09 Sep For Perfection
In your response to other learners, comment on what in their case choice you find most interesting, and what you would want to know more about if you were to address this case study yourself.
Treena case
The child I chose for my case has concerns with speech, cognitive, and emotional development. She is an almost four-years-old student who was recently push up to a pre-kindergarten class. The child comes from a two-parent home in an affluent neighborhood, both parents work, but one parent travels more than the other. The little girl struggles to speak clearly, or in full sentences, fine and gross motor skills need improvement, unable to recognize her name, alphabet, or colors in print, and she complains of being tired during classwork. I thought she was interesting because I don’t have an official diagnosis for her, and she is no longer receiving behavioral therapy and speech therapy. I wonder how she will progress throughout the school year, and will she be ready for kindergarten. In her school, they do not have special education teachers or classes. Therefore, I wonder how her teachers will assist her.
Her case warrants some differential lesson due to cognitive concerns. She can give a specific color, but only if you make a comparison. However, if you point to the color or show her a card with the color on it, she says she doesn’t know. It appears that one on one or small group educational experience would benefit her. I observed her withdrawal and losing interest when she is unable to guess the names of items. As an effective teacher, we need to facilitate “experiences, provide limits, patience, and consistency” (Allen & Cowdery, 2019, p. 291). In conclusion, all educators may have a student with special needs and knowing how to provide the best educational experience and to facilitate a love of learning. My question is, how would you advocate for the student?
Kendric case
The child I selected was Whitney. She was just diagnosed with autistic disorder. Whitney is four years old female. This child is only able to say a few recognizable words in the classroom; she does use a lot of vocalizations in the room, too. There are times Whitney will start crying while having tantrums to get more food during lunch time. This also occurs when she wants to get her favorite toy in the classroom or having someone select her first when the whole class are playing group games.
The focus has been on interventions with Whitney’s family. She has a lot of strengths and learning styles. As a member of the team, we have need to learn more about the families’ needs. It is important to learn the patterns of the parent/child interactions. It is important for the parents to provide modeling for supporting the language concerns for Whitney. What suggestions would you offer to the teacher or parents for helping with those language barriers for little Whitney?
RESPOND TO MICHAEL POST IN 75 WORD
“Soil and residential and industrial wells on the approximately 180-acre area are contaminated with volatile organic compounds (VOCs) and metals” (NLP, 1992).”
Well this is a fairly interesting post to write about, and fairly easy to elaborate upon. While the report and situation is a bit dated is is still recent enough to be a valid example to use in the assignment, and by extension this discussion board. The site that I wrote about was a site that was contaminating a fairly large areas wells with materials that negatively impacted the health of those that drank it. The fact that one of the substances that contaminated the well water in the area was lead, one of the materials that most people are taught not to even touch, makes clear why this site was such a concern when it came to the Environmental Protection Agency’s attention. As for what is being done, more accurately what was done, was the construction of a water line that would provide resident’s and businesses with an alternative source of drinking water. In the time between identifying the situation and resolving it the EPA distributed bottled water to the residents and businesses in that area.
RESPOND TO THE NEXT TWO STUDENTS POST AND BE CONSTRUCTIVE AND PROFESSIONAL WITH YOUR RESPONSES
Courtney post
I believe it is possible to assume a writer’s intent. As a reader we tend to try to predict the endings in the stories that we read. For me, it is what makes reading so much fun. Especially when the story takes a twist you didn’t see coming. Though the twists can be fun, guessing how the ending might be or how a character ends up can be quiet fun. The biases that a writer might have in their nonfiction work is really their closeness to the story. If it’s something they lived through you’re only getting their side of the story. Whereas if it’s something that another person has been through you can get many sides of the story to make a more complete one. If you have gone through something similar the story, you’re reading you can develop emotions with the writer. You understand their story more than others who have not been through that event. Maybe you even know someone in the story itself it can lead to developing a connection the writer and their story.
Cheyenne post
Readers often take ownership of a story and use their perceptions to draw definitive conclusions about its meaning. When we come to read, we bring with us our own imaginations and experiences, and they naturally shape our perceptions. It’s when we try to interpret an author’s motives or beliefs from the meaning we perceive that problems can arise. We have to be careful not to make too many assumptions about the beliefs of the write and also not to assume meaning that goes against the writer’s stated intent. While trying to use the the tone, language, literary elements with a text we may sometimes over thing the writers intent. Every author holds opinions that affect his or her discussion of an issue, opinions that we as readers should try to recognize and understand. Background knowledge gives the reader a god foundation for learning new information relative to the content this they are able to better understand nonfiction texts.
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