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WEBQUEST: MULTIPLE APPROACHES TO

LEARNING

Review the websites provided to answer the

following questions.

1. Describe the components of multisensory reading approaches. Explain

how they help students with dyslexia gain literacy skills.

http://hubpages.com/hub/Using-a-Multisensory-Approach-in-the-Treatment-

of-Dyslexic-Children www.interdys.org www.ortonacademy.org

The component of multisensory reading are approaches are designing a whole

new way of teaching the phonemic structure of our written language to people with

dyslexia. The goal was to create a sequential system that builds on itself in an almost 3-

dimensional way. It must show how sounds and letters are related and how they act in

words; it must also show how to attack a word and break it into smaller pieces. And it

must be a multi-sensory approach, as dyslexic people learn best by involving all of their

senses: visual, auditory, tactile, and kinesthetic.

The Multisensory Method is different from other reading methods in two ways:

what is taught, and how it is taught. The model taught Phonemic Awareness is the first

step. You must teach someone how to listen to a single word or syllable and break it into

individual phonemes. They also have to be able to take individual sounds and blend them

into a word, change sounds, delete sounds, and compare sounds -- all in their head. These

skills are easiest to learn before someone brings in printed letters.

The model taught Phoneme/Grapheme Correspondence sounds represented by

letter(s), and how to blend those letters into single-syllable words. The six types of

syllables that compose English words are sound the vowel will make. Conversely, when

they hear a vowel sound, they'll know how the syllable must be spelled to make that

sound. Dyslexic students need to be taught these rules and probabilities. The English

language provides several ways to spell the same sounds. For example, the sound

/SHUN/ can be spelled either TION, SION, or CION. The sound of /J/ at the end of a

word can be spelled GE or DGE.

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Roots and Affixes, as well as Morphology are then taught to expand a student's

vocabulary and ability to comprehend (and spell) unfamiliar words. For instance, once a

student has been taught that the Latin root TRACT means pull, and a student knows the

various Latin affixes, the student can figure out that retract means pull again, contract

means pull together, subtract means pull away (or pull under), while tractor means a

machine that pulls. The use of multisensory reading model of teaching is simultaneously

visual, auditory, and kinesthetic-tactile to enhance memory and learning. Links are

consistently made between the visual (what we see), auditory (what we hear), and

kinesthetic-tactile (what we feel) pathways in learning to read and spell.

The multisensory reading model help students with dyslexia gain literacy skills

more importantly, Dyslexics have many strengths: oral skills, comprehension, good

visual spatial awareness/artistic abilities. More and more dyslexic children could become

talented and gifted members of our schools if we worked not only with their specific

areas of difficulty, but also their specific areas of strengths from an early age. To do this

we have to let go of outmoded viewpoints that a dyslexic child must first fail, in order to

be identified. Read more:

http://www.dyslexia.com/library/classroom.htm#ixzz1MR6IhoNF

The multisensory reading model help students with dyslexia gain literacy skills

using simultaneous multisensory instruction research has shown that dyslexic people who

use all of their senses when they learn (visual, auditory, tactile, and kinesthetic) are better

able to store and retrieve the information. So a beginning dyslexic student might see the

letter A, say its name and sound, and write it in the air -- all at the same time.

The intense instruction with ample practice instruction for dyslexic students must

be much more intense, and offer much more practice, than for regular readers. The direct

explicit instruction dyslexic students do not intuit anything about written language. So,

you must teach them, directly and explicitly, each and every rule that governs our written

words. And you must teach one rule at a time, and practice it until it is stable in both

reading and spelling, before introducing a new rule.

The systematic and cumulative: by the time most dyslexic students are identified,

they are usually quite confused about our written language. So you must go back to the

very beginning and create a solid foundation with no holes. You must teach the logic

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behind our language by presenting one rule at a time and practicing it until the student

can automatically and fluently apply that rule both when reading and spelling. You must

continue to weave previously learned rules into current lessons to keep them fresh and

solid. The system must make logical sense to our students, from the first lesson through

the last one.

The synthetic and analytic dyslexic students must be taught both how to take the

individual letters or sounds and put them together to form a word (synthetic), as well as

how to look at a long word and break it into smaller pieces (analytic). Both synthetic and

analytic phonics must be taught all the time. The Diagnostic Teaching the teacher must

continuously assess their student's understanding of, and ability to apply, the rules. The

teacher must ensure the student isn't simply recognizing a pattern and blindly applying it.

2. What strategies can be used to help students who are considered to be

twice exceptional?

www.2enewsletter.com/arch_Bracamonte_2e_Students_pubarea_3–10.htm

www.uniquelygifted.org

The twice exceptional children and youth including gifted students, have

difficulties in school. Gifted students with learning disabilities may continuously struggle

with certain areas of instruction, but never receive identification of or accommodation for

their difficulties, because their gifts mask their disabilities. Gifted students with learning

disabilities need unique instruction and a practical use of accommodations to succeed in

school. It is important for educators to familiarize themselves with the definitions and

characteristics of various learning disabilities, and learn the strategies they can use in the

classroom to help gifted/learning-disabled students succeed. In this book, There are

various learning disabilities and difficulties some gifted students face, provides practical

tips for accommodating and planning instruction for those students, and gives an

overview of federal law related to this population. The best results are achieved where

there is collaboration between the classroom teacher, gifted educator, special educator,

parents, and the student. Programming for 2e students must include strategies to:

Nurture the student’s strengths and interests

Foster their social/emotional development

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Enhance their capacity to cope with mixed abilities

Identify learning gaps and provide explicit, remediation instruction

Support the development of compensatory strategies Reis & McCoach,

2000, and Smutny, 2001).

Strategy 1: Playing to their Strengths

An encouraging and exciting learning environment for 2e students is one in

which their giftedness is recognized first, not their disability. Despite their

difficulties in reading, writing, math, or attending to the task at hand, these

learners must be allowed to engage in a challenging curriculum tailored to their

strengths (Baum, 2004). Strength-based instruction is one of the most effective

strategies for 2e students, emphasizing talent development over remediation of

deficiencies. In “playing to strengths,” the teacher provides opportunities for

high-level abstract thinking, creativity, and problem solving. Strength-based

interventions are often more successful because they engage students’ interests

and abilities, enhancing motivation and increasing frustration tolerance.

Strategy 2: Addressing Social and Emotional Needs

2e students need a nurturing environment that supports the development of

their potential. An encouraging approach is recommended over implementing

measures from a punitive perspective (Strop & Goldman, 2002). Teachers

provide a nurturing environment when:

They value individual differences and learning styles.

Student readiness, interests, and learning profile shape instruction.

Instruction includes activities for multiple intelligences.

Flexible grouping is used for instruction.

The development of student potential is encouraged.

Students are assessed in accordance with their abilities.

Excellence is defined by individual growth.

Strategy 3: Incorporating Counseling Support

The drive to achieve perfection, common in many gifted children, generates

much psychological conflict in academically talented children who have

difficulty achieving (Olenchak, 1994). One survey of gifted students with

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LDs found them to be emotionally upset and generally unhappy because of

their frustrations; in particular, “virtually all had some idea that they could

not make their brain, body, or both do what they wanted” (Schiff et al.,

1981). Furthermore, 2e students can be very self-critical, which can lead to a

particularly dysfunctional form of perfectionism. Counseling is

recommended to address their unique needs and should be available on an

as-needed basis.

Strategy 4: Providing Organizational Guidance and One-on-one Tutoring

Opportunities

A lack of organizational, time management, and study skills can have a

negative impact on both the emotional wellbeing and school performance of

twice-exceptional students. Many in the 2e research community agree that it is

critical that students receive explicit instruction and support to develop this

battery of skills. These students also need prescriptive, individualized

intervention services related to their areas of academic challenge, such as reading,

writing, or math. This focus on relative weaknesses should, as much as possible,

be woven into projects in areas of student strengths, with accommodations and

adaptations in place as long as students need them (and no longer). Long-term,

project-based learning affords ample opportunities for teachers to naturalistically

scaffold acquisition of these skills in both group learning and one-on-one

mentored situations.

Strategy 5: Integrating Technology

Accommodations, particularly the use of assistive technology, are highly

recommended to help these academically talented students compensate for their

learning challenges (Baum et al., 1991; Howard, 1994; Suter & Wolf, 1987;

Torgesen, 1986). Such techniques may be helpful to many LD students, but they

are especially beneficial to those who are also gifted and in need of moving ahead

in their areas of strength. For example, students who are capable of a high level of

mathematical problem solving, but who have difficulty with simple computations,

could be given a calculator so that they won’t be held back. A laptop computer

loaded with voice-recognition software, word prediction, brainstorming/planning

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software, and a spell checker can be enormously helpful to a student whose

problems lie in writing and/or spelling, but whose ideas are complex and

sophisticated. Students who have difficulty taking notes in class can be allowed to

record lectures. Recorded books and other information sources not dependent on

reading (such as films) might also help students who have reading challenges but

strong auditory processing skills.

3. How can teachers identify students who may be the victims of bullying?

www.behavioradvisor.com/Bullying.html

www.nobully.com

Possible primary signs of being a victim (Olweus, 1993)

· May be repeatedly teased in a nasty way, called names, ridiculed, intimidated, subdued

· May be made fun of and laughed at in a derisive way

· May be picked on, pushed around, punched, and cannot defend selves adequately

· May have quarrels or fights from which they try to withdraw (frequently crying)

· May have their books, money, or other belongings taken, damaged, or scattered around

· May have bruises, injuries, cuts, scratches, or torn clothing that cannot be given a

natural explanation

Possible secondary signs of being a victim (Olweus, 1993)

· May often be alone and excluded from the peer group during breaks, do not seem to

have a single good friend in the class

· May be chosen among the last in team games

· May try to stay close to the teacher or other adults during breaks

· May have difficulty speaking up in class and give an anxious and insecure impression

· May appear distressed, unhappy, depressed, tearful

· May show sudden or gradual deterioration of school work

Possible signs of being a provocative victim (Olweus, 1993)

· May be hot-tempered and attempt to fight or answer back when attacked or insulted, but

usually not very effectively

· May be hyperactive, restless, unconcentrated, and generally offensive and tension-

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creating; may be clumsy and immature with irritating habits

· May be actively disliked also by adults, including the teacher

· May themselves try to bully weaker students

For an example of Olweus' research, see Intervention Campaign Against Bully-Victim

Problems.

4. Identify support groups that offer services to students with autism and their

families.

www.autism-society.org and www.autismspeaks.org

Support Groups for Children with Autism, Aspergers, PDD

1) This is an annotated list of support groups and listservs for parents of

children with Autism, Asperger’s Syndrome or Pervasive Developmental

Delay (PDD). These children's autism support groups are listed by these

categories: Autism Parent Support Groups, Autism Therapy Groups,

Autism Diet Groups, Topic Specific Autism Groups (e.g., girls, teens,

resources.), and Autism Homeschooling. Read descriptions and join the

autism children support group that best meets your needs.

2) Autism, Asperser Syndrome and/or PDD parent support groups and

discussion listservs are excellent resources for parents of children with

autism. In addition to these specific autism/Asperger’s children groups, you

may also wish to review related disability topic groups (such as sensory

integration) in our Directory of Children's Disability Support Groups.

3)

An excellent listserv for discussions of all aspects of Asperser Syndrome

(AS) and other forms of high-functioning autism, including Pervasive

Developmental Disorder (PDD). Subscription requires owner approval.

This is a well established, high volume autism support list.

To Join: Send emails with the message, SUBSCRIBE ASPERGER to

listserv@listserv.icors.org or join online.

List owners: Head List owner - Ellen Die trick; Co-list owners - Karen

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Reznek, Sandy Sebree, Phil Schwarz , Dave Spicer, Tee Forshaw, Barry

Conner

4)

Tithe oldest ongoing discussion list for autism, provides general autism

support.

To Join: Send email with the message subscribe [password]

[digest|nodigest] [your email address] to autism-request@lists.apana.org

[Commands in brackets are optional.]

Or join online.

List owner: Carolyn Baird. Panel Representatives: Ray Kopp, Linda

Carlton, Kevin Kramer

5)

An unmediated parent support group and news service for Autism and

Asperger's Syndrome, running since 1996.

To Join: Send the message with "SUBS" in the subject line to

autinet@autinet.org. In your message to listowner Peter Wise include a

little about yourself, your interest in Autism and Asperger's Syndrome, and

your COUNTRY of residence (for statistical reasons).

1)

Mailing list for parents of children with Asperger's Syndrome or

High Functioning Autism To Join: Send a blank email to

AspergersSupport-subscribe@yahoogroups.com or join online.

2)

This group is for parents and primary caregivers of children

diagnosed with PDD (Pervasive Developmental Disorder), Autistic

Spectrum Disorder (Autism, Asperger's Syndrome, PDD-NOS,

Rhett's Syndrome, Childhood Disintigrative Disorder), and BP

(Bipolar Disorder).

To Join: Send a blank email to PDD-BPkids-

subscribe@yahoogroups.com or join online.

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3)

A high quality, high volume support list where parents share stories,

treatments, therapies, ideas, advice and support about their children

with moderate to high functioning autism or Asperger’s syndrome.

To Join: Send a blank email to Autism-Aspergers-

subscribe@yahoogroups.com or join online.

4)

An excellent, high volume parent support group to share the day-to-

day experience of being a parent of an autistic child.

To Join: Send a blank email to Parenting_autism-

subscribe@yahoogroups.com or join online.

5)

High volume parent support list for autism.

To Join: Send a blank email to children_with_autism-

subscribe@yahoogroups.com or subscribe online.

Autism/Asperger’s Topic Specific Groups

1) Helpful discussion, aid and support in dealing with these behaviors present

in the autistic child. Support on topics for all ranges of behaviors...self

stimulating, self injurious, aggressive, inappropriate etc and different ways

of addressing these problems.

To Join: Send a blank email to AutismBehaviorProblems-

subscribe@yahoogroups.com or join online.

2) Restricted membership! This is a high quality list for parents and

professionals who wish to exchange information regarding treatment of

autism in girls, how autism affects females in the family, and any other

issues dealing with autism and females and/or the comparison of males and

females with autism.

To Join: Send a blank email to Autism_in_Girls-

subscribe@yahoogroups.com or join online.

3) Autism Spectrum Disorders and adolescence support for parents who have

pre-teen or teenaged children. Please free to share your stories, advice,

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woes, rants, tears, and especially laughter here with us.

THIS IS A HIGH VOLUME LIST...

http://www.geocities.com/alleycatjo/Autism.html

Awaiting review.

4) A moderately high volume group to help parents find autism related

resources and support, not state specific but is associated with a Texas

autism group.

To Join: Send a blank email to autism-awareness-action-

subscribe@yahoogroups.com or join online.

Autism and Asperger’s Therapy Groups

11) A small group, but an important topic. Parents, caregivers, therapists,

educators and related professionals who work with children using a floor time

approach share ideas and provide support for one another.

To Join: Send a blank email to floortimers-subscribe@yahoogroups.com or join

online.

12) Hyperbaric Oxygen Therapy (HBOT), or more accurately, High Dosage

Oxygen Therapy (HDOT} is fast becoming one of the more successful therapies

for children with Autism. Autism is a neurological injury whether caused by

toxicity, birth injury or unknown. Some amazing results are being obtained,

especially with young children.

To Join: Send a blank email to HDOTherapyforAutism-

subscribe@yahoogroups.com or join online.

13) A high volume moderated forum for teaching verbal behavior (VB) within a

program of applied behavior analysis (ABA). Discussions include difficulties in

the development of communication seen in most individuals with autism and other

related disabilities, with an emphasis on functional language and motivational

variables using ABA techniques.

To Join: Send a blank email to VerbalBehavior-subscribe@yahoogroups.com or

join online.

List owner: Christina Burk ChristinaBurkABA@aol.com

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14) The Autism and ABA list is an open, unmediated forum for discussing

anything related to autism. Much of our discussion centers on Applied Behavior

Analysis (ABA), including areas of ABA such as teaching Verbal Behavior (VB)

and Natural Environment Training (NET). We're a quiet list, but we have a healthy

mix of parents, professionals, and others involved with autism in some way.

To Join: Send a blank email to autismaba-subscribe@yahoogroups.com or join

online.

List owner: Christina Burk ChristinaBurkABA@aol.com

15) A moderated list for parents and professionals running home (and school)

programs to discuss concerns and share their knowledge of Applied Verbal

Behavior (AVB), a specialty within the field of Applied Behavior Analysis (ABA).

To Join: Send a blank email to DTT-NET-subscribe@yahoogroups.com or join

online.

List owners: Jenn Godwin and Steph Hulshof

Autism Diet Support Groups

1) High volume group for discussions by parents and professionals of

research and biomedical interventions as they apply to the

investigation and treatment of autistic spectrum disorders.

To Join: Send a blank email to abmd-subscribe@yahoogroups.com

or join online.

2)

This is an ADVANCED autism-diet discussion group moderated by

ANDI, the Autism Network for Dietary Intervention. The purpose of

this list is to provide a forum for discussion regarding advanced

dietary treatment options such as the Specific Carbohydrate Diet

(SCD), the Body Ecology Diet (BED), grain-free, sugar-free, low

oxalates, supplementation, and other dietary interventions for

children with autism spectrum disorders.

To Join: Send a blank email to ANDI-ADI-

subscribe@yahoogroups.com or join online.

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3) This high volume, unmoderated list provides discussion forum for

parents of children on the autism spectrum who are avoiding gluten

and casein and other substances in their children's diets.

To Join: Send a blank email to GFCFKids-

subscribe@yahoogroups.com or join online.

4)

The Enzymes and Autism forum is a high volume list for the

discussion of digestive enzymes (and many other types of

supplements) and their effect on the autistic spectrum/PDD, attention

deficit, sensory integration, digestion/malabsorption, and food

sensitivities/allergies.

To Join: Send a blank email to EnzymesandAutism-

subscribe@yahoogroups.com or join online.

5)

A restricted discussion list of parents with children who have autism/

mercury poisoning and are using chelation.

To Join: Send a blank email to chelatingkids2-

subscribe@yahoogroups.com or join online.

List owner:

6)

High volume group to share recipes for cooking a gluten-free, casein-

free diet for children.

To Join: Send a blank email to GFCFrecipes-

subscribe@yahoogroups.com or join online.

Autism and Asperger’s Home school Groups

1)

Support list for Christian moms who home school (or are seriously

considering homeschooling) their children who have been diagnosed

with Asperger's Syndrome (or suspect their child has Asperger's

Syndrome). All are welcome to join, but there will be a Christian

focus to many of the posts. We are here to encourage, support, and

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pray for one another as we do our best to teach our Aspies at home.

To Join: Send a blank email to homeschoolingaspies-

subscribe@yahoogroups.com or join online.

2)

Listserv for homeschooling children with autism.

To Join: Send email with the message, SUBSCRIBE AUT-2B-

HOME to LISTSERV@LISTSERV.ICORS.ORG or join online.

5. Outline the types of technological services Recording for the Blind &

Dyslexic offers. www.rfbd.org

Types of Technological services Recording for the Blind & Dyslexic

JAWS v4.01 (Job Access With Speech)

by Freedom ScientificTM

This is a powerful screen reader program for people who are blind. It uses an integrated

voice synthesizer and your computer's sound card to output the content of your computer

screen to speakers. JAWS supports web browsers font internet access, e-mail programs,

word processors, spreadsheets, presentation software, web development tools, database

management software, and much more.

KeyRead (Junior ScreenReader)

by RJ Cooper & Associates

A simple, but powerful, screenreader, that is tailored for blind persons that may be new to

using a computer. Works entirely by the standard keyboard navigation controls, the arrow

keys! Also... Echoes each keystroke, Selective reading of screen, Selective reading of

menus. KeyRead works with all software: word processors, web browsers, and even other

types of application.

Hal Screen Reader

by Dolphin Computer Access

Hal allows blind users to hear rather than see what is happening on their computer by

converting the on screen display to speech. Gives access to software, including Microsoft

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Office 2000 and Internet Explorer 5.0. Braille output is also available if you have a

Braille display. Braille navigation independent of speech and magnification

outSPOKEN

by ALVA Access Group, Inc.

Screen reader software with braille and/or speech output. Speaks and shows on a braille

display Message boxes, warning dialogs and tooltip text are automatically spoken system

wide. Web pages that include frames can be navigated with outSPOKEN's intuitive

command

Screen Readers for Blind

JAWS v4.01 (Job Access With Speech)

by Freedom ScientificTM

This is a powerful screen reader program for people who are blind. It uses an integrated

voice synthesizer and your computer's sound card to output the content of your computer

screen to speakers. JAWS supports web browsers font internet access, e-mail programs,

word processors, spreadsheets, presentation software, web development tools, database

management software, and much more.

KeyRead (Junior ScreenReader)

by RJ Cooper & Associates

A simple, but powerful, screenreader, that is tailored for blind persons that may be new to

using a computer. Works entirely by the standard keyboard navigation controls, the arrow

keys! Also... Echoes each keystroke, Selective reading of screen, Selective reading of

menus. KeyRead works with all software: word processors, web browsers, and even other

types of application.

Hal Screen Reader

by Dolphin Computer Access

Hal allows blind users to hear rather than see what is happening on their computer by

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converting the one screen display to speech. Gives access to software, including

Microsoft Office 2000 and Internet Explorer 5.0. Braille output is also available if you

have a Braille display. Braille navigation independent of speech and magnification

outSPOKEN

by ALVA Access Group, Inc.

Screen reader software with braille and/or speech output. Speaks and shows on a braille

display Message boxes, warning dialogs and tooltip text are automatically spoken system

wide. Web pages that include frames can be navigated with outSPOKEN's intuitive

command

Supernova

by Dolphin Computer Access

Combines magnification, speech and Braille output in one program. This is to benefit

individuals and establishments with a range of visually impaired requirements. Fully

integrated magnification, speech and Braille

MAGic v8.0

by Freedom Scientific

A screen magnification program, it contains high and true color support (up to 32-bit) for

enhanced smoothing of characters. The only magnification software to work with the

powerful program for blind-- JAWS for Windows screen-reading software.

BIGGY

by RJ Cooper & Associates

Finally, BIG, ultra-visible cursors for all programs. Large selection, even 'lefties'. Many

are even animated PLUS, other SIGNIFICANT cursor enhancements also. Biggy also

lets you choose big & bold replacements for cursors, like the I-beam. A great all-around

utility that works within any software.

6. Describe the communication options that are available to students who are deaf

or have a hearing impairment. www.deafchildren.org and www.asha.org

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NexTalk-VMTM software for voice modems (for Windows)

by NXi Communications, Inc.

A personal communications software that allows you to use compatible voice modems

(tested and approved for use with our software) to make and receive TTY calls. Discover

the many advantages of computer-based TTY calls with NexTalk-VM and a high speed

voice modem. System must have the following: minimum 16 MB of RAM, minimum 10

MB of hard disk space for the application, Microsoft Windows 95/98 (recommended),

ME/NT/2000 are supported IF the modem driver is compatible with that version of

Windows. Compatible voice modem. Analog phone line.

The iCommunicator 3.0

by Interactive Solutions, Inc.

An alternative rather than a replacement for sign language interpreters. The

iCommunicator is not intended to replace sign language interpreters, but to serve as an

alternative access technology for some persons who communicate in sign language. The

iCommunicator is a fully integrated system that consists of a high-end laptop computer,

iCommunicator software, a wireless microphone system and peripherals, and underlying

software programs. The iCommunicator also may be coupled with peripheral assistive

hearing devices such as personal FM systems, hearing aids, and cochlear implant speech

processors. Its portability allows the system to provide an interactive solution to

communication accessibility challenges in multiple environments - educational,

workplace, and public venues.

Personal Communicator

by Communication Technology Lab, Michigan State University

A Tool for Learning and Communicating in American Sign Language. The Personal

Communicator creates a common ground for communicating in American Sign Language

(ASL) and English. Using hypermedia technology, the Personal Communicator is a user

friendly program that brings ASL communication capabilities to the desktop and

notebook computer. With more than 2500 digital video signs and 4500 English words

(plus variations on these words) the Personal Communicator can be a useful tool in

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communication, education, and other environments.

American Sign Language Online

by Multimedia 2000

Designed to extend your CD-ROM experience by providing access to additional

resources related to their American Sign Language Dictionary and their new American

Sign Language for Kids CD-ROM.

Interactive Sign Language 101 Basic Signs

by Palatine Inc.

Palatine is a developer of quality American Sign Language software tutorials. Our goal is

to promote the use of American Sign Language and enhance communication with the

Deaf and Hard-of-Hearing.

7. What are the treatment options for children and teens that are diagnosed

as having bipolar disorder? www.nimh.nih.gov AND www.nmha.org

Medication

Diagnosing bipolar in children enables treatment to be enacted early enough so that as

adults they can lead normal lives. But the treatment for children with bipolar is very

controversial. Many physicians prefer to use medication to begin with and then work

therapy around the medications. But many doctors and parents do not agree with this

approach.

The fact is that many parents notice that when their bipolar children are placed on

medication, the children's personality seems to be altered and lose some of the traits that

are so familiar to the parents. Adults and children alike, who get unnecessarily medicated

or over medicated lose themselves to a certain extent. Some of the medications can cause

the children to be spaced out, very despondent, or out of it. This makes the doctors and

parents very concerned, and makes them wonder if medication is the answer for children.

Bipolar in Children – Play Therapy

It has been proven that play therapy can be helpful with bipolar disorder in children. This

also assists them to have a happier childhood. This type of therapy usually has the

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children placed in hypothetical scenarios that help them to learn how to figure out an

emotionally healthy and logical solution. For some children this play therapy is quite

successful, but for others it does not work. In particular cases of bipolar disorder in

children, the symptoms and mood swings can be so severe as to make the child not

capable of controlling their reactions emotionally or their actions to situations or other

things that could stimulate them.

Bipolar in Children – Cognitive Behavioral Therapy

A pretty new kind of therapy called cognitive behavioral therapy helps the patient learn

what may trigger inappropriate behavior and mood swings, the alternative to this

inappropriate type behavior, and also learning to recognize the symptoms to their

disorder. With cognitive behavioral therapy, the patient is allowed to see if they can avoid

having depressive or manic spells, and also how to control the spells better when they do

have them. With adults, this option for treatment is very possible. It is successful in some

cases without medication and does work well with medication.

This type of therapy though does call for critical thinking and problem solving skills at a

level not usually present with children. So because of this, it is not normally used with

children having bipolar disorder who are under a particular maturity or age level. Some

do believe that if the cognitive behavioral therapy techniques were changed to

accommodate children, they could be equally effective on the children. However, this

would be a very difficult task to accomplish.

Involvement of Parents and Teachers of Bipolar Children

Treatment options should always be discussed with parents, medical professionals and

teachers. Anyone who is involved with the children should be involved in the course of

treatment for the maximum success. If the teacher or the parent has questions about the

effects of the treatment for the bipolar disorder in children or students, they should be

asked in the beginning so that if the treatment needs to be altered it can be. Parents also

should not be afraid of going to other doctors if they feel the treatment or medication is

not working for their bipolar children.

8. How can a teacher infuse cooperative learning activities in his or her

classroom? www.questforumlearning.com/73/cooperative-learning

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http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities

Cooperation is the key to successful discussions and group work. Cooperative learning

should be infused in all subjects because of the role that it plays in all of life's

experiences. Students will learn important life skills by working together and

collaborating their ideas. Research says that cooperative learning, "Infuses social skills

training into the academic curriculum" (Taymans, 1996). An ideal scene in a classroom

would have students in their groups, coordinate roles and resources, and celebrate mutual

accomplishments with high-fives, smiles, and handshakes (Hodne, 1997). Students will

see the benefits that come from working as a team and accomplishing tasks that otherwise

would have been significantly more difficult if attempted alone.

Establishing the proper environment for cooperative learning is very important. It would

be ideal for the teacher to encourage the students to construct their own classroom

management contract. This way they would be setting their own rules of conduct, and

hopefully be more apt to work cooperatively together. The Josephson Institute (1996)

states the definition of a contract as, "what you formally promise to do orally or in

writing." Students would feel more responsible for their actions because they would have

set the standards for their classroom. Many times students choose rules that the teacher

was going to put in place any way, and sometimes the students' are stricter than the

teacher's. Examples of important rules include demonstrating a positive attitude toward

their peers and their teacher, follow directions given by the teacher, listening to their

classmates' ideas with an open mind, actively participating in classroom discussions, and

showing respect by abiding by classroom rules.

9. What are some effective approaches to help students with learning

differences gain academic and social acumens? www.ncld.org

www.greatschools.org/special-education.topic?content=1541 AND

www.ldinfo.com

Schools that create socially and emotionally learning (SEL) and working

environments, and that help students and staff develop greater social and emotional

competence, in turn help ensure positive short- and long-term academic and personal

outcomes for students, and higher levels of teaching and work satisfaction for staff.

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SEL improves students’ positive behavior and reduces negative behavior.

It promotes young people’s academic success, health, and well-being at the same

time that it prevents a variety of problems such as alcohol and drug use, violence,

truancy, and bullying. A large body of scientific research has determined that effective

SEL in schools significantly improves students’

Social-emotional skills

Attitudes about self and others

Social interactions

It also decreases their levels of emotional distress and conduct problems.

SEL is also associated with significant improvements in students’ academic performance

and attitudes toward school.

A landmark review found that students who receive SEL instruction had more

positive attitudes about school and improved an average of 11 percentile points on

standardized achievement tests compared to students who did not receive such

instruction. SEL prepares young people for success in adulthood. SEL helps students

become good communicators, cooperative members of a team, effective leaders, and

caring, concerned members of their communities. It teaches them how to set and achieve

goals and how to persist in the face of challenges. These are precisely the skills that

today’s employers consider important for the workforce of the future.

10. How can increased disability awareness help educators, peers, families,

and students with disabilities?

www.familyvillage.wisc.edu/general/disability-awareness.html

www.allkidscan.com/

www.nichcy.org/FamiliesAndCommunity/Pages/DisabilityAwareness.aspx

The increase in racial, ethnic, and cultural diversity in American schools is

reflected in many early childhood classrooms. These classrooms also are receiving

increased numbers of children with disabilities or developmental delays. The diverse

composition of early childhood classrooms brings many challenges as well as many

opportunities to educators. With a knowledge of effective practices, and with the support

of administrators, colleagues, families, and the local and global community, teachers can

create classrooms that are responsive to the diverse needs of all children.

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Parents and professionals need to be aware that there may be a gap between the

non-disabled sibling's knowledge and actions. A non-disabled sibling may be able to

rationally explain a brother's or sister's disability to inquiring friends or neighbors, but

may still exhibit temper tantrums over the same sibling's actions in the home.

Most importantly, the need for information and understanding does not have to be

addressed solely by the parents. A child's disability is a concern which should be shared

by parents, helping professionals, and society. For example, some progressive clinics and

hospitals have designed programs that include siblings from the beginning. These

programs offer Family Support Groups which bring entire families together as a means of

sharing information and mutual support.

It is important for parents, siblings, and professionals to utilize the positive

resources discussed here in order to cope with a variety of special circumstances, and to

adapt them to meet individual needs as they change. Together, family members, as well

as professionals, must strive to accent the "abilities" of disabilities, not only for a brother

or sister with a disability, but for the entire family.

2011 Solution Tree Press