Teacher Status: November 2019

Sunday, November 24, 2019

Spec Ed Assignment #3-"Major Essay"

I'll be sharing my essay here in the final hours of the course; updated periodically with resources and references so that regardless of where I am I may have access to the resources.

This essay should reflect the following thought: "Eating Disorders" as published here:

Building on the topics presented in Assignment One, you are expected to write a major essay on your chosen topic.
The essay must be:

approximately 10-15 typed pages, double-spaced.
use APA format; a title page, abstract, introduction, body of essay (including imbedded citations), appendix, and reference section.

The body of the essay must include:

a historical context
a detailed definition – including psychological, legal, educational, etc.,
a detailed description including diagnosis, symptoms, treatment plans including medical, psychological, psychiatric, educational, etc.,
any legislative documents that mention the topic
current educational issues regarding the diagnosis that are problematic, controversial, etc.

The essay must not contain:

slang and contractions
personal stories or opinions
grammatical, typing, and/or spelling mistakes
Improper APA formatting (which constitutes plagiarism)

For those of you not familiar with APA format, you can easily access information at your university library or online. One of the websites most referenced is:
https://owl.english.purdue.edu/owl/resource/560/01/
https://guides.libraries.psu.edu/apaquickguide/intext
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
_________________________________________________________________________________

"Eating Disorders"

The body of the essay must include:

a historical context

-->Stats and results of different research prior

a detailed definition – including psychological, legal, educational, etc.,

-->DSM?

-->Webster Merriam

-->Web MD

-->

-->NEDIC

https://nedic.ca/eating-disorders-treatment/

-->In the Canadian health system, feeding and eating disorders are diagnosed by medical doctors or psychologists. These diagnoses are guided by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published by the American Psychiatric Association. The manual is revised periodically with input from professionals in Canada and the United States. The most recent version (DSM-5) was published in 2013, with revisions to the feeding and eating disorders section intended to be inclusive of a wider range of disordered eating, to aid in the identification of males affected, and to facilitate earlier identification of eating disorders.

a detailed description including diagnosis, symptoms, treatment plans including medical, psychological, psychiatric, educational, etc.,

-->Eating Disorder Hope

https://www.eatingdisorderhope.com/treatment-for-eating-disorders/international/canada/canadas-eating-disorder-treatment-centers

-->CMHA

https://ontario.cmha.ca/documents/eating-disorders/

-->NEDIC

https://nedic.ca/eating-disorders-treatment/

-->DSM-5

any legislative documents that mention the topic

-->Bill 61

https://www.ola.org/en/legislative-business/bills/parliament-42/session-1/bill-61

-->An Act to proclaim Eating Disorders Awareness Week

-->Bill 205

https://www.ola.org/en/legislative-business/bills/parliament-41/session-2/bill-205

->An Act with respect to digitally altered or retouched photographs and videos, the recognition of actions related to eating disorders and the establishment of an eating disorder awareness campaign

-->News Article

https://www.self.com/story/congress-just-passed-the-first-ever-eating-disorder-legislation

-->America passed the bills with the same intentions as Canada (2 years earlier)

current educational issues regarding the diagnosis that are problematic, controversial, etc.

Lasting Impacts:
--> https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/11244909/v21i0004/549_onbp.xml

Treatment effectiveness:
--> https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/11244909/v21i0004/553_acroptfed.xml
https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/10640266/v27i0006/503_pvoantdtpaqs.xml

-->https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/21662630/v04i0003/237_apmtotoltibn.xml

Vulnerability/Susceptibleness:
-->https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/10640266/v27i0006/538_hveinbtaeoam.xml

Causes:
https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/21662630/v04i0003/250_apsoasgwloce.xml

Controversies in Education:
https://www.eatingdisorderhope.com/blog/the-importance-of-the-dsm-5-in-the-diagnosis-of-eating-disorders

"Historically, a defining characteristic of anorexia was amenorrhea, which is the discontinuation of the menstrual cycle. This is no longer the case for two reasons. First, it automatically excluded men from being associated with the diagnosis;"

"For all of these disorders, severity levels have been added. Designations of mild, moderate and severe, have been laid out, so once the diagnosis is made, it is possible to indicate how severe the disorder is."

https://www.ctvnews.ca/health/a-hidden-problem-shedding-light-on-male-eating-disorders-1.2205785

https://www.imdb.com/title/tt1139643/

https://www.huffpost.com/entry/john-lennon-on-fatherhood_b_800333

"I wanted to be this tough James Dean all the time. It took a lot of wrestling to stop doing that, even though I still fall into it when I get insecure and nervous."

http://wetpaint.com/eminem-male-celebrities-eating-disorder-1430463/

"The big-screen leading man says he had “manorexia” around the time he got down to 138 lbs. to play the title character in the 1994 biopic Wyatt Earp.

“My arms were so skinny that I couldn’t pull myself out of a pool,” he reveals to People. “I wasn’t bulimic, but I could understand what people go through with that.” (Dennis Quaid)

https://www.wonderslist.com/10-male-celebrities-oeating-disorders/

"he was quite a compulsive eater which continued until he reached his teens when he decided to lose weight and started trying almost everything to be able to achieve that. He resorted to diet pills and laxatives, and starved himself, and had a poor routine of binging and purging. He was even admitted to many hospital programs, until finally, he started to recover." (Richard Simons)

References

https://www.health.com/anxiety/eating-disorders-anxiety

https://www.healthline.com/health/eating-disorders/anxiety-about-food

https://www.everydayhealth.com/anxiety/anxiety-often-leads-to-eating-disorders.aspx

https://www.mayoclinic.org/diseases-conditions/eating-disorders/symptoms-causes/syc-20353603

https://adaa.org/understanding-anxiety/related-illnesses/eating-disorders

https://www.mindwise.org/blog/uncategorized/the-relationship-between-eating-disorders-and-anxiety/

https://www.eatingdisorderhope.com/treatment-for-eating-disorders/co-occurring-dual-diagnosis/anxiety

http://www.teachspeced.ca/?q=anxiety-disorders

http://www.teachspeced.ca/?q=eating-disorder-strategies

https://www.self.com/story/congress-just-passed-the-first-ever-eating-disorder-legislation

https://www.ola.org/en/legislative-business/bills/parliament-41/session-2/bill-205

https://nedic.ca/eating-disorders-treatment/

https://edfc.ca/

https://www.ola.org/en/legislative-business/bills/parliament-42/session-1/bill-61

https://ontario.cmha.ca/documents/eating-disorders/

https://www.nationaleatingdisorders.org/sites/default/files/Toolkits/EducatorToolkit.pdf

https://bulimiaguide.org/

http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf

http://www.med.umich.edu/yourchild/topics/eatdis.htm

https://www.sickkidscmh.ca/ABC/Teacher-Resource/The-Child-with-Eating-Problems.aspx

--> https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/21662630/v04i0003/315_eacswrs.xml
--> https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/21662630/v04i0003/309_irapicaaa.xml
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--> https://journals-scholarsportal-info.ezproxy.lakeheadu.ca/pdf/21662630/v04i0003/237_apmtotoltibn.xml

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5697343/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6618033/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6282973/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3014461/

https://bodyandhealth.canada.com/healthfeature/gethealthfeature/eating-disorders

https://www.opalfoodandbody.com/wp-content/uploads/2016/01/summary-of-dsm-5.pdf

https://www.bewellconsulting.com/

Spec Ed Pt.2 M10: Analyzing Teaching Strategies

This week’s module focuses on Teaching Strategies for Students with Special Needs. Scroll down to all three pens that highlight teaching strategies for every type of exceptionality and challenge listed.
The website is:
http://www.teachspeced.ca/?q=node/3
Module Task:
Under each section, choose one item and then read the suggestions for strategies. You are to analyze the strategies suggested for all three sections and post for your classmates.
The three sections are:

Student Needs
Exceptionalities Determined by the IPRC
Diagnosed Medical and Psychological Conditions

Guiding Questions:

Summarize one item from each of three categories
Describe how this term affects a student’s learning.
Summarize the strategies suggested.
Analyze the strategies using your own experience as an educator. Do you think they are effective? Inclusive? Appropriate for the student’s age and learning level?
Offer two new strategies that you have tried in your classroom.

Your answers should be fulsome and not one sentence long. They should carefully explain the exceptionality or challenge, relate it directly to student learning, and offer insight.
~ Post your summary
~ Read all posts made by your colleagues
~ Respond to at least TWO of your classmates' posts

Total Online Hours: 8

INSTRUCTOR NOTES
If you copy and paste the web address, listed in the module, into a new window you will see the three sections that are referenced.
http://www.teachspeced.ca/?q=node/3

Student Needs - click and you will see a full list of special needs ranging from Aggression Management to Visual Spatial Processing
Exceptionalities Determined by the IPRC - click and you will see a list of exceptionalities
Diagnosed Medical and Psychological Conditions - click and you will see a list of diagnosed medical and psychological conditions ranging from Acquired Brain Injury to Usher Syndrome

_________________________________________________________________________________

Student Needs:

(Eating Disorders)

http://www.teachspeced.ca/?q=eating-disorder-strategies

I chose to complete a series of tasks for this AQ utilizing resources and reflection points on research conducted about a particular topic. I had chosen "Eating Disorders" for a number of reasons but in choosing it I thought it suiting to choose strategies in this area to reflect on in regards to the area of "special needs" as shared through the website- teachspeed.ca

Eating Disorders are characterized by feelings of over-eating when a person has not; or necessity for binge-eating. Ultimately it is likely to cause physical and mental health problems in a person's life if left untreated. This will lead to death, eating disorders are serious and have easy to see impacts on the human body.

The teaching strategy that I think is worth mentioning but also one of the most ineffective frrom teh list is, "Provide resources to the student and parent on eating disorders and counseling options (school and/or community)" (OTF, 2019) Most likely unless the student develops the eating disorder while under a teacher's watch, the student would have been privy to many materials previous to the teacher's interaction. I think that if a student has an eating disorder, they would generally get identified and then be under a certain amount of parental supervison as well as participating in some sort of counselling. It just seems inapporpiate to pass on materials to a student who is already identified as one with an eating disorder. I would imagine it important to pass onto parents if there is concern about a student who maybe should be identified.

Its common knowledge that media has an immediate impact on students/people from the moment they see an advertisement or piece of media. The OTF "Teach media literacy, focusing on realistic body images." (OTF, 2019) I think that after a personal study on CLIL (Content and Language Integrated Learning), it is extremely beneficial to "sneak" some subliminal pieces of text/media into course materials that provoke thought in certain areas and/or support.

In my experience at a boarding school in China, there were a few students in our classrooms who were encouraged by parents to diet/fast. What parents didn't know is the right way to do so. Some students, after being spoken to about their conditions, were told that they were their diet practices by their mothers. In some cases, it turns out that students were just unaware of how to diet. A trend that struck schools hard in China was the "A-4 Paper Challenge"; in which the students/female participants were challenged to fit their "tummy"/midsection behind an A-4 paper in a picture that proves their "love handles" were not protruding from their "hour glass" figure. What I found effective when working with these students was using the beginning of class activities to introduce the facts/physiology of a human. In regards to "Brain Ed" I would incorporate the learning the strategies that would be best for a lesson from the classroom teacher's perspective, at times, I would be able to connect the content and link it to the idea of how nutrition and balanced lifestyles make direct impacts.

Exceptionalities Determined by IPRC:

(Mild Intellectual Disorder/"Personal Care")

http://www.teachspeced.ca/?q=node/697

-->http://www.teachspeced.ca/?q=node/716

This is when the student may have low intellectual capabilities and will not benefit from standardized teaching. If using the IQ test to check for diagnosis, it would be 70 or less. The OTF, describes how this diagnosis impacts a student through the following ways self-image, ability to comprehend classroom materials that may be unabridged or differentiated, as well as awareness of personal abilities/limits (2019). I'll be focusing on areas of need that reflect "Personal Care".

A strategy I like that was recommended by the OTF in regards to students with mild intellectual disorder/intellectual disabilities with needs in personal care are "Develop and implement alternate programming on the student’s IEP, pertaining to personal care, self-advocacy, peer social skills, etc.; Privately talk to the student about self-care." (OTF, 2019). Using subliminal messages to gauge a student's needs if unknown to the teacher or a way to reach out to the student and allow them a "natural" segue into questions regarding their area of needs is creative. However, sometimes not effective because of how elaborate an area of need may be.

Another Strategy to assist students in a classroom who have Personal Care needs in relation to intellectual disabilities requires rapport. Strategy as mentioned by the OTF, "Privately talk to the student about self-care." (OTF, 2019). In regards to the "private talk" strategy, its important to note that sometimes students are acting out in ways that are harmful to themselves yet teachers may not be aware of it entirely. Using class activities and discussions, sometimes teachers can retrieve some insight into a student's situation without privately talking to them. Private conversations with students may sometimes be out of place based on the specific teacher's rapport with a student. Effective if the rapport between the teacher and student is there; may be unpleasant or awkward otherwise. In situations where the teacher has good rapport with students, a private conversation should done in a relatively public area, or after contacting/connecting with guidance counselors, SERTs or other teachers who you know have good rapport with that particular student.

In my experience at a boarding school in China, there were many students who I taught with "intellectual disorders" while in our resource room. While practicing English with them as their support block sometimes we would read or participate in a reader's theatre, this allowed me to incorporate resources from other areas that I saw fit. Some of these students were feeding themselves a Snickers for breakfast; not brushing their teeth and then munching on spicy bean curd jerky throughout the day. Their health (let alone daily hygiene) was a talking point for some of these teachers as it was not officially brought to light that these could be factors in students' reluctance to participate in group activities as well as their low energy levels earlier in the day.

Diagnosed Medical/Physiological Conditions:

(Anxiety Disorders)

http://www.teachspeced.ca/?q=anxiety-disorders

I found it interesting that there is indeed a connection between "Anxiety Disorder" and Eating Disorders, essentially any anxiety disorder makes it difficult for a student to perform to their fullest ability from day to day in a range of task forms. Ultimately, Anxiety disorders stem from a number of different areas, I will be reviewing and discussing teaching strategies in specificity to "Eating Disorders". This has a serious potential impact on students' mental and physical well-being. This could be a result of socio-economic influence or social influences from within the school/society.

Anxiety is characterized by the feelings of distress in a student when overcome with uncertainty in regards to appropriate course of action in a given situation. Students' abilities to respond are inhibited and generally when they do respond the actions taken result in confusion or misconception between the individual with the anxiety disorder and the teacher/student peer.

I am a "big-time" snacker and as I talked about in a presentation earlier through the AQ, maybe would have suffered from an eating/anxiety disorder. It went relatively untreated for a long time and required the support of teachers and my parents. The OTF recommends that a teacher "Allow to eat during class times" (OTF, 2019). This support strategy allows students who may not enough for a number of reasons to find time to eat or snack in order to regain attention and participation in class. I practice this with my students and it works relatively well. From time to time I need to remind students to remove garbage from their desks, and mop up spilt milk, but its worth the statement. I find that students are actually more willing to mop it up themselves and build a sense of rapport with teachers when things like this happen. When teachers take initiative, students usually make a mental note.

School initiatives are something I always thought (as a student) were superfluous because of the way I was introduced to them as a student. The OTF makes note of the following strategy for students with Anxiety Disorders in regards to Eating Disorders specifically, "Support healthy eating" (OTF, 2019). I personally feel that a school initiative like "healthy Snacks" or specific cafeteria food days are important to raise awareness of eating disorders and healthy lifestyles for students. I believe that when integrated in a way that is supportive, seemingly beneficial for the student body-it would be extremely practical.

Students in our school with GAD (General anxiety disorder) are hard to spot, but it is easy to notice when students are stressing themselves out or their body-image. From my experience, one of the best things I was able to do was to dress professional, maintain a healthy lifestyle myself and share my progress with my students when I would come in with a new shirt/getting ready for big holidays/talking about the weekend and trying out a new recipe/restaurant. That rapport with students goes a long way and students respond very well. Although you may not be the "GQ" teacher of your school, you can still advocate a healthy lifestyle to your school community and students are receptive of it. School initiatives and group/teams make mindsets (sometimes) permanent.

Saturday, November 23, 2019

Spec. Ed Pt.2: M9: Media and Educational Resources

Module Task: Research and find appropriate videos for three of the following topics

Autism
Gifted Students
Learning Disabilities
General Special Education
Developmental Delays
Depression & Anxiety
How to Deal with Suicidal Students
Oppositional Defiant Disorder
Blind and Low Vision
Tourettes Syndrome
Deaf & Hard of Hearing
Multiple Sclerosis
Dyslexia
ADHD
Down Syndrome
Fetal Alcohol Syndrome
Muscular Dystrophy
Spina Bifida
Aboriginal Students
Ontario Human Rights Code
Differentiated Instruction
Universal Design

This is list is not complete. Please feel free to choose a topic that is not listed.

CHOOSE Three of topics and find one video for each topic that focuses on either children or teenagers (no longer than 15 minutes) that is current, clear, and concise.

Your task is to write a review for the video you chose for each of your three different topics.

You review must include the following information on each topic you chose:

URL link for the video
Description of the video (Less than 250 words)
Length of Video
Intended Audience
Short critique on video (Less than 250 words)

In your short critique on the video, make sure to include information that would be pertinent to the teaching staff.

Some questions you may want to consider are:

Is this a Canadian or American video? Are the issues the same or different in both countries? Is the legislation the same in both countries?
Does this video apply to all students ranging from 5-21 years of age or is specific to an age group? Do these issues change for different age groups?
Does the video take into consideration discrimination? exclusion? Societal biases?
Is this video a fair, respectful, and ethical presentation on this topic?

~ Post your reviews (all 3 topic video reviews in one post)

~ Read all posts made by your colleagues

~ Respond to at least TWO of your classmates' pos

_________________________________________________________________________________

(Dealing with Suicidal Students)Video 1- https://www.youtube.com/watch?v=0fiBsOfDiu8&list=PLLwIG1DObjQsooXBk2cvreMa4owK97KWM&index=134

This is a Music Video for the song "Nothing to Lose" by the Canadian (Toronto based Band) Billy Talent. This song and music video is one of the most useful classroom tools I could have ever been able to utilize in a classroom. It is certainly going to call for a debrief with the class and a heads up that they may find it revealing or telling of some of their own personal experiences. It is important as a professional that we remember we need to offer these kinds of lessons that make a positive impact in a big way that are also things they can relate to. I can't say I KNOW what teens listen to much these days, but I am positive there is still an inherent love for the local music scene and sometimes students overlook the most important details of something like this-I know I did until I actually sat down talking to a friend and then turned on Much Music later that evening-crazy how uncanny it felt and how much I felt at that time. This music video is a real life situation that takes the audience (teenagers) and forces them to face the reality that sometimes when they are bullied they NEED to talk to someone. For adults watching, its a wake up call-talk to your kids. BEST video for a class SAFEtalk.

(General Special education)Video 2-https://www.youtube.com/watch?v=RYtUlU8MjlY&list=PLLwIG1DObjQsooXBk2cvreMa4owK97KWM&index=118&t=1s

This is a general video asking teachers to revisualize the way we look at the classroom. Shelley Moore is one of the leading developers of BC's redesigned curriculum. She is speaking to teacherrs about the students who need the most attention in the classroom. Using these students to create and develop the lessons/purpose and overall class climate around. Great PLC video for discussions discussing "the classroom" and how to make it more equitable.

(Differentiated Instruction)Video 3-https://www.youtube.com/watch?v=dIu9C53WJjU&list=PLLwIG1DObjQsooXBk2cvreMa4owK97KWM&index=176&t=1s

This is a great video (about math instruction) but nonetheless, it is a great strategy in regards to showing the benefits to group discussions in classrooms. This is a video with a teacher's class demonstration and metacognitive monologuing. A great video from an American Blog Group. Based in Florida, this group is putting out valuble strategy demonstration resource videos for teachers to utilize and share for free. these are exceptional pieces of worthwhile PLC shareables for teachers who are intuitive, ccurious and/or in need of advice about how to differentiate instruction.

Thursday, November 21, 2019

TELL Spec M4-Task 3: Collaborative Expertise

After you have completed reviewing the learning materials, choose 1 of the 3 questions below to answer. In order to respond to your chosen question, incorporate the learning materials reviewed, conduct research, visit a school and/or interview an ESL teacher. Also, be sure to share any personal insight and/or experiences of your own in your response

Question 1: How has data informed your teaching or created opportunity for you to provide some leadership directives for your staff?

Question 2: Explain the type of PLC you have been involved in. What were some of the benefits and/or challenges?

Question 3: Create a poster or presentation platform to summarize your understanding of the readings. How are they all interconnected? How is a learning culture created?

Kristina Heimester: Q2

I have done literacy workshops, spec ed workshops, I have been a literacy coach, I have done parent workshops. Benefits, not sure if I’m honest, most people seemed to want to get out and do other stuff, some people tried bits and pieces of things, and it did improve the quality of ieps. Challenges- people not paying attention, people skipping out, people unwilling to try something new, people being assholes and questioning every single thing you say. No, I would not call running a PLC a good experience, not at that school.

TELL Spec M4-Task 4: Reflective Practice

In order to respond to your chosen question, review the resources provided, conduct research, visit a school and/or interview an ESL teacher. Also, be sure to share any personal insight and/or experiences of your own in your response.

Question 1: What is your new understanding about leadership? State key themes that has been noted throughout the course and your plan to key pursing your leadership goals.

Question 2: How does reflective practice inspire change and benefit the school community. Create your post using WordPress.

Question 3: State your process of how you would like to set up a Collaborative Inquiry in your school. What framework would you like to set up?

I am not going to use "wordpress"; going to stick with Blogger because LITERALLY-all my blogs are and have been on here. I don't see the benefit to switching over...at this moment; call me a hipster ;)

Welcome to my blog-hope you enjoyed combing through the resources I have been leaving behind. I would imagine that many of you folks are blogging regularly as well-I will be following. I find that blogging allows me to reflective best for the reason that it calls for critical thinking by the audience and then an opportunity to read constructive feedback/create a platform to show my colleagues what I do in my classrooms without telling them. I find that sometimes-especially with more experienced staff, they are not always interested in what I am doing because I am "of a different generation" and they were taught things differently, therefore I may not understand where they are coming from in regards to their lessons and what not.

Once a teacher offers good-useable and measurable advice/information; it becomes viral. Think back to when Powerpoint presentations came out-when people realized it had a place in the classroom-there couldn't have been more microsoft registration codes purchased. But quickly-in almost a year two after the fad grew, it became mundane. The important part of this history is the growth. All it takes is one teacher to show and say "this is good, and this is how I did it-" for every other teacher on the block to either endorse a careful look or fully adapt it for their own classroom.

Reflection in our teaching is playing poker with cards showing; and in this field of work-we aren't trying to bluff.

TELL Specialist M2:Task 4-Bias

Choose 1 of the 3 questions below to answer. In order to respond to your chosen question, incorporate the learning materials reviewed, conduct research, visit a school and/or interview an ESL teacher. Also, be sure to share any personal insight and/or experiences of your own in your response.

Question 1: As a leader how can you have a bias-free approach? How does this relate to equitability, fairness and inclusiveness?

Question 2: Think about how students learn and develop language? What do educators need to keep in mind then they are supporting ELL’s language developmental skill? What is the importance of learning the various teaching methodologies?

Question 3: How does bias affect the classroom? State your understanding and recount some events of how you have changed your strategies and approaches to create inclusive practices in the classroom which have affected ELLs in a positive way.
_________________________________________________________________________________

In this module task I wanted to speak to a leader of a school's ELL integration program, and discuss with them what potential bias and issues are for teachers in a classroom that they themselves needed to mediate or overcome. Heimester refused to regard herself a leader in her school, but as a "teacher" and only a teacher because in her school the difficulties that come with a title like "leader" far extend the idea of only "classroom teaching". But her experience in a classroom with ELL and Special Needs revealed the following,

Kristina Heimester: Q1

Nothing is ever taboo in my class, I answer any and all questions, in my content area or not, I teach critical thinking, I teach my kids where they are at, I believe in equity, so I give each kid what they need. But I have high expectations, I have set rules, and I will deal with disrespectful behaviour.

The most important thing to remember is that all students have questions; in regards to MOE's "Supporting English Language Learners: Grades 1-8; A practical guide for Ontario educators" page 5 talks about the types of students one may classify as an ELL, one of which is the "Canadian born English Language Learner" whose first language is their aboriginal language (2008). This interviewee's classroom represents well what the document here is discussing which is, its important that a teacher acknowledges and supports students in their journey while learning English.

Building Capacity Series "English Literacy Development" from this module discusses the specifics in regards to placement and understanding of the different programs available for students in Ontario schools, specifically I'm referring to the potential areas of practice of teachers (use of oral language) (2014). Using oral language skills students are able to extend their vocabulary and although it takes practice and time to understand the word as necessary for incorporation into written work, its a starting part that allows for confidence in the word's use and familiarization of the word's potential usages.

A classroom that allows for the students to ask questions to the teacher is crucial. In a classroom that has many students who have difficulties with writing or in some cases have phsyical disabilities that prevvent them from writing-its necessary. A teacher needs to allow students to ask questions that sometimes they may not have places/supports to ask, that could be anything from "where do babies come from" to "why is the sky blue"; obviously teachers need to practice professional judgement when taking on questions but at times, they find themselves in situations where students are left with no one to ask except the person who they see everyday. Providing a student with an outlet or "question box" is (in my opinion) a huge way of prevventing bias because it allows the teacher to really understand what the student is working through in their mind at a given time or in a particular class.

TELL Specialist M2:Task 3-Alignment

Interview Time:

For this following interview it was with a teacher who finds themselves an ELL teacher of Canadian born students but more so a special education teacher. This is something that becomes difficult for schools and teachers to maneuver. First, a school needs to determine whether the student has a special need; is not comprehensive in their English Language abilities or if its a combination of the two. For a lot of schools its priority to decide on as a student with two needs (ELL and Spec. Ed.) can become not only complex but time consuming for the staff and board as they try to determine where the area of need is rooting.

In regards to the MOE's "The Ontario Curriculum, Grade 9-12; ESL and ELD" there is mention of the ways that teachers are able to meet the needs of learners who need special education accommodation/modification; one of which is UDL (Universal Design Learning); but most of all, utilization of their IEP (Individual Education Plan) (2007).

Kristina Heimester: Q1

We use the Ontario curriculum.We are inspected by the ministry. But that’s where the procedures end. We follow growing success as much as we can, but that's it. I use some spec ed documents, but mostly just the purple IEP document. We have a policy book handed down from the First Nation education authority.

With that being said the alignment of the school with the policies of the board are important. Classroom practice becomes more than just a discussion on proper teaching strategies and rapport but now more than ever-equitable teaching. What a school, teacher, or board offer students is precedent to the province and need to be understood by schools, teachers and parents. Schools are sometimes in limiting positions where accommodations are more difficult to make in some circumstances-however the most important thing to province (or Canada, actually), is that all students are treated equally-in the sense that they are given equal opportunity for success.

Heimester is working on student success through utilization of the IEP documents that support her first nations students with language difficulties as well as exceptionalities like FASD (fetal alcohol syndrome) and ADHD (attention deficit disorder).

In regards to smaller scale alignment, MOE's Mention in "Many Roots, Many Voices" about how the schools individually could be developing teaching teams in which high school subjects compliment each other in order to provide cross-curricular teaching for students who need the support and draw interest areas into more thought provoking environments with confidence by the rest of the class's student body (2005). This idea was discussed in MOE's "Many Roots, Many Voices" with little detail, but was very insightful to the extent that a teacher can choose to follow the directive.

Furthermore the MOE's "Many Roots, Many Voices"cross-curricular approaches are most effective in elementary school subject areas as generally, the teacher is capable of teaching the students the content of each subject area in formats that compliment and segue from one class to the next making it a welcoming environment for an English Language Learner (2005).

TELL Spec. M1: Task 5

INTERVIEW TIME!

Choose 1 of the 3 questions below to answer. In order to respond to your chosen question, incorporate the learning materials reviewed, conduct research, visit a school and/or interview an ESL teacher. Also, be sure to share any personal insight and/or experiences of your own in your response.

Question 1: How can educators provide equitable learning opportunities for ELLs?

Question 2: Why is helping students in authentic ways a necessary component of establishing a safe and comfortable environment that truly fosters student learning?

Question 3: What assets do students bring into the classroom? How can teachers create opportunities for students to interact with one another to build relationships?

Kristina Heimester: Question 3

Some kids have self regulation skills, some have resiliency, some have the learning skills they need to be successful in academics, some have a sense of self, some have the weight of the world, some have more responsibility than a high schooler should ever have, some have an idea of the outside world. Nothing I have ever done in 10 years will answer the second part of that question. And to know why, you have to have taught on reserve. You are working with kids who are in the same class as bullies, siblings, cousins, aunts, uncles, you are working with severe behaviours and mental health issues, you are working with selective mutes, you are working with a population who is still working on the Maslow hierarchy of needs stuff, and they have to be taught in a way that develops self confidence first

So I can’t really answer it, I guess. But it’s a balance. Sometimes you can get partners to work together, but when you take into account bullying and abuse, you understand why no one wants to work together. You also have t o take into account our environment, for example rolling black outs, and you can’t drink the tap water.

TELL Specialist M1:Task 3

Interview time!
Choose 1 of the 3 questions below to answer. In order to respond to your chosen question, incorporate the learning materials reviewed, conduct research, visit a school and/or interview an ESL teacher. Also, be sure to share any personal insight and/or experiences of your own in your response.

Question 1: What makes you a passionate educator? Share a story?

Questions 2: What positive changes have you created for a school community?

Question 3: How would you like to make a difference in your school community? What are some of your thoughts for the future? State your reasoning.

Kristina Heimester (Questions 3)

I would like to offer an after school wellness club, I would like to get more assistive tech into students hands, I would like to offer an alternative course to our extremely low grade nine students so they have half a chance at passing ENG1L

Monday, November 18, 2019

Special Education Pt.2: Assignment 2-Case Study (OSR)

This is the government navigational page through the heading of OSR/IEP

http://edu.gov.on.ca/eng/document/curricul/osr/osr.html

http://www.edugains.ca/newsite/SpecialEducation/transitions.html

Case Studies are often used in social work, psychology, psychiatry, and special education to give other professionals a detailed report on one particular patient, student, or child. Special education teachers are sometimes asked to prepare case studies for IPRC’s or an ISRC (in school review committee). Your task is to write a case study on an actual student in your school. The case is based on:

The student’s OSR and all of information in the OSR – past report cards, psychological testing, psychiatric reports, medical records, CAS reports, school reports such as suspension letters, transition plans, etc.
Teacher interviews and comments
Observations of the student
Samples of student work

This assignment requires that you have access to a student’s OSR. As well, you will be expected to interview teachers and give your professional observations on the student.
Your case study should be double spaced and approximately 5-6 pages long. Please do not use the student’s real name, name of school, location of school, names of social workers, psychiatrists, etc. Complete anonymity MUST be maintained for all parties pertaining to the case study throughout your work.
Your case study needs to be based on a student who is already diagnosed with the label you chose for your presentation in assignment one.
On the next page is a guideline of the sort of information that is required, and a template to help organize your case study.
CASE STUDY GUIDELINE
1. Case History
An introduction is necessary to establish the focus of your case and provide orientation to your reader. It should consist of clear and concise opening statements, which typically include information on:

Name (pseudonym)
Age
Observations
Central need(s)

1.2 History of Presenting Issues & Observations
This should be a detailed account of the student’s issues that you have already identified in your opening statement. Include details about the student’s needs and related symptoms in a chronological order, as this will help with the clarity of your writing.
1.3 Past Psychiatric/Psychological/Academic History
This section needs to detail the student’s psychiatric, psychological, medical and/or academic history when needs where first identified. The student’s OSR will help inform this section. You need to review all past report cards and teachers’ comments and look for common themes and issues.
Include details of previous diagnosis, education and psychological testing, their results, and past treatment plans. Note any medication and include information on who administered management (when and where), what the treatment was (and preferably the dose and duration of treatment), and the student’s responses to treatment. Make sure to include details from any outside agencies, hospitals, or other professionals.
1.4 Past Medical History
In this section, include any medical history that is relevant. If the student has had long episodes of hospital care, note the dates. Make sure to include all medications and therapies (speech, physical, etc.) and demonstrate an understanding of their significance.
If this does not apply to your student, then simply state the student did not have any medical issues.
1.5 Family History
Include details of parents and siblings, nature of the relationships between family members, any family tensions and stresses and family models of coping. State if there is a family history of psychiatric illness (incl. drug/alcohol abuse, suicide attempts).
1.6 Current Treatment Plans, IEP’s and Issues
This last section needs to briefly outline current treatment plans such as crisis intervention, behavior plans, and IEP’s. The very last comments should question if these plans are effective, need to be reassessed, or appear to be working. This is your own professional opinion.
DO NOT post this Assignment in the Discussion Area

Submit Assignment #2 using the corresponding Course ASSIGNMENTS Folder

Instructor Notes:

***If you are currently in a position where you do not have access to OSRs -> For Assignment #2 - I am going to suggest you base your case study on a sample student(You can find them under "Resources" > "IEP Sample Case Studies") or base it on a student that you know from your teaching experience or a student you remember from supply teaching(if you did/do any supply teaching). Use the information you know (or that is provided in the sample case study and add additional pertinent facts as you see fit (add additional fake information that you think could be possible for said student - facts about medical history, family history, possible paraprofessional involvement etc). For example, if you are working with a student with Depression, you may know he or she is an only child, parents are separated, etc. You may not know what their psych assessment says or when the student was diagnosed. In that case, use your academic and professional judgement and research skills to create a "composite" of the student. You can also reach out to a local Psychiatrist or Psychologist to see if they can provide you with any additional resources or information that may help you with your assignments. Accessing resources within your community is encouraged and would be beneficial to your learning.

Sample case studies

https://www.bced.gov.bc.ca/specialed/adhd/case.htm (No longer available)

Lakehead University has added 3 case studies to the course (You can find them under "Resources" > "IEP Sample Case Studies"). If you do not have access to a student OSR you use information from one of these sample case studies to form your own case study.

You can also use the sample IEPs found on the EduGAINS website and be creative and create the family and medical history to match the student described in the IEP for the purpose of this assignment.

http://www.edugains.ca/newsite/SpecialEducation/transitions.html

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Reddit:

"Interested in Learning about ODD"

In regards to Oppositional Defiant Disorder, how does a psychiatrist diagnose this in children. I was reading up online and the best information I could get was "self-testing" as created on the basis of symptoms as outlined in the DSM. I am completing studies in the field of education; specifically special education and I am hoping to provide expert level insight into the process that students/children are going through in regards to diagnosis and psychoanalysis.

Names of different tools and tests are good; but if you have actual documents I could use in my presentation, that would be much appreciated!

Thanks for taking the time to consider my request!
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Child's overall health, behaviour, school and sports performances are noted down. A detail history of behaviour of child from both the parents, relatives and even teachers may be required. Complete medical, psychological and past history is also required.
Physical exam is also done to ascertain any other possible cause behind child’s behaviour.
In some cases, Neuro-imaging or blood tests may be required.
For diagnosis, there is a criteria specified by American Psychiatric Association, according to which at least four criteria should be present-
Behavioural problem in kid like anger, irritability, argumentative, defiant behaviour, vindictiveness causing significant problems at work, school & home.
Should not be a part of any other mental problem
Should last for at least six months
Symptoms occurs during interaction with at least one individual who is not a sibling
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Testing & Diagnosis for Disruptive Behavior Disorders in Children

Tests

The first step in treating your child's disruptive behavior disorder is forming an accurate and complete diagnosis.

Diagnosing oppositional defiant disorder

At Children’s Hospital Boston, a mental health clinician (typically a child and adolescent psychiatrist, child psychologist or psychiatric social worker) makes the diagnosis of oppositional defiant disorder after doing a comprehensive psychiatric assessment with you and your child. During this assessment, you will be asked to talk about your child’s behavioral problems and to give an overview of your child’s family history, medical history, school life and social interactions. Learn more about how Children’s diagnoses ODD.

Diagnosing conduct disorder

Conduct disorder is typically diagnosed if a child has done three or more of the following within a 12-month period:
showed aggression toward animals or people
destroyed or stolen property
lied and been deceitful
seriously violated parental or school rules

A child with conduct disorder experiences noticeably dysfunctional relationships at home, at school and with peers as a result of these behaviors.

If my child is diagnosed with a disruptive behavior disorder, what happens next?

Your child’s mental health clinician will help explain the disorder and answer any questions you or your child may have. The next step is developing a mutually agreed-upon treatment plan that works for you, your child and your family.

http://www.childrenshospital.org/conditions-and-treatments/conditions/d/disruptive-behavior-disorders/testing-and-diagnosis

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http://labs.uno.edu/developmental-psychopathology/articles/PPRP%202013%20Assessment%20of%20Conduct%20Disorder.pdf

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Diagnosis

In general, a child shouldn't receive a diagnosis of attention-deficit/hyperactivity disorder unless the core symptoms of ADHD start early in life — before age 12 — and create significant problems at home and at school on an ongoing basis.

There's no specific test for ADHD, but making a diagnosis will likely include:
Medical exam, to help rule out other possible causes of symptoms
Information gathering, such as any current medical issues, personal and family medical history, and school records
Interviews or questionnaires for family members, your child's teachers or other people who know your child well, such as caregivers, babysitters and coaches
ADHD criteria from the Diagnostic and Statistical Manual of Mental Disorders DSM-5, published by the American Psychiatric Association
ADHD rating scales to help collect and evaluate information about your child
Diagnosing ADHD in young children

Although signs of ADHD can sometimes appear in preschoolers or even younger children, diagnosing the disorder in very young children is difficult. That's because developmental problems such as language delays can be mistaken for ADHD.

So children preschool age or younger suspected of having ADHD are more likely to need evaluation by a specialist, such as a psychologist or psychiatrist, speech pathologist, or developmental pediatrician.

https://www.mayoclinic.org/diseases-conditions/adhd/diagnosis-treatment/drc-20350895
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Making changes to my document dossier on the case study as the requirement was to present the case as a summary-not official documents. It was unclear at that time when I began the project that a case study overview was expected-I ended up creating documents for the student (Walter Kovacs...you know Rorsach from the Watchmen...ya-well waste of hours of work). Nonetheless, I took considerations that were mentioned to be by the professor

Case Study of “Kovacs”

ONTARIO, CANADA

As Presented by: Carmelo Bono

Nov/26/2019

Contents:

1.1 Case History

1.2 History of Presenting Issues and Observations

1.3 Past Psychiatric/Psychological/Academic History

1.4 Past Medical History

1.5 Family History

1.6 Current Treatment Plans, IEP’s, Other Issues

1. 1 Case History

Name: (Kovacs)

For this case and the purpose of its release into the public, the student will be referred to as Kovacs; this is not his given name. Pronouns in lieu of the name “Kovacs” will also be used, he, his, and him.

Current Caregiver: “FF”

FF (Foster Family) as Miss Kovacs is recently deceased.

Age: Currently 11 years old.

Grade: Presently in Grade 6

Observations:

Areas of Need:

-Attention Skills

-Self-Regulatory Skills

-Anger Management Skills

-Empathy Skills

-Difficulty understanding instructions

Areas of Strength:

-Energetic

-Inquisitive

          Kovacs’ case is up for review after switching from Ontario Elementary School A to Ontario Middle School A. He is completing his sixth grade in elementary school A and then transferring to middle school A. The purpose for the transfer is that the student is able to get more specialized assistance at middle school A. Current guardians of Kovacs are their foster family “FF”.

1.2 History of Presenting Issues & Observations

History of Presenting Issues and Observations

The cognitive theory in which states that hostility is fostered from a hostile attribution bias, is noticeable in the way that Kovacs reacts to many of his peers. He may become defensive or rude because he feels judged or looked down on by them. This is because the hostile attribution bias is a negative form of thinking which forces individuals to interpret blank stares or faces as hostile body language towards them (the misinterpretation of facial expression or social situations).

1.3 Past Psychiatric/Psychological/Academic History

Past Psychiatric History

Started therapy and counselling after mother was detained for prostitution charges and then locked-up for a shot time following a drunk and disorderly conduct charge. Kovacs was put into the foster care system with FF, at which time FF wanted to give him the care and help he needed to have a “normal life”

He resented his mother which was proven after he was removed from his home and put into the foster care system. Behaviourists developed a theory in which the aggression and actions of the individual with the disorder is a learned behaviour. Leading treatments to become more focused on developing positive self-esteem. This has been a feat, since early in Kovacs’ childhood where he received cruel beatings from his mother.

Kovacs was diagnosed with ADHD at the age of 7 (grade 3) and received IPRC identification for supports in the classroom placed on Adderall* as prescribed by the doctor.



Past Psychological History

Currently Kovacs’ identification as a student with ADHD is seemingly not a misdiagnosis, but actually not a complete diagnosis. Kovacs’ psychiatrist has developed a reason to believe diagnosis is CD (Conduct Disorder), specifically ODD (Oppositional Defiant Disorder) that is comorbid with ADHD.

The psychodynamic theory states that the disorder is result to unresolved problems from deep in the psyche of the individual between themselves and the parent. But Kovacs’ mother is a character who single handily influenced the development of CD within Kovacs’ because of her parenting style which was low warmth and low support.

Notes released to build the diagnosis from Dr. Malcolm Long, the school diagnostician who Kovacs is interviewed by. In a sitting he was asked to look at ink blot for initial evaluation by Dr. Malcolm Long who he first told it looks like a “pretty butterfly”; however in later sittings, Kovacs claimed in his head (Kovacs) is thinking of a dog with a head wound which he came across earlier in life.

Past Academic History

(for the purpose of anonymity, the schools have been called by their provincial location to ensure clarity of procedures within that province are acknowledged); in the event of more than location/school being mentioned, they will be referred to in chronological introduction as per student’s experience).



Former students of ON elementary school A but moved to ON Middle School A as it is renowned for assisting/specializing in the education of students with behavioural disorders. Not a studious or high-performance student.

In grade 3 his provincial testing revealed he was performing below the average of the province in reading, writing and mathematics; but still managing to present scaffolded knowledge to succeed in the class.

In grade 4 his participation in class decreased but he was capable of presenting average scores in reading and writing. His mathematics provincial testing proves a difficult learning point for him but modifications are being made to assist his identification as a student with ADHD.

Currently in the final portion of his 6^th grade his reading and writing are below average but a pass nonetheless. Mathematics is an increasing issue for Kovacs it seems as he failed the provincial test this year.

1.4 Past Medical History

Medications

Adderall/10 mg each dosage

àincreased dosages show no sign of improvements

àPrescribed by Psychiatrist Dr. A. Moore

Therapies

1-1 sessions meeting with Dr. A. Moore who is practicing cognitive and behavioural therapy to change negative thought patterns as well as enhance self-esteem

1.5 Family History

Kovacs was born by biological mother Miss Kovacs with no known father. Miss Kovacs was verbally and physically abusive to her son (Kovacs) to cruel extents (low warmth and low support). Miss Kovacs used drugs regularly as well as prostituted herself a number of times, one time in which had walked in on her and her “John”. Kovacs was also bullied in the community by peers who he assaulted after consistent torment by them. This assault took place at the age of 10 and resulted in a cigarette burn to the bully’s eye as well as vigorous biting with no end (needed to be held back).

Foster family of Kovacs has not been involved with the process too much in regards to Kovacs’ identification for the reason that he scares them and they still want to give him “his best shot” but they are uncertain if they are capable of offering him the help to get the appropriate education he needs. They meet with him for weekends and holidays.

1.6 Current Treatment Plans, IEP’s and Issues

Drug Therapy

àPerceived as ineffective

Ultimately, since started on the Adderall, Kovacs is still displaying mood swings that are disruptive. The dosage increases seem to have no impact on his disruptive behaviours.

Behaviour Therapy

àUse of a planner

Target Behaviour: Self-Regulation

One difficulty that needs to be addressed is Kovacs’ attention span. Kovacs can’t pick up on what people are saying to him because he can’t/won’t hear them while they are speaking with him. He gets angry when he hears the same things over and over.

In writing down and planning out the routine of the day, he can know when to expect certain things to take place and where he needs to be at that time/what he needs to be doing. This will eliminate the stress of and frustration of scrambling around and allow for his attention to be spent on improving other areas.

àChecklist for class

Target Behaviour: Attention to instructions

In a checklist it is expected that the student will be capable of providing themselves with guidance through a lesson or activity that tells them how to function/behave. At a young age, this is a non-invasive and potentially appropriate action for students-“checking boxes” and watching progress.

The difficulty we anticipate is that Kovacs will prematurely check boxes and through off the practice. One idea is having specific checklists for different lessons/situations. This is perceived as a potential way to get past the obstacle of attention.

àPWIM

Target Behaviour: Empathy

This has been a practice with the classroom teachers and school staff in which Kovacs has recently been able to successfully develop an understanding (however minimally) that sometimes he misconceives the emotions people feel versus the way they look. Using pictures of faces (starting with cartoon ones), we began having him identify words (adjectives) to describe the way people/faces look. He was successful in the beginning with cartoon characters, but gets agitated with identify pictures of human emotions. With limited success, we have been able to identify blank stares as processing. Raised eyebrows as ques to “I’m listening”.

Smiles are not misconceived, but the lack there of communication afterwards seems to make him resonate with the smile as empty or sarcastic. We are trying to get him to describe aloud what he sees on a person’s face to communicate to that person how he feels. Students do not poke fun at him when he does this but support him by telling him if he is correct or not.

Kovacs’ is very sensitive to criticism and laughter and has a bit of a colder demeanour. Staff are very careful around him when giving instruction or responded to rapport building questions.
and put together the following case study with analysis of the character that I completed in preparation for child psychology-my inspiration for this project.