jigar-enjoywithme

treking

2009-07-17T20:17:00.001-07:00

nane ghat

bloging

2009-02-27T08:11:00.000-08:00

Hey friends hi myself Jigar Gala.
Welcome to my world where friends can share there information and knowledge.
We can make friends and make our world bigger.
So enjoy!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

William Shakespeare

2009-02-27T08:07:00.000-08:00

A wretched soul, bruised with adversity,We bid be quiet when we hear it cry; But were we burdened with like weight of pain,As much or more we should ourselves complain.

Action is eloquence.

And since you know you cannot see yourself,so well as by reflection, I, your glass,will modestly discover to yourself,that of yourself which you yet know not of.

And thus I clothe my naked villainyWith old odd ends, stol'n forth of holy writ;And seem a saint, when most I play the devil.

Assume a virtue, if you have it not.

Be great in act, as you have been in thought.

Blow, blow, thou winter windThou art not so unkind,As man's ingratitude.

Conversation should be pleasant without scurrility, witty without affectation, free without indecency, learned without conceitedness, novel without falsehood.

For they are yet ear-kissing arguments.

Free from gross passion or of mirth or angerconstant in spirit, not swerving with the blood,garnish'd and deck'd in modest compliment,not working with the eye without the ear,and but in purged judgement trusting neither?Such and so finely bolted didst thou seem.

Glory is like a circle in the water,Which never ceaseth to enlarge itself,Till by broad spreading it disperses to naught.

God bless thee; and put meekness in thy mind, love, charity, obedience, and true duty!

He who has injured thee was either stronger or weaker than thee. If weaker, spare him; if stronger, spare thyself.

His life was gentle; and the elementsSo mixed in him, that Nature might stand up,And say to all the world, THIS WAS A MAN!

How poor are they who have not patience! What wound did ever heal but by degrees.

How use doth breed a habit in a man.

I am not bound to please thee with my answers.

I did never know so full a voice issue from so empty a heart: but the saying is true 'The empty vessel makes the greatest sound'.

I dote on his very absence.

I feel within me a peace above all earthly dignities, a still and quiet conscience.

I hate ingratitude more in a manthan lying, vainness, babbling, drunkenness,or any taint of vice whose strong corruptioninhabits our frail blood.

I must be cruel only to be kind;Thus bad begins, and worse remains behind.

I pray thee cease thy counsel,Which falls into mine ears as profitlessas water in a sieve.

I pray you bear me henceforth from the noise and rumour of the field, where I may think the remnant of my thoughts in peace, and part of this body and my soul with contemplation and devout desires.

I wasted time, and now doth time waste me.

I wish you well and so I take my leave,I Pray you know me when we meet again.

Ill deeds are doubled with an evil word.

In a false quarrel there is no true valour.

In peace there's nothing so becomes a man as modest stillness and humility.

In time we hate that which we often fear.

quotes

2009-02-27T08:05:00.000-08:00

The young have aspirations that never come to pass, the old have reminiscences of what never happened.
Saki (1870 - 1916)

jokes

2009-02-24T04:12:00.000-08:00

Why did the Gujjus think the man who acted as Gandhi in the film was a woman?
Because his name was ‘Ben’ Kingsley.

Why does the Gujju go to London?
To see his Big Ben.

jokes

2009-02-24T04:06:00.000-08:00

Laloo Prasad was hosting a Japanese Delegation for Business Development to Bihar. The Japanese Emissary was quite impressed with Bihar and he stated, "Bihar is an excellent state. Give us three years and we will turn it into an economic superpower like Japan." Laloo was very surprised. "You Japanese are very ineficient," he stated. "Give me three days and I will turn Japan into the next Bihar!"

Schools for Children with Autism

2009-02-22T06:39:00.000-08:00

1)ADIDaily 4-hour sessions every day called ADI (autistic dynamic Intervention)
Dr. Nair Hospital, Mumbai Central

2)Ashiana Institute forChildren with Autism
Phone : (22) 2684-5062
Nityanand Marg, Municipal School,Sahar Road, Andheri (E), Mumbai - 400069

3)Dakshinya Sp. Education Centre & School for Autism
Phone: Jyotsna Waghmare 98190-23790
A-32/250,Old Siddharth Nagar,Road No-10,Behind Adarsha Vidyalaya, Goregaon
(W), Mumbai-4000062

4)Khushi
Phone :+91 (0) 98195-61468, 022 28321661
E-mail: info@khushi.net.inWebsite: www.khushi.net.in
A/1,Raj Mahal Apartments,Service Road,Jogeshwari (East)Near Rajaram garden (BMC
garden)Mumbai -400060

5)Little Angels School (By Human Development Centre)
Phone : 604-6642
Dr. Ambedkar Road, Pali Naka, Bandra (W), Mumbai - 400050

6)M. B. Barwalia FoundationSchool for Autism
Naidu Colony, Ghatkopar (E), Mumbai

7)Prerna Centre for Autism & Related Disorders
Phone : (22) 2216-4110
29,Ground Floor, Meherzin CHS LTD. 109, A Woodhouse Road, Near Thompsons General
Store, Colaba, Mumbai-400005

8)Priyanj
Phone : 844-1193
Goregaon, Mumbai

9)Sairam Autism Centre
Phone : 413-0285
C/o Jaivakeel School, Sewri, Mumbai - 400038

10)S. P. J. Sadhana School
Phone : 364-7913
Sophia Campus, Cumballa Hill, Mumbai - 400026

11)Support for Autistic Individuals (SAI)
Phone : +91–22–26611237 / 26612059
Units 304-308, Dheeraj Heritage Building , Santacruz (West),Mumbai, 400054.
Email: saischool@ymail.com Website: http://www.SAISchool.IN

12)Umang Centre for Autistic & Slow learners
Tel: (22) 2866-0317, 2808-7080.
Kandivali (W), Mumbai-4000067

Autistic-spectrum disorders: lessons from neuroimaging

2009-02-22T06:34:00.000-08:00

FIONA TOAL, MRCPsych
Department of Psychiatry, Royal College of Surgeons in Ireland, Beaumont Hospital, Dublin
DECLAN G.M. MURPHY, MRCPsych, MD (USA)
Department of Psychological Medicine, Institute of Psychiatry, London, UK
KIERAN C. MURPHY, PhD, FRCPsych
Department of Psychiatry, Royal College of Surgeons in Ireland, Beaumont Hospital, Dublin, Ireland
Correspondence: Fiona Toal, Department of Psychiatry, Royal College of Surgeons in Ireland, Beaumont Hospital, Dublin 9, Ireland. E-mail: ftoal@rcsi.ie
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Declaration of interest None.

ABSTRACT
TOPABSTRACTINTRODUCTION CONTRIBUTION OF NEUROIMAGING FUTURE RESEARCH REFERENCES Autistic-spectrum disorder is approximately half as common as schizophrenia but its cause remains unknown. Recent studies have begun to clarify the underlying neuroanatomical abnormalities and brain–behaviour relationships in autism. In the past decade, great advances have been made in our understanding of the neurobiological basis of autism.

INTRODUCTION
TOP ABSTRACTINTRODUCTIONCONTRIBUTION OF NEUROIMAGING FUTURE RESEARCH REFERENCES Autistic-spectrum disorder, comprising the subtypes of ‘typical’ autism, high-functioning autism and Asperger syndrome, is characterised by pervasive developmental abnormalities in social and emotional behaviour and is associated with stereo-typed and obsessional behaviours (World Health Organization, 1992; Wing, 1997; Gillberg, 1998). Qualitative impairments in reciprocal social interaction include inadequate appreciation of social–emotional cues (as shown by a lack of responses to others’ emotions), poor use of social signals and a lack of socio-emotional reciprocity.
Individuals with autism (Wing, 1997; Gillberg, 1998) also have delayed language development, and many have learning disability. However, around 20% are classified as high-functioning, because they have normal or superior general intellectual skills, despite having a history of early language delay. Individuals with Asperger syndrome have no history of language delay and have normal or superior intellectual abilities, but also show the characteristic impairments of reciprocal social interaction. Although by definition (ICD–10; World Health Organization, 1992) there is always a disparity between social understanding and cognitive skills in autism, this disparity is particularly marked in high-functioning individuals with autism/Asperger syndrome. However, the biological associates of abnormal social behaviour in autism are poorly understood.
Prevalence rates of up to 60 per 10 000 for autistic-spectrum disorder are reported (Chakrabarti & Fombonne, 2001; Charman, 2002) for the broader phenotype – making it approximately half as common as schizophrenia. Controversially, some mental health services do not provide services for adults with autistic-spectrum disorder – arguing that it is not a ‘psychiatric’ disorder. This logic is at best flawed. Just like attention-deficit hyperactivity disorder and psychosis, autistic-spectrum disorder is a highly genetic neurodevelopmental disorder and is defined as a psychiatric disorder in both ICD–10 and DSM–IV (American Psychiatric Association, 1994); it is associated with significant comorbid mental health symptoms both in patients and in their families; and it responds to appropriate pharmacological, psychological and social interventions. There are currently few services for adults with autistic-spectrum disorder, and most child and adolescent services do not offer long-term follow-up when their young patients become adults.
The cause of autistic-spectrum disorder is unknown, but is most likely to be a complex interaction between genetic and environmental factors. It was still believed in the 1960s that cold, ‘refrigerator’-type parenting was responsible for the behavioural characteristics associated with this syndrome. One of the earliest indicators that it was in fact a neurobiological disorder was the high rate of epilepsy, which was found to affect approximately a third of autistic children. Twin studies have since shown autism to be among the most heritable of neuropsychiatric disorders (Bailey et al, 1995). Particularly poor science led to reports that autistic-spectrum disorder was caused by the measles, mumps and rubella vaccine, and this caused much alarm and a reduction in immunisation. This is ironic, given that this vaccine protects against one of the established causes of autism – intrauterine exposure to rubella. The challenge therefore exists to define the biological determinants of autistic-spectrum disorder.

CONTRIBUTION OF NEUROIMAGING
TOP ABSTRACT INTRODUCTIONCONTRIBUTION OF NEUROIMAGINGFUTURE RESEARCH REFERENCES The earliest report of abnormal brain development appears in the original description by Kanner (1943). In that report Kanner described 11 children and commented on the relative absence of substantial dysmorphology, apart from the presence of ‘large heads’ in five of the children. Following this, a variety of studies reported enlargement of brain volume based on head circumference measurements. Over the past 30 years, the explosion of neuroimaging technology has enabled the non-invasive study of the brain in individuals with autistic-spectrum disorder. To date, structural magnetic resonance imaging (MRI) results are inconsistent, partly owing to the heterogeneity of the disorder itself, and partly to the use of inappropriate control groups and the limitations of region-of-interest techniques. However, recent studies have begun to clarify the underlying neuroanatomical abnormalities and brain–behaviour relationships in autism.
Anatomical imagingThe most consistent finding to date is the replication of Kanner’s original observation of increased brain volume (megalen-cephaly) in autism, and there is some evidence that this may be age-dependent (Courchesne, 2002, 2004). It has been proposed that people with autistic-spectrum disorder have an early period of accelerated brain growth followed by a period of decelerated development. It is also clear that in adulthood brain ageing is significantly different in people with autistic-spectrum disorder compared with controls (McAlonan et al, 2002). Thus, the biology of the disorder should not be seen as an initial ‘hit’ followed by a static disorder. Rather, the initial early biological differences most probably modify brain maturation across the lifespan.
In addition to differences in volume of whole brain, however, some specific brain regions are particularly implicated, including the frontal, limbic, basal ganglia and cerebellar regions (for a review, see Sokol & Edwards-Brown, 2004). For example, it was reported that people with Asperger syndrome had significantly less grey matter in frontostriatal and cerebellar regions than controls, and widespread differences in white matter (McAlonan et al, 2002). Furthermore, people with Asperger syndrome had significant differences in ageing of the cerebral hemispheres and caudate nuclei. These findings were also replicated in a study of a Chinese population of children with high-functioning autism (McAlonan et al, 2005), which found that they had significant differences in the volume and connectivity of frontostriatal networks. In another study (McAlonan et al, 2005) these authors found that children with autistic-spectrum disorder had a significant difference in the grey matter volumes of the ventral and superior temporal lobes, and the white matter volumes of the cerebellum, internal capsule and fornices (McAlonan et al, 2005). In summary, taken together these data suggest that people with autistic-spectrum disorder have abnormalities in the anatomy and connectivity of limbic–striatal brain systems and that this is true in samples from different countries, cultures and age groups.
Therefore, there is growing evidence that people with autistic-spectrum disorder have specific abnormalities in brain development and anatomy. However, it is unclear how variation in genetic systems which are important for brain growth and development relates to neurobiological differences.
Functional imagingFunctional magnetic resonance imaging (MRI) has allowed the investigation of the neural networks underlying cognitive impairments in autism, including face and emotion processing, which has been one of the most extensively explored areas. Hypo-activation of the so-called ‘face area’ in the right fusiform gyrus has repeatedly been reported in adults with autistic-spectrum disorder while looking at faces (Critchley et al, 2000). However, more recently it has been identified that this response can be modulated, depending on the familiarity and personal emotional content of the faces presented (Hadjikhani et al, 2004; Pierce et al, 2004).
The ability to attribute mental states to others (theory of mind) underpins many aspects of normal social interaction and is impaired in people with autism. Decreased activation of medial prefrontal cortex and amygdala during ‘mentalising’ tasks has been reported in people with autistic-spectrum disorder, and suggests that these areas form a crucial component of the brain system that underlies the normal understanding of other minds (Happe et al, 1996; Castelli et al, 2002). Thus, people with autism also have functional differences in brain regions which are reported as anatomically abnormal and which are essential to normal social function.
Proton magnetic resonance spectroscopyProton magnetic resonance spectroscopy can be used to measure concentrations and ratios of N-acetylaspartate, creatine and phosphocreatine, and choline, which act as indicators of neuronal density and mitochondrial metabolism, phosphate metabolism and membrane turnover, respectively. This imaging technique has shown that people with autistic-spectrum disorder have significant abnormalities in prefrontal lobe neuronal integrity, and this is related to severity of clinical symptoms (Murphy et al, 2002). These results suggest that regional differences in neurodevelopment (programmed cell death) may underpin a proportion of the symptoms typical of the disorder.
Other neuroimaging techniquesStudies using positron emission tomography (PET) reported differences in the connectivity of cortico-cortical and cortical–basal ganglia circuits (Horwitz et al, 1988), and these findings are supported by the MRI studies noted above. Also, some studies reported significant differences in serotonin (5-hydroxytryptamine; 5-HT) synthesis (Chugani, 2004). The potential role of 5-HT in autistic-spectrum disorder is of importance, because 5-HT acts as a trophic or differentiation factor during brain development, and helps modulate social and repetitive behaviours. There is also growing evidence that some symptoms in people with autistic-spectrum disorder may benefit from medications that affect the 5-HT system (e.g. selective serotonin reuptake inhibitors and atypical antipsychotics).
In a recent edition of the Journal we were presented with a PET study of individuals with autism and savant abilities (Boddaert et al, 2005). On the basis of their findings, the investigators postulate that savant capacities may be sustained by a memory-processing network involving the temporo-frontal regions (including the hippocampus). Structures in the medial temporal lobe are critical to normal memory functions, including acquisition of new information. Early abnormal development of this system is thought to result in abnormalities of long-term memory and lead to reliance on more habit-type memory processing. The preservation of the habit memory system also accounts for many characteristics typical of children with autism. It is consistent with Kanner’s observations of an ‘anxiously obsessive desire for the preservation of sameness’, ‘excellent rote memory’ and ‘limitation in the variety of spontaneous activity’ in autism (Kanner, 1943). Boddaert et al’s study is of particular interest, as it has been suggested that as babies, all humans possess savant abilities, as can be seen in the rapid language acquisition at that age as well as the fact that absolute pitch and eidetic memory are much more commonly present in children and may reflect the reliance on habit memory processing in all humans at this stage.

FUTURE RESEARCH
TOP ABSTRACT INTRODUCTION CONTRIBUTION OF NEUROIMAGINGFUTURE RESEARCHREFERENCES The past decade has provided enormous advances in understanding the neurobiological basis of autism. However, more work is required using large, well-characterised samples to investigate the genetic and environmental determinants of neurobiological differences in brain systems and the potential role of neurotransmitters such as serotonin.

REFERENCES
TOP ABSTRACT INTRODUCTION CONTRIBUTION OF NEUROIMAGING FUTURE RESEARCHREFERENCES American Psychiatric Association (1994) Diagnostic and Statistical Manual of Mental Disorders (4th edn) (DSM–IV). Washington, DC: APA.
Bailey, A., Le Couteur, A., Gottesman, I., et al (1995) Autism as a strongly genetic disorder: evidence from a British twin study. Psychological Medicine, 25, 63 –77.[Medline]
Boddaert, N., Barthélémy, C., Poline, J.-B., et al (2005) Autism: functional brain mapping of exceptional calendar capacity. British Journal of Psychiatry, 187, 83 –86.[Abstract/Free Full Text]
Castelli, F., Frith, C., Happe, F., et al (2002) Autism, Asperger syndrome and brain mechanisms for the attribution of mental states to animated shapes. Brain, 125, 1839 –1849.[Abstract/Free Full Text]
Chakrabarti, S. & Fombonne, E. (2001) Pervasive developmental disorders in preschool children. JAMA, 285, 3093 –3099.[Abstract/Free Full Text]
Charman, T. (2002) The prevalence of autism spectrum disorders. Recent evidence and future challenges. European Child and Adolescent Psychiatry, 11, 249 –256.[CrossRef][Medline]
Chugani, D. C. (2004) Serotonin in autism and pediatric epilepsies. Mental Retardation and Developmental Disabilities Research Reviews, 10, 112 –116.[CrossRef][Medline]
Courchesne, E. (2002) Abnormal early brain development in autism. Molecular Psychiatry, 7 (suppl. 2), S21 –23.[Medline]
Courchesne, E. (2004) Brain development in autism: early overgrowth followed by premature arrest of growth. Mental Retardation and Developmental Disabilities Research Reviews, 10, 106 –111.[CrossRef][Medline]
Critchley, H. D., Daly, E. M., Bullmore, E. T., et al (2000) The functional neuroanatomy of social behaviour: changes in cerebral blood flow when people with autistic disorder process facial expressions. Brain, 123, 2203 –2212.[Abstract/Free Full Text]
Gillberg, C. (1998) Asperger syndrome and high-functioning autism. British Journal of Psychiatry, 172, 200 –209.[Free Full Text]
Hadjikhani, N., Joseph, R. M., Snyder, J., et al (2004) Activation of the fusiform gyrus when individuals with autism spectrum disorder view faces. Neuroimage, 22, 1141 –1150.[CrossRef][Medline]
Happe, F., Ehlers, S., Fletcher, P., et al (1996) ’Theory of mind’ in the brain. Evidence from a PET scan study of Asperger syndrome. Neuroreport, 8, 197 –201.[Medline]
Horwitz, B., Rumsey, J. M., Grady, C. L., et al (1988) The cerebral metabolic landscape in autism. Intercorrelations of regional glucose utilization. Archives of Neurology, 45, 749 –755.[Abstract/Free Full Text]
Kanner, L. (1943) Autistic disturbances of affective contact. Nervous Child, 2, 217 –250.
McAlonan, G. M., Daly, E., Kumari, V., et al (2002) Brain anatomy and sensorimotor gating in Asperger’s syndrome. Brain, 125, 1594 –1606.[Abstract/Free Full Text]
McAlonan, G. M., Cheung, V., Cheung, C., et al (2005) Mapping the brain in autism. A voxel-based MRI study of volumetric differences and intercorrelations in autism. Brain, 128, 268 –276.[Abstract/Free Full Text]
Murphy, D. G., Critchley, H. D., Schmitz, N., et al (2002) Asperger syndrome: a proton magnetic resonance spectroscopy study of brain. Archives of General Psychiatry, 59, 885 –891.[Abstract/Free Full Text]
Pierce, K., Haist, F., Sedaghat, F., et al (2004) The brain response to personally familiar faces in autism: findings of fusiform activity and beyond. Brain, 127, 2703 –2716.[Abstract/Free Full Text]
Sokol, D. K. & Edwards-Brown, M. (2004) Neuroimaging in autistic spectrum disorder (ASD). Journal of Neuroimaging, 14, 8 –15.[CrossRef][Medline]
Wing, L. (1997) The history of ideas on autism. Autism, 1, 13 –23.[Abstract]
World Health Organization (1992) International Statistical Classification of Diseases and Related Health Problems (ICD–10). Geneva: WHO.
Received for publication March 7, 2005. Accepted for publication March 21, 2005.

Autism Spectrum Disorders (Pervasive Developmental Disorders)

2009-02-22T06:30:00.000-08:00

What are Autism Spectrum Disorders?
Autism Spectrum Disorders (ASD), also known as Pervasive Developmental Disorders (PDDs), cause severe and pervasive impairment in thinking, feeling, language, and the ability to relate to others. These disorders are usually first diagnosed in early childhood and range from a severe form, called autistic disorder, through pervasive development disorder not otherwise specified (PDD-NOS), to a much milder form, Asperger syndrome. They also include two rare disorders, Rett syndrome and childhood disintegrative disorder. More about Autism »
Signs & Symptoms
Parents are usually the first to notice unusual behaviors in their child. In some cases, the baby seemed "different" from birth, unresponsive to people or focusing intently on one item for long periods of time. The first signs of an autism spectrum disorder can also appear in children who had been developing normally. When an affectionate, babbling toddler suddenly becomes silent, withdrawn, self-abusive, or indifferent to social overtures, something is wrong. More about Signs & Symptoms »
Treatment
There is no single best treatment package for all children with ASD. Decisions about the best treatment, or combination of treatments, should be made by the parents with the assistance of a trusted expert diagnostic team. More about Treatment »
Getting Help: Locate Services
Locate mental health services in your area, affordable healthcare, NIMH clinical trials, and listings of professionals and organizations. More about Locating Services »
Related Information
Treatment of Children with Mental Disorders
Information about medications
Autism Spectrum Disorders Information and Organizations from NLM's MedlinePlus (en Español)
Center for Disease Control and Prevention (CDC) Autism Information Center
Autism Information on Department of Health and Human Services (HHS) Web site
Interagency Autism Coordinating Committee (IACC)

Lesson Plan : Letter C

2009-02-22T06:27:00.000-08:00

Teacher Name: Peters

Grade: Grade 1

Subject: Special Education

Topic: Identifying the upper and lower case letter C. (EDITED)

Content: Identify the letter C from a field of 2 Example: Cat, cub , come, color, Reinforce letter C through poetry writing.

Goals: Students will be able to identify the letter C from a field of two and will identify sight words that start with the letter C.

Objectives:Given a list of sight words, students will identify the letter C and read 5 words that begin with that letter.

Materials:Upper Case C book Lower Case C book Poem with Upper case C identification Poem with lower case c identification

Introduction:Teacher will provide a "Magic Bag". Students will take turns picking items out of the bag and decide if the item begins with the letter C.

Development: Students will read the poem, The Caterpillar. One student will read the poem to the children 2 times. Each time it is read the children are to clap when they hear the letter C. Students will then read the poem together. The teacher will write an original C poem with the help of the students. This will be written on a chart for the children to see, reinforcing the letter C.

Practice:Students will work with a partner to create their own four-line poems. Teacher and helpers can assist children in writing their poems on chart paper.

Accommodations:Teacher will pair students when they write their poems. Students who have difficulty will be paired with a student who is strong in reading and writing skills. Students can illustrate their poem to offer artistic students an opportunity to display talent.

Checking For Understanding:Give the children a field of 3 letters and point out the letter C - "Touch... C"

Closure:Children will read the poem again with a adult and point out the words that contain the letter C.

Evaluation:Students will be given a card with the letter C. Each group will read the poems that they made while the children raise their card when they see or hear the letter C.

Teacher Reflections:Was there enough challenge for the students who are more advanced in my lesson? How did the students work together in pairs? Were they helpful? Will I do this again and will I change anything to make it work better? What was motivational in my lesson today?

Lesson Plan : Apple Textures

2009-02-22T06:23:00.000-08:00

Teacher Name: Janet Renda

Grade: Preschool

Subject: Social Studies

Topic: Apples

Content: textures: smooth, bumpy, hard, soft

Goals: recognize different tactile sensations

Objectives:SWBAT touch varied tactile materials without behavioral overreaction SWBAT match my texture

Materials:apple cutouts pre-programmed with varying textures

Introduction:Present apple, sing apple song

Development:Talk about the way apples feel, allow students to manipulate apples as they are described

Practice:allow each student a turn to match apples by textures

Accommodations:NA

Checking For Understanding:Review textures and touch

Closure:Sing apple song again

Evaluation:observation

Lesson Plan : What is the same

2009-02-22T06:20:00.000-08:00

Teacher Name: Carolyn Ewing

Grade:Preschool

Subject: Special Education

Topic:Same and Different (EDITED)

Content: Recognition of two items that are the same and one item that is different.

Goals: The student will be able to choose the two items that are the same and the item that is different will remain on the table.

Objectives:Given a set of items Student will use hand, arm, or head to point and/or move like items to a different area, three out of four sessions.

Materials:Four sets of like items Four sets of different items

Introduction:The teacher will present each item to be used one at a time making sure the child's attention is focused on the items. Teacher will introduce each item by using the item's name and using it in a sentence. This will ensure that all children have prior knowledge of each item.

Development:When the student's attention is focused the teacher will place and name item color, shape, or name of toy to the student. Teacher will then place the items on the table in chosen order. Teacher will name the item as it is placed on the table. Teacher will ask for a specific item, and then point to it or pick it up and state the name of the item again.

Practice:
As the teacher is working with the students, they will use the Introduction and Development procedures to guide them through this activity. The teacher will keep a checklist noting the the number of successes and type of cues given.

Accommodations:
* Student will perform work at a table or on wheelchair tray. * Student may use the part of their body that works to point or move items. * Instruction will be given verbally. * Task will be demonstrated for visual.

Checking For Understanding:
* Teacher will tally checklist and personal observations: - note day and time of best performance - note which teacher was working with student - note items used (shape, color, toys) - note the health and attitude of student

Closure:Student successfully completed goal,what cues helped the most, which teacher helped the student focus the most, and what items (colors and shapes) was the student most interested in? If the student was not successful I would use the same premise in reverse.

Evaluation: Compare data collected each week. Plans will be based on this data.

Teacher Reflections:
What successes are being made? Is this lesson understood by all children? What will I do for those who are not understanding? What is working for the group? What is my next step?

MANAGING INSTRUCTIONAL TIME IN THE RESOURCE ROOM

2009-02-22T06:19:00.004-08:00

GRADES: K-6
Because the needs of students who come to the Resource Room are so diverse, it can be challenging to structure the learning environment. I have begun managing my Resource Room in the following manner:

Setting Up/Getting Prepared
I created a chart with three columns. Each column has an arrow pointing downward (one orange, one blue and one green). I laminated the chart so that I could write on it with wipe-off crayons.
Each day, I decide how I want to group students. Generally, grouping by ability level or IEP objectives works best. I end up with an orange group, a blue group and a green group. Then, assigning one column on the chart per group, I write student names in the columns.
I then assign certain tables as work spaces by placing an orange marker on one table, and so on. My markers are simply folded pieces of manila that stand up. Using this system allows me to set up everything the night before. Students can come in, look for their names on the chart, and group themselves according to color. They usually look over the materials I have already set out. So far, this seems to increase their enthusiasm.
I have 1 or 2 paraprofessionals in my room most of the morning. I write brief instructions on sticky notes (the larger ruled brand) and stick the notes on the materials. This usually is sufficient explanation.
Rotation/Instructional Time
I provide direct instruction (mini-lessons on a skill or strategy; reading from a Linguistic Reader, etc.) to the first group of students while the other 2 groups work with paras. The paras do a lot of skills games, review and reinforcement/practice activities. When I finish my mini-lesson, the groups rotate.
Then, we rotate again! Simple! Sometimes I teach the same mini-lesson to 3 groups. Sometimes my instruction is more individualized. Likewise, paras may do different activities with different groups. It all depends on what the students need on a particular day.

SETTING UP A LANGUAGE ARTS PROGRAM FOR SPECIAL ED STUDENTS

2009-02-22T06:19:00.003-08:00

GRADES 1-8
When putting together an academic program for Special Education students, the first thing one must keep in mind is to follow the IEP (individualized education program) for each student. Although teachers often feel pressure to follow the Course of Study for their particular school district, following the IEP is extremely important. Most learning disabled students need strong Language Arts and Math programs. On the IEPs, goals will usually be listed in these areas. Therefore, the major concern of a teacher setting up a program of this type the first time should be in establishing a strong Language Arts program.
Here are some basic ideas to keep in mind when establishing a Language Arts program for Special Ed students:
READING
The best thing one can do with special ed students in Language Arts is to establish a phonics program. As old as the idea may seem, teaching phonics to our students is valuable to the majority (but take care...it is NOT appropriate for all). I use Hooked on Phonics, but the Renee Herman is also good, especially for younger children.
If you use Hooked on Phonics, be sure that an adult works one on one with students. It's much more effective in the classroom than having the students work independently with the tapes!
SIGHT WORD VOCABULARY
A sight word approach is especially important for those students who do not appear to respond well to the phonics approach. This method may easily be worked into spelling, history, math, science, and of course, literature.
READ GRADE LEVEL BOOKS
One should read grade level books to the students--even if they do not have the decoding skills necessary to read them independently. By reading to them, the students can still enjoy, comprehend, compare and contrast these books! Special Education students have a right to be exposed to literature that those without special needs are reading!

RECORD KEEPING TIPS

2009-02-22T06:19:00.001-08:00

GRADES: K-12
In addition to teaching, Special Education teachers have to keep records on everything. This can be very time consuming. Below, are ways I have tried to make this overload of paperwork more manageable.

1. IEP's - I keep copies of all my student's IEP's in a binder. I keep the binder at my desk so whenever I work with a student one-on-one, I can quickly find the IEP and focus on the skills that are specified. Then, I can record the information directly on the IEP.

2. Student Papers - I give each student a folder that is to stay in the classroom. Visually impaired students have yellow folders and my Autistic student has the only purple folder. Therefore, they can easily find it and retrieve papers.

3. Turning in Work - We have all heard "But I turned it in. I put it on your desk." To stop this problem, I made a Turn In Box. It is labeled by grade. Students put all completed work in that box. They know not to put it on my desk. It has worked great!

4. Returning Papers - I use the Turn In Box described above. One side of the box is labeled "Return" and is labeled by grade. Volunteers hand out any papers they find in the box. I never have to hand back papers or clutter up my desk with them.

5. Behavior Logs - I have several students who are labeled as Behavior Disordered. I created forms to record their behavior. Then once I quickly write down the behavior, I can easily file it in their student folder (that I keep in a desk drawer w/ work examples, notes from home, etc.) Then, when the principal needs documentation of behaviors, I have neat, organized forms that I can quickly retrieve and copy.

6. Inclusion Support - My students have Related Arts classes (music, art, computers, physical education, etc.) in a regular education setting. Therefore, to help them succeed, I must track their progress and help them with any assignments they are having trouble completing. To do this, I made a form. On the form, I have a column for: Student Name, Passing?, Make Up Work. The teacher can easily complete the form, put it in my mailbox. I have the information on how to help them and written proof that the student is receiving help.

WORKING WITH PARAEDUCATORS

2009-02-22T06:18:00.002-08:00

GRADES: K-12
I use many of these strategies to help my paraeducators in the classroom. Frequently, it is difficult to keep them up to speed, since they are usually only there from start to finish of school (if we are lucky). Here are some things that I do to keep them up!

1. Weekly Meetings. We meet every week for 20-30 minutes to discuss new information, things teachers need, changes in schedules, etc. I also use this time to brainstorm on any problems that we or any students are having, to disseminate information to them in the way of articles or handouts, and plan modifications for certain activities.

2. Sit down with each para at least once a week, usually at lunch or right after school. This is very informal, and gives the para a chance to express any concerns or issues.

3. Model for paras. At least once, and for new paras, it is important to not only tell them, or explain things to them, but to be able to show them. This may mean asking your principal for release time, or using your own. I go into the classrooms and have the para watch and critique how I work with the students. It would also be a good idea to video them so that they may watch and critique themselves.

FULL INCLUSION MAINSTREAMING

2009-02-22T06:18:00.001-08:00

GRADES 1-12
Today's popular catch phrase for special education students is "full inclusion." What no one seems to address is that some students are ready to attend regular education classes and some students need more individual attention to prepare them for entry, or reentry to the regular program.
"Full inclusion" assumes that with minimal assistance, a special education student will be successful in a regular classroom. This is true for SOME students, but certainly not all!
When thinking about moving a student back to the regular program, many issues must be considered when determining the most appropriate placement:
Is the student on grade level, or near grade level, for everything? If so, and the student's behavior is appropriate, full inclusion could be the best answer.
Is the student on grade level for one or two subjects? If so, mainstreaming for only those subjects would be most appropriate, is the student's behavior is not an issue.
Is the student below grade level but able to help much younger children? If so, allowing the student to be a peer tutor will not only raise his/her self-esteem, it will also reinforce the basics for the student.
Is the child so far below grade level that he/she can not tutor, however, the student's behavior is good? If this is the case, this student can be mainstreamed for recess/nutrition, lunch, art, music and PE.
Is the student's behavior such a problem that it is extremely disruptive to others? If so, then this student may not be ready to mainstream, or may need to "earn" mainstream situations in his/her favorite area.
Whatever you choose to do with your students, be sure that you choose whatever is appropriate for each individual--DO NOT simply choose a system because it is the current "thing" to do! The 1970's law, PL-91-142 has a statement about "least restrictive environment as appropriate to the student." We must remember this when making decisions to help our students.

MAINSTREAMING SPECIAL ED STUDENTS INTO EXTRACURRICULAR ACTIVITIES

2009-02-22T06:17:00.002-08:00

GRADES K-12
Our students with special needs often excel, or just feel good about participating, in all of the "extras" at their school. Music, drama, art, student council, sports, drill team, etc., are only a few examples of activities which may be valuable for our special education students. In addition, everyone benefits through greater understanding of each other as a result of this extra-curricular contact.
However, a couple of steps need to be taken in order to ensure that the special ed. student has a valuable, rewarding and successful time while under the direction of a regular education teacher in an extra-curricular setting:
In order for these students to participate, everyone, including the students themselves, must be comfortable with the situation and behavior expectations. It is up to the special education teacher to prepare the student properly--especially with behavior expectations!
It is also up to the special education teacher to assure the regular ed. teachers the appropriateness of placing the student into the activity.
The students need to know that they are responsible for the requirements of the activity: practice, memorizing, asking questions, taking notes, etc. If they have trouble with any portion of this, they need to find a solution: practice with a friend, ask for help from their special ed. teacher, etc.
An example: A friend of mine directs the Musical Theatre production group at a magnet school for the performing arts. Although the members of the group are almost always exclusively taken by audition from the magnet population, he also allowed two home school, special education day class students to audition. They both passed, and were let in as full performing members of the group. The only adaptation that the teacher had to make (and was fully willing), was to allow the two students extra time to memorize words of songs, (since their disability involved language processing). However, this adaptation was not a hindrance to the group, nor a burden to the teacher. An end result was one of these special ed. students had a singing solo at the major show of the year!
If all parties accept the expectations of the students, the teachers, and the program itself, success is almost always assured. These students in the special ed. program are there for specific needs...much, if not most, of their talents and personalities are the same as students in the regular education program. Therefore, why shouldn't they participate fully whenever appropriate?

BEHAVIORAL MODIFICATION SYSTEMS

2009-02-22T06:17:00.001-08:00

GRADES: K-6
As we all know, a special education class needs a variety of behavioral systems. Here are some quick strategies/systems which work for me:
POINT SYSTEM:
Each student has a chart given to him/her at the end of the day with points earned throughout the day: reading, math, behavior, homework, etc. The student must have the chart signed by his/her parent and returned daily. I write notes to the parents on the charts, so as to be in constant contact with them.
Once a month, the students take their points and go "shopping" in my classroom "store", which is full of school supplies, and little knick-knacks that the students enjoy.
RECESS/LUNCH TICKETS:
Sometimes our students think that our assistants have less authority than we do as teachers. An easy remedy is for the students to earn "tickets" for good behavior at recess and lunch. My assistant hands out the tickets which reinforces the fact that they must listen to her. At the end of each week, we hold a drawing for a prize.
INTERMITTENT REINFORCEMENT:
I tell my students that they never know when I'm going to catch them being "good" (on task, good citizen, etc.). If I do, they may get a compliment, a sticker, "free time", or something else special.
Although these strategies may seem like a lot of work, I've seen my classes go from having the "store" once a month to only having it once in a semester. As long as you taper off the frequency, it works great! They begin to do their work, not only for the reward, but because it's important to them.

MODIFYING THE ELEMENTARY SCHOOL CURRICULUM FOR STUDENTS OF SPECIAL

2009-02-22T06:16:00.000-08:00

NEEDS: A LIST OF IDEAS
GRADES: K-12
There are many simple modifications which can be made to assist students with disabilities in the regular classroom. Many of them are not that time consuming and can make a world of difference. The list below includes a few of the ideas that have helped the students I work with.
1. When independent work is presented, try to give it to the student in small "segments". For example, a test or worksheet could be folded in half. The student could be asked to do the first half and then come up for further directions. This prevents the student from feeling rushed or overwhelmed with the amount of work given.
2. Allow extra time (within reasonable limits) for students who have difficulty. Also, reducing the length of an assignment is sometimes a good idea.
3. In your lesson plans, note in italics (or mark with a highlighter) the objective you want the student to master. His or her objectives do not need to always be the same as the rest of the class. Look at the students IEP (Individualized Education Plan) so that you know what objectives need to be covered. For example: The whole class might be expected to write a paragraph about something they learned. A student with mild mental retardation in your class might be expected to write 3 facts she/he learned. A student with fine motor problems could write some; you or a peer helper could take dictation on the rest.
4. Present information visually (overhead projector, posters, pocket charts, chalkboard) and auditorally. Whenever possible, tie in a hands on component as well. I had a teacher who threw a koosh ball to a student if he wanted them to answer a question. It helps to keep everyone focused! Doing this will help all the students in your class; they each have their own unique learning style after all.
5. Have students do simple exercises before writing (pushing palms of hands together, pushing down hard on a desktop, squeezing and relaxing fists).
6. If a student cannot do what everyone else in the class is doing, modify worksheets. For example, imagine most students are doing subtraction with regrouping in class. Cut the problems out of the worksheet and use the rest of the original as a "frame". Create some problems appropriate to the students level (double digit subtraction with NO regrouping, subtraction facts to 18) and paste them onto the modified original. After you copy it, the student has a worksheet that looks like everyone else's; but he or she can do work at their own level.
7. Have a large variety of multi-level reading books in your classroom. A listening center is also a "must have". Have parent, high school and other volunteers put some of your textbooks (relevant chapters) on tape so that students with disabilities may have these cassettes as a tool.
8. Use story maps and other graphic organizers to assist students with writing tasks. Advance organizers (outlines) can help students search for meaning when they read. Make up a chapter outline and give it to all the students. It teaches them to attend to the important points in a chapter.
9. Use color coded index cards in a file box to keep track of your students' objectives and modifications. The students names should not be on these cards!!! By color coding, you have the information handy without violating confidentiality. If you need to, ask the special education teacher to help you find this information in the students' IEP's and PPT minutes.

SPECIAL ED SPELLING WEEKLY AGENDA

2009-02-22T06:15:00.002-08:00

GRADES: 3-12
MATERIALS:
spelling lists
writing materials
METHOD:
Monday: Students will write their spelling word 5 times in cursive, then write them on file cards to be placed in their own file card holder. These words can be used to study or as a word bank when writing.
Tuesday: Students are to place their words in alphabetical order and write them in a sentence using correct grammar and punctuation.
Wednesday: I make up sentences spelling their words incorrectly, some sentences do not begin with capital letters, others have incorrect ending punctuation. We go over these the next day.
Thursday: I make up word searches and fill in the missing letters papers, sometimes the students are to look up their words in the dictionary. Lower functioning students may just write down the page number.
Friday: Grade the spelling tests in class, asking the students to correctly spell the word they missed. Perfect papers get 3 mini-tootsie rolls or other small candy available.

OPENING A SPECIAL ED CLASS

2009-02-22T06:15:00.001-08:00

GRADES 1-8
The following are some important tips for a special ed teacher who is starting a new school year. These are primarily geared towards multi-grade Learning Handicapped, or Severely Emotionally Disturbed classrooms:
1. PHYSICAL CLASSROOM ARRANGEMENT
Desks should be arranged in a manner where each student has his/her own personal desk...no sharing or grouping, as this leads to major distractions for the special ed child.
Centers should be arranged in various parts of the room where students can go when they are done with their individual work, so they do not disturb others. These centers can be filled with fun and educational things such as puzzles, easy reading with pictures, GeoSafari©, and other hands-on material.
The teacher's and aide's desks should be placed at opposite ends of the classroom, front and back, for supervision purposes.
2. BULLETIN BOARDS
As in regular ed classrooms, some bulletin boards should be reserved for the students' work, while others should cover topics that are also being covered in the curricula at that time. For example: when I work on my Ocean Unit, I put up a bulletin board with a blue backing, different sea life taped onto it, and I drape an old fishing net over it, complete with small sea shells caught inside the net. Next to this board, I have a center with many shells, complete with two books all about shells and the ocean floor.
3. CLASSROOM INTRODUCTIONS
On the first day, plan on reviewing your CLASSROOM RESPONSIBILITIES, (not RULES--the kids become immediately resistant), SCHOOL STANDARDS, and your PERSONAL EXPECTATIONS.
This last part is extremely important. Most of these students have gotten used to low expectations from their previous teachers...and as a result, have tried little, academically and behaviorally. If your personal expectations are high (but realistic) they will raise themselves to your expectations!
Depending on the age of the students, you may want to include your expectations for the overall year. However, for special ed students, you must be clear about choices they make, and positive and negative consequences of those choices.
4. THE FIRST COUPLE OF DAYS
Placement tests: Begin the first day giving at least one placement test and try to have all tests completed by the third day. The sooner you have the students in a routine, the better.
Fun activities: Plan some fun activities for the first day. Let them have a period of time to interact together. They may play games, work on a fun assignment together, or whatever you decide.
In an elementary school, start organized P.E. from the very beginning. Tremendous social skills, along with physical skills, classroom cohesion and organizational skills are developed on the playground--especially with the special ed student.
5. THE TOP FOUR SURVIVAL TIPS
ALWAYS PLAN MUCH MORE THAN YOU'LL GET THROUGH IN A DAY. Sometimes, some of your ideas won't work out with these particular kids on that particular day, and you'll have to switch. Also, with high expectations...your students may do better than you expected, and finish sooner than expected!
Be prepared to THINK ON YOUR FEET. These students are often extremely intelligent and expect you to take them to areas you may not have anticipated. On the reverse side, a discipline, or learning problem, that unexpectedly shows up and is not dealt with immediately and appropriately, can destroy a lesson for the entire class.
Be FLEXIBLE. Some days, even the first week, you end up having to forget about your plans and do something unplanned. That's okay and part of being a special ed teacher!
Finally, and probably most important, ENJOY YOU R KIDS. These are usually sweet, fun kids, and a good special ed teacher can have a greater effect on their future than anyone else.

WHAT DO YOU CALL THAT? A LESSON INVOLVING LISTENING COMPREHENSION

2009-02-22T06:14:00.001-08:00

GRADES: 2-6
MATERIALS:
flashcards/labels
pens and crayons
METHOD:
Take a few stickers and write on them the names of different objects in the room/place where you happen to be (classroom, gym, hall, language lab, lecture hall, office, playground, staff-room, yard, etc.)
Stick the labels on the right places (e.g. bag, car, desk, door, headphones, lamp, locker, swings, table, tree, TV set, video, window...)
Ask your students to describe the room, naming the different objects and saying where they are (The book is on the desk, the table is next to the window and so on.) You may also ask questions like "Where is the ashtray?" or "What color is the door?"
Kids like moving about, so you can ask them to "Stand in front of A", "Touch B!" "Bring me C!" etc.
Try a different room/place every time and watch your students' vocabulary range grow fast! If you'd like to tease your students a bit, just place some labels in the wrong places and see if they can set things right.

THE MATH GAME: BUILDING TEAMWORK AND MATH SKILLS

2009-02-22T06:13:00.000-08:00

GRADES: 1-6
I created this game in my classroom the year that I had several students with emotional disabilities that had a lot of behavior issues. I was desperately looking for a way improve problem solving skills and to create a spirit of teamwork. A simple idea that the kids LOVED!
MATERIALS:
one number cube
paper and pencil for each team member
several math story problems
METHOD:
Divide students into 2 teams. Split ability levels so that the teams are evenly balanced.
Roll the cube to see which team goes first. The first team rolls the cube to see how many points the first question is worth.
Teacher reads the first question aloud. First team works out the problem individually on their own paper, THEN confers with their team members - very quietly - to agree on their answer. They MUST reach an agreement as a TEAM or they get zero points. (Depending on the level of the students, I may tell them what the correct operation is, or they may have to decide for themselves based on the "clues" in the problem)
When they agree they tell the teacher the answer. If it is correct, they get the number of points on the cube. If they are incorrect the other team may answer and earn one bonus point.
By allowing the other team to answer when the first team misses, ALL students are working out every problem at the same time.
Game continues as time allows. The winner is the team with the most points.
To encourage good sportsmanship and ease competitive tempers, ALL team members from both teams are rewarded with a small piece of candy or a pencil IF they have shown good sportsmanship throughout the game. My students LOVE this simple game! We play it every Wednesday and they remind me if I forget. They are getting constant practice in problem solving, teamwork and sportsmanship.

2009-02-22T06:10:00.000-08:00

BEACH BALL PRACTICE ACTIVITIES
GRADES: 1-7
Students with disabilities often need more practice than other students to master skills. Using a "programmed" beach ball is a fun way to fit drill and practice in without boring the kids. This idea was shared with me at a math workshop I attended last summer.
MATERIALS:
beach balls (as many as you can afford--they're very versatile)
permanent marking pen
METHOD:
Blow up the beach ball and hold it with the air hole facing upward.
Beach balls are already nicely sectioned (kind of like an orange). So, all you have to do next is draw lines horizontally with a permanent marking pen to create several little boxes on your beach ball.
Program the boxes with various information that students need to practice (ideas follow).
Some Ideas: In each box, write a number from one to nine. Throw the ball to students and ask them what numbers their thumbs are on. When they tell you, ask them to either add, subtract, multiply or divide. This is an easy activity to individualize because you can ask different students to do different things with the numbers. I also found that it helps students with mathematics vocabulary. (Some of my students always say "take away" or "times" rather than the proper vocabulary). You could even say "find the product" to further reinforce vocabulary.
In each box, write a four-digit number. Throw it to a student and ask them to read the number under his or her right thumb. Or they could tell you the value of the 3 in 2,346. You get the idea.
Use the ball for spelling practice (or SIGHT word) practice. The student who catches the ball could ask another student to spell the word under his or her right thumb.
I use the Merrill Linguistic Reading Program with some of my students. I have programmed beach balls to practice reading words from this series as well.
For older students, you could program the beach ball with fractions. Students could add the fractions under their thumbs. They could name an equivalent fraction for the fraction under their right thumb. They could tell you if the fraction is more or less than half. Or, you could ask them which of the fractions (the one under their left of the one under their right thumb) is larger (closer to one).
For younger students, you could program the beach ball with alphabet letters. Students could name the letter, make its sound or name a word that starts with that letter.
The possibilities are endless!