental and digestive problems that affect their development.

What accommodations could an educator make to address the needs of a student with a physical disability?

The first accommodation would be conducting an Individualized Education Program (IEP) to determine the unique needs of the student. Since many individuals with cerebral palsy have poor muscle development and impaired mobility, an educator may address the needs of students with such characteristics by making sure they have wheelchairs, crutches to get around. An educator can also arrange for braces for students with cerebral palsy to help support the limbs that are affected, improving their functionality. Braces would also ensure that contractures that may lead to other mobility limitations and bone deformities are prevented. An educator can also provide pillows, wedges and worktables and chairs that are individually designed for proper positioning of the body, for the student to breathe easily, to participate in group activities and to avoid injuries, deformities and contractures (Kirby et al., 2011).

What related services might support the needs of a student with this disability?

Other related services that may support the needs of the student with cerebral palsy would be offering them occupational therapy and physical therapy. Students whose speech has been affected by cerebral palsy will benefit from the services of speech language pathology. Occupational and physical therapy will handle muscular needs. An aide will also be necessary if the student is in need of using a wheelchair. While the aide should encourage independence, he or she should be ready whenever necessary.

What assistive technology tools or devices might provide greater access and independence for students?

Students with cerebral palsy who lack fine motor skills may be offered enlarged keyboard or a computer program that is voice activated to increase independence. For young children, picture or word board will be appropriate as an assistive technology that provides greater access (Kirby et al., 2011).