Ohio DL Schools

I would choose VCS Ohio I liked that it was based on Ohio Eduction Stanards and parent student oriented as well very nicely organized and easy to navigate. I think also you would have to know your child and as they said it is best to indepent learners and students who want to learn. I would not choose Ecot, I did not like the layout or the information they choose to highlight was not useful information.

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ORC LESSON PLAN

(from lesson plan)            

         This lesson plan focuses on students obtaining reading and language arts skills with students in K-2^nd grade. Students will be expected to use critical thinking skills pertaining to predicting what will happen next in the story “If You Give a Mouse a Cookie”.  As well demonstrating comprehension of the text by recalling events in the story in sequential order.  Students will identify a cause effect relationship of events in the story.  In addition retelling the story to other students in their own words, and demonstrating knowledge of a cause effect relationship by writing their own version of “If You Give a Mouse a Cookie”. 

            One standard used in the lesson is “students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features”.  This will be done when students predict the sequence of the story.  Another activity students will do during this lesson is retell the story of another students, using the standard “students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes”. Then students will write their own version of the story the share with the class using this standard, “Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes”.

            I would implement this activity with students over several days.  There are 7 parts to the activity and the story needs to be revisited with students several times.  This plan is very appropriate for this age group.  Kindergartners and first graders may need a little more help in assisting with own writing of their “If You Give a Mouse a Cookie” story, but by second grade would not need as much assistance. 

http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html?tab=4#tabs 

(from lesson plan)     

Assistive Technology for Speech/ Language Impairment

Speech/ Language Impairment

            Speech and language impairments affect 20% of students currently getting special education services.  Even more 50%, receive speech and language services because of another condition. “Speech and language impairment is defined as a communication disorder that adversely affects the child's ability to talk, understand, read, and write. This disability category can be divided into two groups: speech impairments and language impairments.”  (Project Ideal)  There are three types of speech impairments, fluency, articulation, and voice disorder.  Fluency disorder students may have trouble with rhythm and pausing or hesitant, common issues students may experience are stuttering and cluttering.  Students with articulation disorders may have errors with sounds including omission of letters, substitutions, or distortions with words.  While students with voice disorders may have problems with how long they can use their voice, pitch or volume level.

 

            There are five types of language disorders, phonological disorders, morphological disorders, semantic disorders, syntactical deficits, and pragmatic difficulties.  Students with phonological disorder have difficulty organizing and saying sounds correctly.  Morphological students will have problems with inflection.  While syntactical students “produce shorter and less elaborate sentences with fewer cohesive conjunctions than their peers”.  (Project Ideal)  Finally Students with pragmatic disorder have difficulty comprehending language, and typically many social issues. 

            These disorders can make it hard to communicate and can range from severe to mild in intensity.  Assistive technology for speech and language impairments can be put into two categories.  The first category is computer programs to help develop language and speech.  One program mentioned is First Words, which works with students on graphic presentations and high-frequency nouns (Project Ideal).  The second type of assistive technology for students with speech and hearing disorders is “augmentative or alternative communication (AAC). AAC is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills.” (Project Ideal)   Communication boards help students make choices, can be very simple choices such as lunch options or very complex and create discussions. 

            I believe the future for speech and hearing disorders could be the i-pads, to create more programs to help with communication.  As well could have specialized programs geared to help students with areas they need most help with.  

Reference:

http://www.projectidealonline.org/speechLanguageImpairments.php

True Self

Who are you today? People sometimes create dynamic online personalities to present themselves to the world as If they are feeling, acting, or looking a certain way. When actually they may not be that way at all. With the use of the Internet and media people reveal themselves however they wish. Whether it is consciously or unconsciously falsely or correctly presenting themselves to others.