Intellectual Disabilites and Nuerodiversity - Teaching on Tap- lectures and discussion from Dr. Walkenhorst's Classes on Special Education

Part 1 Hi, this is dr. Watkins horse. And you are listening to teaching on tap podcast of some of the lectures I have done over the course of my time. This one is from October of 2022, vibrant College. Um, I hope you enjoy. Thanks. Part 2 So Speaker 2, Speaker 1 the question was, how if every teacher who works with the student with an IEP should be involved with an IEP? Speaker 1 Ideally, the answer is yes. And that they should have a say. Speaker 1, Speaker 2 So and that IEP always be invited to the IEP. Speaker 1 The reality is not you. A lot of times, you can't get all the teachers that are there. Involved. So, Then it is a responsibility of the caseworker, or case manager, too. Provide the information to the General. Ed teachers about about what their role is or what is expected of them? This is usually a student information, seated close to the student is If needed, it can say there during exceptionality. It will have a list of their goals that are pertinent to the classroom. Speaker 1, Speaker 2 So I get our teacher may have goals that are occupational therapy, Physical Therapy, gross motor, fine motor skills Behavior or social-emotional, probably not going to have math skills to mule going to be. Speaker 1 You would also get a behavior intervention plan. It's there was one and then I'll Away, the special education, teacher wants you to take data on how they did. Speaker 1, Speaker 2 That can be an art class special education teacher, may just pop in 45 minutes, randomly throughout and see. Speaker 2 There's a student doing it. Speaker 2, Speaker 1 It may just be a straight simple checklist that they provide, but that's how you kind of communicate that information. Speaker 2 To General Ed. Speaker 2, Speaker 1 What you don't do is make up the little form and you drop it off in their mailbox and say, here you go. Speaker 1 This is the wall. You have to do it. They don't like that so much. Okay. Speaker 2 Somebody's done. Stuck somewhere? No, sorry about that. Maybe drivers are getting a message and I can't get in. What's up? Let's so yeah. I mean ideally you want your eye? You want your whole team together. So I just that's not that's usually not possible, Right? Speaker 2, Speaker 1 But ideally, if like the student goes to specials goes to music, goes to Art, if they have some sort of specific accommodation or modification, it should be communicated with the specialist teacher. Speaker 1 Yes. Because I have kids popping in and out, then. I've never really gotten information other than they struggle with hearing or they struggle with eyesight and they have Down syndrome and that's it. Then they haven't told me more of what I should do with them or not. Speaker 1, Speaker 2 So it's been an interesting ride Speaker 2, Speaker 1 that's not to wear any. Speaker 1 Unfortunately it is somewhat the way things go but it shouldn't go that way. It is your right to ask. Asked, what what are the goals? What am I working on with a student? What do I need to know? Speaker 1, Speaker 2 And they should be asking you when a child's IEP, is due to provide some data or even qualitative statement about how to students doing in your Speaker 1, Speaker 2 classroom. Speaker 2 They may stop you in the Halls. Hey how little Joey doing or as you can, you write up a paragraph about how Joey's doing in the class and You think so because there should be getting feedback from you as well as you're developing now you can. Okay? Speaker 2, Speaker 1 Know what I'm saying, should real life changes things. Speaker 1 Yeah, Speaker 1, Speaker 2 because I have been invited to one for one of my students that is coming up next week. Speaker 1 Yeah. But then for the others, I haven't heard anything. Speaker 1, Speaker 2 So I'm just assuming their IP cycle hasn't gone through or they just better know if they do things differently. Speaker 2 And it is tough. I mean I keep saying there's so many laws around it, but you're sewing a way to districts interpreted, it becomes very, very fluid and flexible when it really shouldn't be as fluid as. Speaker 1 Jarrah shopping. You have questions or Speaker 1 no, I don't have any questions right now. Alrighty, well, I know he does not going to make it today. And I know Sheldon is like five people at his school today. The did they split him up every? Which way what I had planned for today was one of three things, one was kind of talk a little bit about intellectual disabilities to and to talk a little bit about learning disabilities. And three was they have a conversation on case? Study to which I have to grade. So since yours, two of you guys get to vote or any of those, Something you want to do, is this? Speaker 2 There are other I guess option for is if you don't have questions in your have other things you need to do, I can record lectures on those and pop them up to. But I want to, I want to make sure that we have as much interaction. When respect your time. I don't have a preference. I think I might just need a little bit overwhelmed with like, trying to switch between everything that we need to do and still just trying to keep everything in order. I'm still, I haven't completed work study or a case study number two yet and then I know case study number three. So that's like, I'll go for this weekend. But other than that I also started looking at the what is it? Speaker 1 And I looked at my role and so I guess I lied. I did have a question. Is there anything in particular? I need to do for the role since it's like the the chair close special education or the? Yeah. So there anything in particular I need to do like, follow up with anybody or just during the meeting, just making sure I'm keeping track of everything. Speaker 1, Speaker 2 That's a great question. Speaker 2 No. Speaker 1, Speaker 2 So my hope is about everybody will have a role in you kind of just we'll look at what your role is. Speaker 2 And we will find a time that most together for the ivy looks. Speaker 2, Speaker 1 You can do is owns wheel improv my true, Speaker 2 okay? Speaker 1 That is my hope. Ready to do a little earlier, and I don't know if you've heard. I think I'm going to change the assignment as well because we're not where I think. I'm just going to need two or three pages of the IEP up and identify what's missing on it. Speaker 1, Speaker 2 As opposed to trying to write one, make them up. Speaker 1 I think I might be a little bit easier. For when you get into, your schools are going to go through this whole IEP process called. They want it done again, they'll be very, very specific about it. So that being said we're I believe what I would suggest is to be really focusing on building your unit plan and your lesson plans for your unit plan because that's that's going to drive a lot. Speaker 1, Speaker 2 If we get behind a little bit in case studies and not opposed to dropping off a case study, but the unit plan, lesson plan is a huge part, you know, because it connects all three pieces together. Speaker 2 And I am working. As quick as I can to get a good study guide up for the 290. Speaker 2, Speaker 1 Just I've got gathered a lot of information. Speaker 1 I just got to put it in A reasonable study guide. I'm guessing just go ahead where the at 290 test, it's going to be a combination of all the knowledge. We're getting from the different readings and understanding IEP. Yes, it was 290 task will be all special episode. It's just going to be a combination of all your special education courses. I will tell you that the study quizzes. Speaker 2, Speaker 1 The knowledge from the study quizzes will help tremendously. Speaker 1 The readings will help tremendously not overthinking, the questions will help tremendously. Speaker 1, Speaker 2 So anyway, that's part of the so you got I'm working on a really being able to put down and say Make sure that you're looking at. Speaker 1 When you get looking an answer that all the words in the answer and the question somewhere and you're not reading more into it. Those are the main ones and then are we a couple things that I have filed with the test and questions? where, The book. And ever make sure I'm presenting is probably more up to date than this brand new test. So I will point out and say I know you learned this in class. But rationale for the test takes its So those are the things I'm really looking for isn't looking through everything up with this test. Speaker 1, Speaker 2 Looks like most of it. if you're in a classroom and your student focused, you'll do really pretty well in the test, right? Speaker 2, Speaker 1 I mean, if you're looking at what's, what's the password is student? Speaker 1 What can I do for the student? That those questions are going to come across Breeze and there's not a lot of Memorization of facts or any event. It just give you a small scenario and say which, which of these would be the next step or what would be the best option. And I think I do highly recommended you. Speaker 1, Speaker 2 Whenever caveat is, I recommend that you take the practice test but everybody who's ordered, it has had issues downloading it lately. Speaker 2, Speaker 1 So make sure if you do that you order it and pay for it is there. Speaker 1, Speaker 2 But sometimes you have to call the company itself because somebody had it where they can get it on her phone, but they could get it anywhere else Shaolin ordered. Speaker 2 And couldn't get to test it all, and then you had to call somebody and then they found it. So, there's been some weird stuff with it. Okay. Speaker 1 And where would you like to go? Would you like to go now and locked with disabilities Aldi? Speaker 2 I'm kind of open. Speaker 2, Speaker 1 It doesn't matter. Speaker 1 It doesn't matter to me. Either one sign sounds fine with me too. Speaker 2 All right. Well, I'll tell you what. I'm going to start. Speaker 2, Speaker 1 I'm going to share start with intellectual disabilities because I think this one is Maria, I think it's wrong to go. Speaker 1 I'm going to go through this. You should be seeing my screen. Let's go. Intellectual disabilities is a category of ideea. This was the one that was pre-release previously on referred to as mental retardation which is no longer used and we had a book at use a term for determined on a date. We'll talk a little bit about that an electoral disabilities are determine when there are certain limitations and cognitive function, the fact attention memory and ability to think abstractly and make sure. Generalizations from one setting to another. Speaker 1, Speaker 2 These limitations will cause the student to learn more slowly than others and to have difficulty with adaptive behaviors, such as grooming dressing dressing, safety school rules understanding, social rules, and seeing the consequences of their actions, I'm going to kind of stop on the side for the second. Speaker 1 There's a couple things I want to point out is as we're learning more about intellectual disabilities. Real learning that this idea of cognitive functioning. Speaker 1, Speaker 2 It's much more flexible and able to be. nourished and grown than what we previously thought these are the definitions you'll use for the test but we are learning that as teachers, once we get to meet once we suspect this or a student has us, we start putting limits on the students overtly and Covertly just by what we expect out of Speaker 1 them and therefore, they start and gain as much cognitive functioning as other students. Speaker 1, Speaker 2 The big part is it impacts our attention memory and ability to think, abstractly and make generalizations mostly because it impacts our ability to process And it takes them longer to process and to grasp things, it does not mean that they cannot learn it just means it takes them longer to learn the Adaptive, behaviors grooming dressing safety school rules. Speaker 1 All that again, they need to know what the rules are, and it's there. It is really to generalization understanding the rules. Speaker 1, Speaker 2 Rules and Martinez's class may be different than the rules of Miss Green's class, and being able to transfer that back and forth as opposed to the rules and the Speaker 2 lunch room. Speaker 1 and the time between, An action. And a consequence is really, really important for them. There's a longer orders difference between action and the consequence positive or negative, the less likely they're going to be able to connect those two. Is it sad? We got rid of mental retardation turned everything into intellectual disabilities. It was just a word change. It feels better to us. It's not as derogatory. And that is driving. Speaker 1, Speaker 2 Try as many two words that we use prior to it, this happened in 2012. Speaker 2, Speaker 1 It doesn't change anything about the needs of the students nor does it change anything about your professional role. Speaker 2, Speaker 1 All except you should be referring to it as intellectual disabilities or students with exceptional needs or now. Speaker 1 Neuro-diverse is becoming much more the catchphrase or two words that were using, so you're continuing to grow our own us. I have no idea why this happens to me every time. Cause of intellectual disabilities Irene. Speaker 1, Speaker 2 I say they say this every time because when I get to this slide or we talk about this it's always Prenatal perinatal and postnatal and a always the male talking to the females about how how pregnancy impacts our child. Speaker 1 I am not saying it is a mother's fault. Okay, there are some things that happened, are there some things, most of it, that's not it. Is just the way that stuff the brain develops. Speaker 2, Speaker 1 So we're still working on a lot of this idea. Speaker 1 So I've tried to narrow it down because they really did break it down to like perinatal our prenatal perinatal and postnatal and it just was a little bit much so down syndrome, Down syndrome mean, did you have an extra 23rd chromosome and students with Down Syndrome typically have very identifiable physical features. Usually somewhat larger had usually some so much smaller in stature. The tongue is usually bigger than their mouth is, so they have a very unique speech pattern these are, these are when people talk about intellectual disabilities, is your students that people think about we are not really sure what causes Down syndrome. It is suspected, although not proven. Speaker 1, Speaker 2 So now I would put it more in myth land and that the older The parent was the more likely the child would have Down syndrome in. Speaker 2, Speaker 1 This is usually a mother over 30 or 35. Speaker 1, Speaker 2 But when we started to look at the data on that, it was a lot more other factors that went into it and one of the things that have happened and I will give you the story, I was talking to a father whose son was and down syndrome And this is about 10 years Speaker 2 ago. Speaker 1 It's a little dated and the father was Lyman laminate. Speaker 1, Speaker 2 There was complaining about lamenting, that's the one I want. Speaker 1 But the father was complaining about how children, like, his son were quickly becoming extinct that within 10 years would be nobody with Down syndrome and he's got those It's a very sad son Speaker 1, Speaker 2 and I kind of took me by surprise for a second because as a basketball coach, and head coach, quite a few students with Down Syndrome. Speaker 1 I know it can be very draining and labor-intensive can be very, very rewarding to but history was because of them. Speaker 1, Speaker 2 Way to Medical advances of happened, they can detect down syndrome, very, very early in the Speaker 2 pregnancy and Speaker 1 parents were given a choice of. They're told that there's a very high likelihood that your child will be born with Down syndrome when we can do a medical intervention to And they called a medical intervention that would prevent the pregnancy from going full term. And there was a lot of people opting to do that. It was just one of those things of you. Speaker 1, Speaker 2 There was a lot of doctors who are consoling and saying you have a child, you will have a child with special needs. Speaker 2 This will change your life forever. Speaker 1 At this point, we can do a medical Intervention which is the words they would use and you will not have to do this. Well, that was happening quite a bit. So, there was the number of down syndromes. First, we're going down quite rapidly. The ones that weren't were for parents. Who were order mother was over 30 or 35 years old. So then people start looking like oh it's a mother thing. You know for this old you get a higher risk of having a child with Down Syndrome but what they really Really found out was well under actions. They find out, it's not bright what they suspect is. Those parents that are 30 35 40. Or in a much better place. Financially and family-wise to support a child needs, and we're much more likely to carry and child old charm into the of having a medical intervention. And I'm really may not have had anything to do with the parents accepted social outing economically. They were much more able to do it. So, Just when what I want to talk about, I just want to make sure that as we go through these and talk about these syndromes. Then we focus it and frame. It did. We always are looking at multiple things and there's not just one thing that causes it, but the exception of a couple of these Fragile X is another one. It's a genetic disorder to X chromosome is slightly fractured. It has some distinct characteristics. You will see students with fragile X, a lot of it is slow learning. and there's some other things that go with it, but again, that's covered in the books and I wanted to cover too much prader-willi is that when did you will see alive, but if you do get a student with prader-willi, one of the big characteristics are prader-willi is that they do not feel full. Speaker 1, Speaker 2 And so there are kind of like feel hungry, whether they're hungry or not, the constantly feel hungry, do you have to be very very careful with food or items or things. Speaker 1 Anything they could put in their mouths or kind of site is trying to satisfy that hunger. Um, there's also some gastrointestinal problems that go with that. but, The these are the students, a lot of times your planet are had played a Willie and the kid will talk about how Speaker 1, Speaker 2 his Speaker 2, Speaker 1 pantry is locked and has a padlock on it at home. Speaker 1 His refrigerator has a padlock on it at home and they never get any food in a coma guy, really doing. And that's because if it was unlocked and they would just be in there all the time. Speaker 1, Speaker 2 Um, Fetal, alcohol, Spectrum, disorders. Speaker 2, Speaker 1 This is one that can be prevented alcohol Speaker 1 at. From during pregnancy or even prior to pregnancy has a direct impact on the fetus. We know this, because it's lower learning, it can cause facial abnormalities and you can cause brain damage. Um, Again, part of this is talking to ladies who understand us all I will say it though. Speaker 1, Speaker 2 Why don't women do not know what is the second or third month that they are pregnant because you're not going to the doctor or things are off or whatever so They may be. Speaker 1 They? Yes, Noel did. It could be somewhere to eat erasers as at your candy. Okay. Speaker 1, Speaker 2 Same same kid would pick the gum off the bottom of the table. Speaker 2, Speaker 1 They're just putting. Speaker 1 Okay, into something your mouth. And then you got it, you got really work and train and watch. Speaker 2 But fetal, alcohol. Speaker 2, Speaker 1 I mean, again, we're going to look at You got to look at the social economic part of the tube, right? Speaker 2, Speaker 1 The mother doesn't have regular Health Care Speaker 1 where she's doing it. Speaker 1, Speaker 2 Or lower socioeconomic, you may see much more Beetle alcohol because she just was not aware that she was pregnant until much later in the Speaker 1 pregnancy. And it's a matter of doing it. Doc's won't toxoplasmosis and prematurity. Speaker 2 This happens. During birth right birth. Speaker 1 taxol planner and is And we get this wrong, and I'm gonna get this wrong. So, please look it up in a book and use the book, um, actual Planet. I'm go back PKU, is when the fetus, And a mother. I'm immune systems are not working in connection with each other, all right? And PK you can be fixed, it's the right word, but diet can change. How the impact that PKU toxoplasmosis is when the fluid and the uterus. Speaker 1, Speaker 2 Or throughout becomes toxic to the done fetus or unborn child. Speaker 1 And that's can cause intellectual disability to. Because again, we're damaging things that are forming during the brain. Prematurity, premature birth in have a definite effect oxygen deprivation during birth. Or an incorrect use of force option and taking it down out. Speaker 1, Speaker 2 Can have a does have a Speaker 1 very large impact on The causes of this encephalitis. This is a disease that the mother would have and they could be passed on. Also, I will say that sexually transmitted diseases at the mother has sexually transmitted diseases, it can cause a lot of issues for the fetus. As it is born blood poisoning can have have caused an electoral disability, it can also cause specific learning disabilities. Speaker 1, Speaker 2 This is why we have when you buy a A house, if it's prior to 1978, you have to have a blood disclosure, this is why we test for Led, very young in our children and any type of rain in injury. Speaker 1 Shaken, baby syndrome. Baby was dropped. Speaker 2, Speaker 1 His had, I mean there's so many ways of injury can happen. Speaker 1 So these are some of the causes are not all of the causes. They can be genetic. They can be result of our actions or I can do result of the environment. Or I can be just straight out this disease that caused. Really on all these. And there are certain characteristics that the book goes into much more. It to me, it doesn't matter too much. How or why? They have an intellectual disability, but exception of prader-willi that, when I kind of want to know and down syndrome, especially I'm going to do from coaching, is Down syndrome. Speaker 1, Speaker 2 There is some The connection between the neck and the Brain can be very, very fragile. Speaker 2, Speaker 1 So they have to get an x-ray to make sure that it's done or they have to get stents, put it in support them. Speaker 1 So that's one of the ones that you kind of need to know the rest of this is, it's working cause it but It doesn't have doesn't give you too much information on what you need to know. Cognitively and academic. Okay? So these IQ, the IQ score is when you take an IQ test, We're giving an IQ test for placement. It has to be two or more standard deviations below the mean score of 100. This means that their IQ has to be 70 or below. Speaker 1, Speaker 2 I will also say that the standard deviations also have a plus or minus rating or margin of error, which is usually anywhere from three to five points. Speaker 1 So, you're looking problem with a range of 75 between 65 and 75. You're going in either side of 70, the student could qualify academically with the nice Q score as intellectually disabled. We then draw above 70, we just consider on the lower average IQ. Previously we've had categories, are we made of of mild intellectual disability, which was between 55 and 60 9 moderate intellectual disabilities, which is 42 54, and in severe and profound, which are going more and more. The big key is I DEA does not make a distinction, it is 70 or below. That is the rule. Well for ideea this model mild moderate severe and profound or educational terms that we use that are not base and federal law. They do kind of provide us a little bit but, Student with a mild intellectual disability between 55, and 69 can learn how to read. They can learn how to write, they can learn how to do math. They are very capable or they can hold a job, they can do a lot of things to just take support and Scaffolding and patience. Same with moderate, general elections of this disabilities. When you started getting into severe and profound, there's usually a lot more other factors are coming in and is preventing them. Moving. But we don't know. What is really going on in their brain and what they are worth something that's just headed for having trouble with the expressive? This is why. Speaker 1, Speaker 2 We went back in the case studies that we couldn't diagnose intellectual disability, just based on IQ scores because they are inherently biased. Speaker 1, Speaker 2 You cannot have unnormal normative group that covers everybody. Speaker 2, Speaker 1 So a lot of students especially according to case studies, however, American descent were being missed. Speaker 1 Diagnosed and moved into special education when that was not the case because the tests were stacked against them and mostly is the best way to say that. So cognitive functioning. Speaker 1, Speaker 2 So this is where our students of them total disability. Speaker 2 This is where we really need to focus their memory. Speaker 2, Speaker 1 Their short-term memory is typically and again, very generalized statement, typically very poor It takes them a long time to move anything from short-term memory into working memory and a lot of time to from get it from working memory, to the long-term. Speaker 1, Speaker 2 Once it is in long-term memory though. Speaker 2, Speaker 1 It is there and it is really, really Speaker 1 solid. So working with him memory. There's a lot of times you're going to have to repeat to the student over and over again. In just as why we build routines is why we build predictability. So we're working on a short-term memory to get it into long-term memory. Once it's there, it is good, it is solid as a rock. This is going back to coaching Special Olympics. It took us about four years to teach a student how to make a 3-point shot. Once you had it, I don't know if even he probably made 95% of the three-point shots. He made from a one particular spot, he knew how to do it. He the matter which court it was. You can find that spot and he was going to make it a three-point shot. Speaker 2 Mother, you should take the shot or something. Speaker 2, Speaker 1 That was a different thing, but he was very, very good with that. Speaker 1, Speaker 2 And a lot of our students will get get to that point whenever they got him very good, strong skill set that they've gotten into your long-term memory. Speaker 2, Speaker 1 Generalization, generalization is learning something in a classroom and then being able to apply it in a different settings. this Speaker 2 is, Speaker 1, Speaker 2 this really shows up of not being able to translate from school to home or home to school Speaker 2, Speaker 1 or bus to school Speaker 1, Speaker 2 or how you eat in the cafeteria as opposed to how you eat in the restaurant. Speaker 1 When you teach a skill, you have to teach it at multiple. Places reading the menu, you could teach them very concretely, how to read a menu and Speaker 2, Speaker 1 in class Speaker 1 then you take them to McDonald's and you need to learn how to read them, bring you a McDonald's and then you take them to heart. He's and I have a meltdown because the menu is totally different. Speaker 2 They haven't generalized. Speaker 2, Speaker 1 Instilled a basic layout is basically two stumps. Speaker 1 So, generalization becomes very, very hard. Metacognition. This is the thinking about her thinking and having awareness of other people's perceptions. We have a student at Blackburn. And this will happen. A lot of me, you views, her She has an intellectual disability among other things. She's a college. You can do a lot of stuff. She does all her functional. Get herself ready, put on her makeup, everything, because it really well. One of her stress. Releases is juicing, She Likes music. She likes to sing. Um, And in home, Mom. And whoever else is home supported that and just when she was singing, they needed, she was stressed or needed, did time, or put and let it go, because it's they've learned to live with it. It wasn't that big a deal. School supported that case, Regional School supported. That knew that was part of her stress and part of who she was and kind of Let It Go. Speaker 1, Speaker 2 And it's she got to college and our program and dorm where she lives has flight hours from 11:00 to 8 a.m. while she's a late. Speaker 1 She doesn't go to sleep. She likes to stay up late and she's bored and there's nothing else to do. Speaker 1, Speaker 2 She was a little stressed and she starts to sing and it's driving everybody else and the dorm, not because we're not everybody else. Speaker 2 But some people in the dorm Speaker 1 are very bothered because she's saying and they can hear her singing. And we had to work with her. First of all, you got to turn their music down and then she started turning her music down and then that wasn't low enough, and we had her put on her hip, listen to her music and her headphones. Ivory, listen to your music and your headphones. You have to sing a little bit louder to hear yourself, so she was listening to music in headphones and singing ottoman then related to her being so singing on her. So then we were able to focus of Saying her music. So what volume and had to be at night? And now we're working on her to sing louder but she has no way of understanding how loud she's singing. On the other side of the door to her, it's very quiet. Still, it's not juicing quietly. But she had no legs, she can't. I some once, I can't, that's wrong word. She is struggling with the concept of What do I sound like, outside the store? And is it bothering anybody else? That's the metacognition that she is struggling with and that's kind of a hard. Speaker 1, Speaker 2 Hard deal or, you know and I know where I live. Speaker 1 I live in a neighborhood. If I'm going to turn off my music really loud. I usually turn around. Go around and close my windows. Blair up the whole neighborhood, but it's because I'm a, I can have an awareness about what other people are thinking. As soon as with intellectual disability struggle with that, not today on Avenida struggle with it. Motivation. I think this is a learned skill for students because they take so long to do things, we tend to want to jump in and help them or we tend to want to jump in and move things along or we feel sorry for them and we get a lot of learned helplessness because they know if they equate a little bit dr. Walking Horse will come in and save the day and help them so they can do a lot of learning on learn helplessness. And because there's some communication skill, deficits there too. They just may not be motivated to do what we want to do at the time, your maybe something else more important than I used to term, your brain gets stuck on order to get fixated on that happens. Language. Again, the receptive language is usually fairly good, but they're drunk understanding what's coming in. It's getting it expressive language, back out. And they are going to communicate a lot through behaviors or their actions more than their words you would work with. Speaker 1, Speaker 2 You know, don't usually work with a speech-language person on getting your speech together but even then this is again going back to metacognition when you know, I'm lecturing. Speaker 2 Now I'm speaking now. And as I'm speaking, I'm thinking two or three sentences ahead when I'm reading, I'm reading, I'm looking two or three sentences ahead because I want to know where I'm going to go with it. Speaker 2, Speaker 1 Students with intellectual disability struggle with that part, they are very much focused on reading and then Speaker 1, Speaker 2 moment and all this leads into struggles with academic skills. Speaker 2, Speaker 1 Doesn't mean that they can't do them and it's the way. Speaker 1 It's struggle soul. Speaker 2, Speaker 1 Arjuna's. Speaker 1 I, um, Intellectual disabilities, right? Can do so much more than we give them credit for. There are so much more capable. We just need to find ways to support and Scaffolding What is that? However, according to last week, but I had a Speaker 2 student Speaker 2, Speaker 1 who had multiple diagnoses but intellectual disability is one of them. Speaker 1 He had assistive tech device that he used, and that is his objective advice with programmable, the speech-language person spend a lot of time programming it, he would take it home on the weekend and reprogram. It. And he would put it in words. Like, oh hell, or damn it, or Shucks words that he wanted to use. And she was very, very frustrated because you get them reprogramming. And she spent once her heart, you spent a lot of time programming and making sure that the words were they're academically that he needed to use. But he wanted to build that social skills in there and he would somehow figure out how to do it. they are very capable of doing a lot of skills, I, you know, Get your expectations of your students raise them 20% in no exceeded another 10%. So I always say that we can really get get there and push them and push them and push them and know. That you can push and push and push. Speaker 1, Speaker 2 And then, we're going to hit a wall where they're tired, because of the memory issues because of the language structure, structure of because of the metacognition and you may get some Behavior. Speaker 2, Speaker 1 Are you - some pushback or any Nation down and as a teacher, you back off a little bit. Speaker 1 Give them time to rest and get back. Speaker 1, Speaker 2 It can be very tiresome for them. Speaker 2 There's a brain is a muscle and they're working very, very hard to use that muscle and they want to use that muscle. Speaker 2 But Speaker 1 as much as I can, I don't know if I put in the classroom because I usually do. Speaker 2 I will Speaker 2, Speaker 1 look Usually have a couple movies and one called Monica and David. Speaker 1 And another one called for Life, both that Speaker 2 address. What lifelong? Speaker 1 Learning looks like for students with Down syndrome and what their life looks like. Once they get out of school, and I think both of those really good because if they need to nificant support and school, And need significant supports outside of school. Afterwards. Movies. Bring up the ethical and moral questions. Should they be allowed to date? Speaker 1, Speaker 2 Should they be allowed to marry that they have a right to vote. Speaker 2, Speaker 1 Things that we don't tend to think about going to talk about K12 but we really have to focus lifelong so we're setting them up, they were setting them up for success. Speaker 1 Or were setting them up for failure in cage, ball, depending on how we work with them and Speaker 1, Speaker 2 challenge them. Speaker 2 If we let them become too, Speaker 1 Dependent I'm structures. And then when they get out in the real world, the structures were gone. Speaker 2 It becomes very confusing from I don't think I haven't talked too much about these are pretty good. Part 3 The only one I want to talk about really are these two. Self-direction and functional academics. Speaker 1 Our students with intellectual disabilities many times get track really quickly into a life skills or functional. skills or functional life skills or just a functional functional class and you're learning. They're running this stuff and Hands-On application manner. That. Is perceived as useful and helpful, but they're not getting the generalization usually out of it. And when we do this, they are losing. Speaker 1, Speaker 2 The ability to interact cognitively to build that metacognition. Speaker 1 In the language that we use in schools. An example of this Speaker 1, Speaker 2 is Speaker 2, Speaker 1 we had a student. Speaker 1 Who was? 19 years old, he's going to be 20. You live with mom, who was single, he had an apartment that she built for him downstairs. So he would come in the back door, he carried his key, he would go downstairs and he would do pretty much everything. Speaker 1, Speaker 2 Mom would six meals for him and he could heat them up in a microwave or he could come out for upstairs for dinner. Speaker 1 But she really was trying to build And hurled you the building Independence for him and his room downstairs. Speaker 1, Speaker 2 He was very very organizing in his own Speaker 1 way. Two things happened with him one language, fairly innocent as he liked to draw a little creatures and you and make these like little alien flying looking cartoon characters, and then he would laminate them or you take them up with Scotch tapes on your laminated and he liked to sensation of the paper and laminate Auction on his skin. So he would sit them in his shirt and his legs, and I was shorts and everything and you carry his creatures around all the time. Speaker 2, Speaker 1 and when you saw his creatures, you knew. Speaker 2 They were Kevin's creatures. Speaker 2, Speaker 1 I mean, it was it was a good cartoonist and he would very consistent with his Speaker 1 creatures. And he would have these creatures some opinion as day. What creatures they were. But they would be somewhere on his body and he carry him around school. Speaker 1, Speaker 2 Didn't think much about it? Speaker 2 It became an issue. I'm is really care about. It is issue because sometimes the features we put him in his sleep and they would move. And then he had reached a sleeve and pulled back out a little bit. But when you walk through a store and you're fidgeting, it was stuff in your sleeve and your pants and your shirt and securities only to catching part of it. It looks like you're shoving. Speaker 1 It looks like you're stealing is what it looks like. So the security become very, very Speaker 1, Speaker 2 intrigued and then they would start following them which would make them more nervous and stuff to each Arc, fidgeting more. Speaker 1 And so there was many times that he would have a meltdown at a store because The store security thought he was stealing things when really it was just these creatures and he did not want people. He wanted them, they were his support and his thing, but you had to be a very connected person for him to share those creatures with you. So at security asked him to take off his jacket or something to show. That didn't go over well and he would, he would explode. Which again, doesn't go very well. And in the real world, And that's kind of a little sticky things. We really had to work with him prior to leaving the house and checking that he didn't have any of those creatures with them. Which were his security blanket and has a way of giving him self some type of stimulation to calm himself. The other issue that Kevin had is that we worked really hard to teach them basic recipes. We always cooked and basic recipes. One of them was macaroni and cheese, which was the water on to boil, you Porta macaroni and you lot of cook and then you want to boils, you drain it, very carefully and you had powdered cheese and the butter and And Stir It Up. Super simple box. Kraft, mac and cheese. And he was able to do that over and over and over again. And it was really pretty good and preparing it at school. Speaker 1, Speaker 2 The issue was, is he decided to generalize that still one day at home, mom wasn't home. Speaker 2 He went upstairs grabbed the stuff to do it and sort of cooking and realized something else happened. Speaker 2, Speaker 1 I think the TV show came on and he left the macaroni and cheese in the water on the stove. Speaker 1, Speaker 2 Water, boiled off macaroni and cheese. Speaker 2, Speaker 1 Come on fire and caused a huge fire. because he wasn't being able to the cognition or figure out generalize those skills. Speaker 1 Oh oh I need to stay here and wait and so the timer industry minutes and stuff. It was, he thought he was doing it well and it became a very, very scary part. So when we're working on adaptive behaviors, And functional living. We need to make sure that we're doing it in a way that we can very much generalize across various. I also say that one of the best things that we did with her students is we celebrated Chinese do years and went to an authentic Chinese restaurant in st. Louis And that really helped them. We had worked on menus and ordering and everything else, but having a menu that was totally overwhelming in foreign to him. We had enough support and then Rush. Right was the moon a fantabulous with us. do walking through and get them through, not only ordering a nice meal, but then being able to sit in a nice restaurant and eat appropriately, and enjoy something that everybody else tends to enjoy it. Some point that restaurant eventually moved us to what they considered the head table of the Russian language happening to you. Big Center table in the room. So, when we came, we always get the big sinner to table and every we made a big ordeal with the students. Bill had to order their own food and make choices and do everything. And we really worked on within the community, getting our students to do it. Skippy man on number 9. All right, so, how do you do any of this in the classroom communicate with your students, parents sources of information? They are the source of information about a child's likes dislikes, towns talents and challenges find out what they like and dislike that will help you tremendously. The parents are a wealth of information. Learn what your learning at home and what the parents are teaching them in the community and then mirror that at school, this is Rick. Specially true unfunctional behaviors. If you're working with a young child and he's learning how to put on his coat, find out how to pair to, teach the him out how to put on the scope and then you teacher to the same way or versatile by sister, you're teaching the same stuff over and over. Speaker 1, Speaker 2 Over again and I think I have a video called sock and shoe and it's just a flip of that of how we learn. Speaker 1 Your responsibility is to provide information about what you're doing. Child is functioning at school. What is working at school? What have you seen? And provided information back and forth. I had my students. Do I self-report usually was sentence structures at first and then we kind of are sitting stems and they would build off that. That they would provide your parents with want to 35 sentences of what they did in the school and how they felt about it. And that would probably be the last half hour of our day working on with that and then their homework, a lot of times was when they came in was two Builders calendar and then Tell us about what happened at home and again we have this. Don't put that one back and forth. And I always had a student carry the notebook back and forth, nowadays, there's a emails but no head, no to student knowing that the parents and the score on the same page helps tremendously, they know they're being supported on both sides. Address social aspects of school students with intellectual disabilities because of the language because of the lack of metacognition. Speaker 1, Speaker 2 Because of and difficulty on reading social cues have a lot of trouble with social skills. Speaker 1 Also, kids like and teachers. A lot of times like to make them the classroom pet or a classroom mascot. That doesn't help them either. They should we need treat them as individuals and as students who are valuable and belonging that school like everybody else. They will become a very much a target for bullying in And inclusion. Speaker 1, Speaker 2 True inclusion, where they are an actual part of the class and they are doing the work, and everybody else is doing, even if it's in a slower Pace, it is so important inclusion. Speaker 2, Speaker 1 We're just hanging out. Speaker 1 or, you know, They're giving crayons and art class instead of paint and clay, that doesn't really help them. You need to be able to get them, you know, binder medium. Speaker 1, Speaker 2 They should be working in the same Medium as other students. Speaker 2, Speaker 1 They can be the same activities and sports they can do the same math. Speaker 1 They may need to use a calculator to may need to use have other supports but they can do it and I will say I have had students successfully pass on normal Algebra 1, high school class with scaffolding and supports in place for them. What teachers who are very very adamant that everybody was going to learn from them and learn the skills. When Algebra 1 and took the time to really focus on him. Help them, learn life skills, everything that we do in school needs to be focused on these as well. Their health and safety. Personal hygiene big one to work on manners. Speaker 1, Speaker 2 Again, once they get it long term, And it is kind of ingrained in them, we have a young lady and Blackburn and one of her jobs, it is she's working on speaking louder and speaking, Claire and following directions and doing stuff independently. Speaker 1 And she's a high school student. She goes around to all the faculty and our building and offers to get them coffee tea, hot chocolate. And then she takes an order and then she goes makes the coffee tea hot chocolate cookies and then brings it back to him. But she's gotten and their long-term that she is as beautiful Spiel at the beginning. Speaker 1, Speaker 2 It's always. Speaker 2 Hi doctor. Speaker 2, Speaker 1 My name is Manny. Speaker 1 Would you like something to drink today? I need you to Coffee dark roast, Romania, more almost hot chocolate, you know super row. Which is awesome that she doesn't and she does it with a smile and suffering that we've kind of gotten out at. You know she'll walk by secure dr. Speaker 1, Speaker 2 Walton RC you look like you're having a bad day. Speaker 2 It looks like you're a little tired. Speaker 1 Let me make you some coffee. You need a cup of coffee. And I don't even really drink coffee, but she doesn't really why like you're going to be excellent because she's tells that coffee really well. But burn teaching of splice skills and getting along and building everything into real life. But I just, you know, it sounds different and wanted to set about functional living but They had to learn all this stuff. And a concrete level which is a very tangible. I can touch it, I can feel, I can see it, but we also need to be able to take it. Out of that environment to a generalized other environment. And then start moving them toward abstract thinking as well. And all over students can do all of this. There are jobs. That they can do and do. Speaker 1, Speaker 2 Well, in fact or students with intellectual disabilities, when they get hired at a job are usually your best employees because once they know job, they do it very well, you do it the same way every time and they are very dedicated as far as coming into work i'mi'm being work because they they they get that work ethic, they get that sense of accomplishment but it's finding that, right? Speaker 1 Brilliant student. Don't delay feedback that we're going to give students feedback positive or negative - it has to come immediately. Many times. Something will happen in a school and will take Administration a day or two to two. Get all it gather, all the facts, and address it by that time. It's too late and it's out of their short-term memory and you're not making any connections Speaker 2, Speaker 1 with their students intellectual disabilities. Speaker 1 It is always important and you are giving them as many Avenues to make connections between answers. This is Speaker 1, Speaker 2 You can show them. Speaker 1 How to do a paper and how to do it, you know, video and hand over hand and have a do it. Speaker 1, Speaker 2 And then since of home for Mom to do it, but you're making connections over and over again obliged, this works and building different. Speaker 1 Different Avenues are is kind of fun. Because we're teaching on times. You teach saw color wheel and primary primary colors and you can teach it in crayons and you can teach it in paint, you can teach it and everything else and then you throw them off my teaching, light, which is totally different. Then the net blows our mind is, like, why is this different? Speaker 1, Speaker 2 And it's try to try to correct it and see, but it's trying to get that again. address behaviors asking me to keishon look Speaker 1 for Speaker 2, Speaker 1 What happened immediately beforehand addressed then. Speaker 1, Speaker 2 Address that and then exactly what happens after till Speaker 2 Behavior, Speaker 2, Speaker 1 see what they're gaining out of it or lose it and get immediate feedback on their behavior. Speaker 1 It is so important to tell them what Behavior they're doing and you are addressing stop that tells them, nothing, they don't know, they don't know what that is. Stop, tapping the table, you're tapping the table, please stop tapping the table. Thank you. That's much more informative. Speaker 1, Speaker 2 Even hand over handing if you have to Ask them Speaker 2 questions. Speaker 1 Over to what is being taught. I give them opportunity to give feedback as you go through. If they have a question, they raise your hand. Ask them right away. You know what is your question? Some of our students can wait for a while. As soon as the intellectual disability, it's there, it's in their head. They have to get it out. If you don't get it out of, you may end up with behaviors because of it. So it's always important to have a question. Stop, while you're teaching, ask them questions, have the rephrase, it having to redo it. So they know you're getting immediate feedback and you can see what's going on. Teaching a concrete observable manner as much as you can rather than abstract, but move toward the abstract as quick as you can, that's really important. Um, our students with intellectual disabilities can think in the abstract, they can get there, but they have to see it concrete. But first, it has to be a tangible thing and observable. And then, they can start working toward generalizing And information again, you're making an observable when you're demonstrating, is you're giving verbal and directions. Are using visuals in your classroom. Just a visual schedule. My students I have troubles with intellectual disabilities. We had a visual calendar on the Whiteboard that got changed every day. They had to make their own calendar, which was an we call it Far Point near point. just because it was on the calendar that mean it meant to was for them, so they had to make their own calendar and depending on the level, We're just sit there. Like they started out by just copying the icons over. They had an envelope of the icons from the visual schedule, any of the icons and order under individual schedule, they're just velcroed on. And then we moved have an input. The time again, they had cut out pieces of the time and they have to match those up and put them in order. Some of my students only had as many visuals as to what's on the calendar. So they do immediately and when I got to last visual I was done, there was nothing else, left an envelope. but then we would start adding extra visuals so they had to do some Discrimination between what, what was there, and which ones are we going to do today? Sometimes kind things were not, exactly. You know, there's actual times lines in there as well and then we would quickly move probably by in the second quarter. I would start moving my students that they needed to start. Speaker 1, Speaker 2 Copying the words from the board onto their thing and they would write it out and draw visual schedules were laminated so we can change them every day but they would write and maybe they just write one thing the first time. Speaker 2 Next week. Speaker 2, Speaker 1 Did right to, but we would build build building and all that was providing Hands-On materials and experiences of building. Speaker 1 I know in my office. At work. I wanted to have a tangible calendar behind me. Speaker 1, Speaker 2 Monitor here, I have three counters on my phone, that is all the time. Speaker 1 We have a calendar in the kitchen. I have a calendar that's connected. I'm a computer to my wife's calendar and we generalize is all over the place, generally for us. But we have to work at race specifically for students. Accommodations and supports. These are when you're doing accommodations on IEPs, are your five main areas? How do we need to change your schedule? All right. Because they're scheduling things that are going to be conflicting, right? Is there a saying that we need to have a quiet area for them? Do they need to have you know what settings? Can they handle? Or not handle? What materials do they need to use? Sometimes it is bigger scissors. Sometimes it is a bigger pain because you don't have as much fine motor skills. Which is X. Speaker 1, Speaker 2 It's bigger lined paper are graphed out paper, but you've got to change those materials. Speaker 2 As you can instruction. Speaker 2, Speaker 1 We just talked about all that different ways you instruction and Student Response. Speaker 1, Speaker 2 A lot of my students struggled, struggled, struggled with writing, but man, could they type? Speaker 2, Speaker 1 And then we got them are any nowadays for a Google and word prediction. Speaker 2, Speaker 1 That's pretty good, but he put them on a typewriter on a computer. Speaker 1 And they start typing and it sort of predicting words, then they cancer Keenan information out really quick. And he helps you really easily to help them to start organizing thoughts. So different ways that they can respond depending on their farm. And he does work functional level, but the level that they're they're working and it sank So, we're an exhibit. I'm going to push. Speaker 1, Speaker 2 I will say that this is one on toss that you guys probably do not want to follow my role of finding answered. Speaker 1 It says, this is what dr. Walking tours head and then throwing up one out. I was here than should be an active participant in the students IEP team. I think the students should be allowed to go to their IED, I don't care how young they are. They have some say, so and what they eat d-does, it is their education. They can present their name, they can introduce people, they can talk about what to use in class. There's a lot of things they can do to. You mean I have to say the whole time but it shouldn't be a part of them. They can provide insight into what works and does not work in your classroom. I like it when the screen does this. I don't like it. When the screen goes us. I don't like the days when we don't have PE. I need to move. They can be a part of that. Speaker 1, Speaker 2 And having a conversation, even if the student is not in, your district, is not allowed below the age, 14 and a half to attend IEP. Speaker 1 You can have a conversation with the student about what an IEP is and what your part is, and what you were doing and all that. Why is this important to me? Speaker 1, Speaker 2 Is it is important to me because when they leave school, they need to be able to advocate for themselves unless they have so many. Speaker 1 It's taking over guardianship for them. And even then they cannot go apply. Speaker 1, Speaker 2 They when they go apply for Social Security Assistance or maybe vocational, rehab assistance to help them find a job or a job coach or maybe they need personal assistance or housing assistance. Speaker 1 They have to sit one-on-one and be able to explain what's there. Disability is. Speaker 2, Speaker 1 And what their strengths are and what their weaknesses are, and what they need. Speaker 1 I can't speak for them. You with the teacher can't speak from now, parents can't speak perfect for them. That's where it becomes very, very difficult that we have to get them to the point of understanding. The these ID EA labels are. Labels used to access certain things, but they are not derogatory. Labels is not a negative thing, we all need help. One way or the other. Forming Partnerships. Speaker 1, Speaker 2 We talked about working toward common goals with the student big thing here. Speaker 2 How and I work on this. I got to number one, Speaker 1 what you do, and what you say, has the biggest impact on your students. Speaker 1, Speaker 2 They learn their social skills by what you do and what adults do and how adults interact. Speaker 2 They may pick some up from their peers but they may not pick up when we considered the correct ones. But they are working, typically more and bonding more with adults in the school because they're typically interacting with adults more than their peers. Speaker 2, Speaker 1 So, when we are, there, we are being very cognizant of What we're doing and what we're saying and how we're doing it and how we're saying that's going to have a huge Speaker 1 impact. Treating somebody with respect and kindness. is so, Crucial. It is the most basic thing you can do, and it doesn't take much effort at all, and it should be Done. When we treat somebody with respect and kindness and becomes invisible, it just should be. Well that's yeah. You do that. It's common sense. Why would we not do that? But we don't always do it. Speaker 2, Speaker 1 and as the numerous reasons why, but we We may leave a student out when we're discussing a what they want for lunch so where we going to eat for lunch or where we're going to go for a field trip to D, don't get the chance of time in Wild times. Speaker 1 I don't see. Teachers forget they have a student in the classroom and the teachers are talking or start talking about it and forget yours students sitting there working quietly but he's listening to everything else that's going on. On. And it said like well I know Johnny last class was we had a really rough class and they're talking about him. You know, we're going to try to do this included student in the conversation or had a conversation away and nobody wants to I don't want to be in a room where people are talking about me and I don't have something to write on a save someone and I find it very, very annoying. um, I think I love this one. Do you measure specific? Disability is very important. You can do that through the IEP through supplemental, aids and services. Ask for training districting. Speaker 1, Speaker 2 Provided it can just be excess or webinar and plus but you can get that learn about your students strengths and struggles, find out who your student is, what are their? Speaker 2, Speaker 1 Will it go down and build on those strengths as you build on the strengths, you can the drive still struggles. Speaker 1, Speaker 2 And then, finally, really really work to build opportunities for success. Speaker 2 And I will say build, authentic opportunities for success. Our students with intellectual disabilities pick up really quickly. I'm going, they're being patronized or talk down to or things or being over simplified for them. It becomes very, very frustrating for them. And then again, we get into motivation and learned helplessness and everything else. So, that was a lot. Speaker 2, Speaker 1 Questions comments. Speaker 1 What do I need to cover more? Speaker 2 You agree with it disagree. Speaker 2, Speaker 1 I have a question. Speaker 1, Speaker 2 So if you have, if you have a person with an exception ality and then they, they aren't, they will like to be or okay. Speaker 1, Speaker 2 So I have a student that intellectually she is like kindergarten level. Speaker 2, Speaker 1 He doesn't know a lot of things, but then when you're like teaching her the alphabets or she doesn't know the sound of the alphabets, she can't spell a word, she can't. Speaker 1 Could a coherent sentence together. Her words are backward. She doesn't understand numbers, but she wants to do math. Like, how do you take the time or not? Take the time, but how like, what do you do? Like, how do you find the time? Yeah, she doesn't want to be treated. Like she doesn't know something, but she doesn't know it. And then you have to. It's really hard. Speaker 1, Speaker 2 It is an exception. play hard, because She's cognizant that she doesn't notice and she's kind of send it, it's below. Speaker 1 And where she wants to be. And maybe, so this is where you find strengths and stuff. Speaker 1, Speaker 2 So, one of the things that I have done with my students, and I know you can do this, like, some programs like unique curriculum, but I would take a Chapter out of the book that they are reading. Speaker 1 Okay. So example, we did midsummer's Night's Dream, which is Shakespeare, which is story within a story and bunch of people running around. I would take that and I would blow it up. So there's only two or three lines on page and then I would highlight I would assign that student a line or a word that they're going to do. So as we're working, and we're following along, and there's an egg sitting right next to them. We're gonna follow along, and you're going to learn this word, or you're going to see these two words for you can see this line when it comes your time. Or Speaker 2 if you're working on just letter recognition. Do you still see the same thing? But it's like show me in this. Text. Speaker 2, Speaker 1 Now, everybody else is working on every time that will word starts with an L. Speaker 1 Every time you CL and HL, you are going to point it, and we're going to do, I'm going to hand over hand, we're going to follow along, it's a person is reading. Speaker 1, Speaker 2 Each word bouncing along and do it here to recognize that you can make an enormous difference in a student's life. Speaker 1 And I mean, how were here as a desert, reject, what's that start with, you know? Speaker 1, Speaker 2 Oh well. Speaker 2, Speaker 1 Okay and then right away, we're going to try to generalize it somewhere else to learn more about your go back and they that way your day feel like they're Speaker 1 learning. Speaker 2, Speaker 1 What everybody else is working dirt. Speaker 1 You're not getting it baby baby, fine. But I also like my students have intellectual disabilities. We listen to Shakespeare and Shakespeare words, we listen to. And regular words, we read it in Shakespeare, we read in and regular words, we performed it. We acted out with puppets, we watched videos. Speaker 1, Speaker 2 So they heard it audio, they write it and watch the videos. Speaker 1 They acted that option was kinesthetic, but anyway, that we can and involve them in it. That's what really helps with them. You can and it's got boardmaker and yours. clicker 7, I think now maybe clicker, 18 or clicker live programs in your school can get Then we'll take the text and put pictures above the text so you can follow along with the pictures. And you can start with certain structures but you're working very, very minutely. Speaker 1, Speaker 2 I'm types. Speaker 2 That is very important if they want to learn math. Money money. Money money. It's amazing. How quick kids pickup math when you teach a money. Speaker 2, Speaker 1 Clara nickels dimes dollars and what they can spend it for and back and forth, being able to do the tangible stuff. Speaker 1, Speaker 2 Are you going to get them from kindergarten to fifth grade or kindergarten to eighth, grade overnight? Speaker 2, Speaker 1 No, but you're going to get them engaged and know that they get them to where they know that they can learn and move on. Speaker 1 I would be very, very frustrated if I was in fourth grade or fifth grade, and I was still learning the alphabet. I mean, and that's why it just I feel like I'm doing the same thing over and over and over again. So we have to go, I'm sorry, she's in life skills. So like everybody around her is basically at the same mental level, it's just, she thinks that she should be at another level, and she doesn't want you to treat her the way that everybody else is being treated. I really wish shall be. I headed rating answer for that time. And sometimes You know. Sometimes, I guess I do have somewhat of an answer. Up up the work for her up, the work level until it's an absolute frustration at this lonely. You want to work with it? Fine. Go ahead, let's get up there. Let's move. We're jumping ahead. Speaker 1, Speaker 2 And this is what you're going to do, and it's what we're going to do and that frustration level will come pretty quick, and you can back off. Speaker 1, Speaker 2 I've also had the reverse where a student. didn't want to do the hard work and wanted to super easy work and push back and push back and push back and The students in college and then like it fine. Speaker 1 If you want you wanted to look like, fourth grade work, will make it look like fourth grade work for you. I am fine with that. And then as soon as we did that like day two of doing it, she pushed back but I think recognize and say that that's a preference that's that is really pretty good, metacognition of I think I'm better than this. I think I can do this. I want to do more. I want to try it. So, um, Challenger and just a me. Speaker 1, Speaker 2 Put for sure ahead and make yourself harder for her. Speaker 1 Gotcha. Thank you. Yeah, I'm gonna grab some trying to struggle with it but yeah, I mean, I never understand the abstract differences of the vowel sounds and one in a sounds like, granny sounds like are the different stuff. But if you put it into words and in learning that the Demi helper quite a big, I'll put you in the sentences. Now she's going to have to use any of these in context. Hello Margaret. Good. How are you? Other questions or comments or concerns? Speaker 1 All right, Speaker 1, Speaker 2 one of the things that I think I'm working on and we're going to present next week in Pennsylvania. Speaker 1 The conference is up like everybody joining us now. Is it entry level? We're really, really good at accommodating and working with her students. Um, what Garden are all diverse students and integrating them into classrooms and create a sense of belonging. Speaker 1, Speaker 2 But as they progress in the middle school and high school and the college, Professionals become much more, specialized in their fields and much more focused on either history or English or math are and their education becomes less and less about the pedagogy but more and more about the Speaker 2 content Speaker 2, Speaker 1 and when that happens. we start seeing a Speaker 1 very just, Distance between. Speaker 2, Speaker 1 What the students are being able to graph content wise you know, where we're at and where the continents. Speaker 1, Speaker 2 Yeah and a lot of that I think it's because we're not we're fading out of supports and Scaffolding and not continuing keep those up through middle school and high school so we have to do it. Speaker 2 So that's keep pushing your students. Push and push and push in your students. If your students are not leaving school, leaving your classroom tired. I'm especially this population, then I don't think you're pushing them enough. Just keep continue pushing on it. So I hit solve like join us. I saw Margaret join us for. Speaker 2, Speaker 1 No Ellie and Shelby got to listen to me drone on, for an hour and 49 Speaker 1 minutes. So I'm going to stop sharing this one and then so blank and Margaret. Do you have questions or things or assignments and stuff? I need to clarify. Hi. No. And now can you hear me? Yes, it's but my camera looks like it's frozen. I'm sorry. This is the first time I've been here all year. Speaker 1, Speaker 2 I have parent-teacher conferences today, so I had time a little bit of time to jump on so high and no, I don't have any assignment questions or anything. Speaker 2, Speaker 1 I really appreciate all the stuff that you've been posting though because I love that, I can go and look at that on my own time. Speaker 1 So, I don't have any assignment questions right now. I wish I could get in on more tsums. That's right. I mean everybody's got a different schedule so we're trying to do it. I will say and I know it's all being loyal. Had a few guys need to go. I'm going to reiterate what I said earlier. Just a assignments. So that is up to you and you want to stay or not. I ain't going to change the IEP assignment slightly that you do not have to write a complete IEP. Just because everybody can't be on here at once. Speaker 2 Um, Speaker 1 I think that's kind of what I'm going to do with that IEP or Craig and IET assignment is I may have everybody going to get a couple Pages out of an IEP and you will have to look at it. And tell me what part is not complete or inaccurate on that part. Which I think will be much more useful for you as you're looking at IEPs and see IDs come across as you become a teacher or what is missing, what do I need to look for? So you may get like them. Doesn't wobble and goals and you have to let's see what's, you know, what's what goal is missing or my what is worded long sometimes it's a trying to make you write a whole entire IEP that I feel may be relieving somewhat redundant. Speaker 1, Speaker 2 Enactment and make you do it, and then you're going to go do it, your school is going to do it and they may do it slightly different. Speaker 1, Speaker 2 And reality is way your school. Speaker 2, Speaker 1 Does it is way you need to do it in order to keep your job but it's be flat-out honest with you there. Speaker 1 Yeah, yeah, yeah point. It doesn't matter with dr. Walking horses. Speaker 1, Speaker 2 You do what to school those and Let them deal with the consequences because you're following their roles as far as a mock IEP. Speaker 1 I'm still playing on hopefully being able to get everybody together to do that and you're just be playing whatever role was the signed. Speaker 1, Speaker 2 Think I signed people roles and it's going to be a improv IEP will probably have some fun with it. Speaker 1 Sometimes, I've had two parents, two, people have with their parents parents. Get along really great. Sometimes, the parents were in the middle of an argument that IEP. So it was kind of funny that Who brought what and how yeah. And then I would strongly suggest that I am. I know, like we just talked about this, but I'll tell you again. I am working on the study guide for everybody. Good at 290. We were building it out now and we're working a lesson plans in the unit plan because that's really big. Speaker 2 Chunk of what a lot of this is going to revolve around. Speaker 1 And then I'm working. What is it going to say on that? Speaker 1, Speaker 2 I don't think it was either be able to, you don't have to if your unit plan, your unit is 11. Speaker 1 Blossoms. You don't have to do a lot of lessons, find a mini unit within it bigger unit that you can do from 3 to 5. Speaker 2 If you can just give me the three to five lessons in the middle and then talk about the ones before hand, and once being kind in them like paragraph, but I don't need a bunch of lesson plans, just need to do that, right? I think I said 325. Hmm. Speaker 2, Speaker 1 So that's Really that. Speaker 1 And then that was really kind of tie everything else together. I think we'll start Speaker 2 doing it. So Margaret, I'm glad to hear that. The South Devon is helping as far as when I'm posting on classroom. I do feel like it's been a little bit chaotic, I might posting Park. So hope it's not confusing everybody. So I'm open, stump the professor here. You have questions or I'm still having issues at the videos from last week. Still? Speaker 2, Speaker 1 They still keep saying like unavailable And that's on all the classes of opening the links on both all the classes, all right? Speaker 1, Speaker 2 okay, something I will go back into YouTube and see what I did wrong their Speaker 1 income. Speaker 1, Speaker 2 It's for September 30th just in case just that. Speaker 2, Speaker 1 If you write my boyfr you ain't signed into your Blackburn. Speaker 1 Google Chrome account. Are you trying to? Speaker 1, Speaker 2 Yeah. Speaker 2 Yeah, I'm on, I'm on Blackburn's. You're like the Google, Google classroom and then I just go to 9:30, IAP part 1 video and I click it and it says I'll try it maybe at home. I don't know if it has to do with something with the internet being at the school. If it's something. But it says video unavailable videos. Restricted. Please check Google workspace. So me and maybe that girl. Speaker 2, Speaker 1 You're on Google classroom but you're not signed in to Google Chrome on her Blackburn, okay. Speaker 1 Um, but Speaker 1, Speaker 2 I'll may not be at I need to go back and look it YouTube and see immediately assigned Speaker 2 permissions. But yet, by the last part of it, that when I look at it, I had duplicates up on sunglasses. Uploaded part, 2 twice. I have fixed that. Speaker 1, Speaker 2 And if everybody got your T-shirt orders in with dr. Speaker 1, Speaker 2 Seuss, he said, you should have gotten an email or a Google form to order. Speaker 2 Yes. That's exciting. I wonder what I'd let me see if I can. Pull up those videos now. Speaker 2, Speaker 1 Okay. Speaker 1, Speaker 2 If you don't be nice. Speaker 2 I'm going to YouTube and sometimes it's hard because I can't. Speaker 1 I want to try something or Blake, okay? I'm going to try to sign into somebody else to do with me. Blank. Speaker 2 For me. There's not an issue wrong, I guess. My thing is I've done a lot of my work at school when I've had my brakes. So I wonder if it maybe could deal with the Wi-Fi restrictions at school, you know, because I'm because we don't let kids on YouTube. So there might be a little bit of restriction there. I'm gonna I'll try at home where I have no Wi-fi restriction, to see if that works and if it doesn't I'll let you know. So if you do Speaker 2, Speaker 1 From me, then I'll give you can just assume that it's working for me from my home Wi-Fi, then, all right. Speaker 1 Yeah. And it could be white because sometimes it's a YouTube video and sometimes it's not just directly uploaded. So um, Back to the unit plan assignment. Speaker 1, Speaker 2 And if you can remember, I brought up that they're going to be doing teaching Holes, the movie, the book Holes, the novel, and going along that with the unit plan, do you still like what me to do? Speaker 1 Like, what the whole unit would be? Even though I'm only teaching three to five lessons or is the unit plan? Speaker 1, Speaker 2 What my three to five lessons will be. Speaker 2 Or is that? I don't. That is, that may like. Is that what you're looking for? Yeah, I know. I'm trying to think it's your you some of your thinking. It's a whole unit would be to teach another book of the whole book Holes. Yes. And then along, you know, the different assignments that we do with that, like vocabulary and I would I would rather see 325, good lesson plans out of that and then just a paragraph describing one it's before. Speaker 2, Speaker 1 Or what's after worse? Speaker 1 The situation, those three or five lesson plans in the unit, okay? Speaker 1, Speaker 2 So the three to five lessons of what I'll be teaching where they're at, with that particular. Speaker 1 Part. But then a paragraph about what I would be doing before and then a paragraph will be having after. Yeah, the three to the the lesson. Okay, that'll work Speaker 1, Speaker 2 and then what were you guys discussing earlier today in the meeting? Speaker 2 Where were you guys? Topics about. Um, most of it was a long lecture on disabilities and okay, The flags are up there and we've got slideshow from earlier, those posted, but just kind of walked Walked through that. Okay? And Speaker 2, Speaker 1 really understanding that our students with intellectual disability, who may struggle very much with memory and learning Doesn't mean that they cannot do it. Speaker 1 They're just takes more time and more effort. What kind of if we treat them with kindness and compassion? Speaker 2 And high expectations, that they will more often than not rise to. It takes a lot of time for stuff to get from short-term to long-term Farm come Speaker 1 Do you, do you have many your glasses? Like now that are the ones that we are in, but in person. Do you have any Lonnie those on Friday? Pretty, pretty, pretty. Open on Fridays. I am pretty. I'm pretty open on Friday. I'm dedicated straight to teacher licensure on Friday. That's nice. That works out well for you. Yeah. Why? Speaker 1 I say I'm teaching them Speaker 1 a lot of a lot of lists that you have but then sometimes it never gets crossed off. Yeah. Speaker 1 It's all righty. Speaker 1, Speaker 2 Well, I'll keep chugging along and just email you if I got any more questions that that come up until next Friday. Speaker 1 All right, sounds good. All right. Thank you again. Thank you. Part 4 Just dr. Carson, I just as we were reviewing this video audio as well to make it feel statements about some things that were said and correct. Two things, I misspoke on during the audio. So, fragile X syndrome I want to talk about or I've talked about in, there is a genetic disorder. And then just gene is called 50 lakhs messenger or fmr1 and use a mixer protein called f. M are p is needed for brain development. Speaker 1, Speaker 2 People who have it, do not make this protein there for those with fragile X Associated disorders have changes in their Farm Mr. One Speaker 1 gene, okay. Fragile X. If x both males and females, however, females have milder symptoms in males. Exactly. Other people have read, relax syndrome is unknown but it is estimated that about one in seven thousand miles in about one. Speaker 1, Speaker 2 In eleven thousand females, I'm fragile X cause developmental delays learning disabilities and possibly even social behavior problems during lectures. Speaker 1 Really can range from mild to severe and again, I want to say that the mild to severe is something that we ended on. It is not an IDE a way that idea differentiates. I'm also an interesting approach, relax and autism spectrum, go together, and then I'll just, um, Spectrum Disorder, occurs more frequently in people with fragile X. There is no cure for Proto Alex. However, people can learn treatments from is going to help. People are important skills and services. So it's really important to get an early intervention. I'll from birth to three years old, just going to be tell us if our and ask for an evaluation. So I just wanted to make that one, the other one I wanted to talk about. We talked a little about p.k. you and talk about it, very, very shortly. This is the one that really is caused by a change in the pah Gene, when this Gene helps create to enzyme to break down Female 1 on a little island line can say that work inside, it can't design doesn't break this down. A dangerous buildup can develop when a person makes for the ticket and proteins or eat best part of team or an artificial sweetener in this can lead to serious health problems. Speaker 2, Speaker 1 People with PKU, need to follow diet limits of, you know, lanoline. Speaker 1, Speaker 2 It's not saying I right which is found mostly in foods that contain protein, there are some newer medications but you need to be able to watch for she doing babies in the United States, and many other countries are strange soon after birth. Speaker 1 And although there is no cure recognizing certain treatment right away, can't help prevent limitations and major health problems. And the last one I wanted to talk about in this is the toxoplasmosis. This one is caused by the tax applied. Gondii, parasite. Speaker 1, Speaker 2 This is one of the world's most common parasite. Speaker 2, Speaker 1 User comes in from eating undercooked contaminated meat, exposure from infected cat feces or mother-to-child transmission during pregnancy. Speaker 1 So, this is the one, my mother should not be changing the cat letter during or when I first suspected to be pregnant, If you're generally healthy and not pregnant and have been diagnosed with toxoplasmosis, you probably don't need any other treatment. However, if you're pregnant or have lowered immunity, you may need medical management to avoid certain severe complications. So, and babies have to become infected for the first time just before, or during your pregnancy, you could pass the infection to your baby's. This is again. Why we need the Well Visit baby is most at risk of Contracting trip, talks. A plasmosis. If you become infected that third trimester so farther along. You can this can cause stillbirth and miscarriage can also cause seizures and our children's. Fine yellowing of the skin and white eyes and severe eye infections, but it can also cause an electrical disability. So those are some of the things that was wrong.