DISABILITIES WORKSHEET Name: Christina Baker Date: 4/5/2013

1: Indicate something you learned about that disability. If you have experience working with a child with this disability, mention how the information is similar to, or different than your experience. 2: State a question you have related to the disability. 3: Describe one way you would accommodate a child with that disability in your program.

Autism: 1: I never knew there were different kinds of Autism. I thought a child would only range from having a mild case to an extreme case. It was really helpful to see what to look for in a child with Autism. If a parent does not know if a child has Autism it will be helpful for a teacher to know the signs. I take care of a boy who has Autism. His mom did not know what he had for a few years. He is constantly hitting the palm of his hand with anything soft he can get his hands on (the soft end of a belt, rubber toys, etc.). He does not, however, have many tantrums. I barely see him upset. He is always very compassionate and caring of other people. 2: Does a child who has Autism learn at a different rate than a child with no known disabilities? If so, how can a teacher balance the two rates? 3: In one of the articles that we were required to read, the author stated that singing a song during transitions and tasks help children who have disabilities. I would try and incorporate easy songs with the different tasks and transitions in the hopes of making it easier for the child to transition and to be apart of the class. Also, getting the whole class to participate in singing the songs wont single out the child with Autism, he/she will be like everyone else.

Vision: 1: It was helpful to see the diagram of the eye. It helped me better understand why a person is unable to see. I have never experienced a child with vision impairment but my grandma is legally blind. When I visit her it helps me learn how to take care of a person

who is blind. Because since she is older she can barely see shapes anymore. She cannot see objects in front of her, which means someone needs to be by her side at all times. She always has someone with her so I have never seen her blindness prevent her from learning something. She is very curious and will have us explain and describe things to her. 2: Would a child who is completely blind be in a class with seeing children? How can a teacher accommodate him/her without making them feel alienated or different? 3: I would use a lot of three-dimensional objects when teaching them. It will help them learn their shapes without flashcards. Also, I would have a copy of books for both blind children and seeing children, so that they can enjoy the same book. It can also, help the children who cannot see, to feel less different.

Deaf/hard of hearing: 1: I never really thought about children who are deaf would have difficulty with abstract thinking. I liked the chart that showed what a person may hear when they are at the different levels of deafness. I thought it was very interesting and it will help me in the future if I ever take care of children at the different levels. I have never interacted with a child who is deaf. I see people communicating through sign language but I have never been able to interact with them. 2: Why does a deaf person have difficulty with abstract thinking? 3: I would makes sure the classroom is well lit, so that the child can have a better chance in engaging with us. He/she would be able to see our mouths move when we talk and to see our different facial expressions and body language.

Intellectual disabilities: 1: This disability sounds harder to be aware of or notice. From the characteristics it sounds like a lot of people struggle with a mild case of it. My sister and I learn some subjects at a slower pace than other children and it takes longer for us to fully grasp a concept. However, some subjects we can learn at the same speed as our other classmates. 2: Is this a common disability?

3: I would help accommodate a child with this disability by repeating, simplifying, and clarifying information that I go over in class. I can be able to meet with children outside of the classroom if they need more help with different assignments or need me to clarify something. I can also, relate the information to the childs life so that they can understand concepts better and remember information. Also, as a teacher I would try and have as many visual aids and concrete examples to tell and show the children.

Physical disabilities: 1: Physical injuries can range from seizures to being in a wheel chair with a spinal injury. It was really interesting learning about different diseases and illness that can cause physical disabilities. Most of the diseases and illnesses I have seen before but I did not know what it was called. Now I do. I took care of two young girls and Morven Park, a therapeutic riding center. They both had different levels of muscular dystrophy. One couldnt walk without the aid of someone else and the other was in a wheel chair unable to move her legs. Also, one had difficulty paying attention and had to have things repeated, the other couldnt speak or barely lift her head. I do not know if she understood what we were asking her to do on the horse. 2: How severe are the brain damages to children who have diseases or illnesses, like cerebal palsy and seizure disorders? 3: I would make sure that the classroom is very spacious and that the door frames are wide enough for children in wheel chairs to maneuver through. Depending on how many children I have, I will need to make sure that there is enough assistants. These children need to be constantly watched over and helped. However, I need to make sure we do not smother them. I want the children to learn how to do things on their own.