Instructions

The purpose of this discussion message is to assist you in reviewing the brochures you received for the various disciplines. I will UPLOAD each Discipline Brochures to help you respond to each discussion. You can also use the internet and or other resources.

(DISCUSSION #1)

Good Evening Everyone,

I would like to select #2 Mild Dyskentic CP and mild hearing loss and would choose to have the Physical Therapist as a member of the child’s educational team.

Although, this child has mild hearing loss and an audiologist would be a logical team member selection, I would also ensure that the Physical Therapist was involved as part of this child’s team. This choice would be due to the fact that this child is diagnosed with mild dyskentic CP and would benefit from the fine & gross motor activities that the PT would provide. Physical Therapy would provide interventions to assist with awkward gait/walking, range of motion exercise to assist with sensory ticks, and the use of Neurodevelopmental Treatment therapy to help provide release for the slow writhing movements that are associated with dyskentic CP.

Three questions that I would ask a PT would be:

1) What adaptive equipment may be needed in the classroom to better support positioning or balance for this student?

2) What specific therapy exercise that we could incorporate across the student’s school day to promote greater generalization?

3) To assist with writing, would you recommend this student to continue using a pencil/pen grip and practice the physical act of writing or would it be better to begin the student to begin practicing using speech to text capabilities on a device?

The brochure that Alyssa provided in regards to the PT discipline provide a great reminder and explanation of this field of study. One specific piece of information that she included that assisted in choosing to have this discipline on the team, would be the the roles of the PT and services that they provide.

-(DISCUSSION #2)

Good morning everyone,

I will take Moderate spastic diplegia and seizure disorder and questionable hearing and would like to choose an audiologist as a member of the child’s educational team.

I chose an audiologist to be a member on the students education team because this particular student has questionable hearing. By having a audiologist on the team we would be able to get the student tested for a hearing impairment. The audiologist would also be able to help recommend any device or treatment needed for the students questionable hearing. As well as provide the team with recommendations for support and services the student may need.

Three questions I would want to ask the audiologist are:

  1. What assessments will you be performing on the student to evaluate what type of hearing the student has?
  2. What is the degree of hearing loss this student may have?
  3. What services are necessary for this student to be successful in an educational setting?

identify one piece of information from the published brochure that assisted you with the selected descriptor

The one piece of information I used from the brochure to assist me with the student with Moderate spastic diplegia and seizure disorder and questionable hearing was that “Educational audiologists play an important role in the process of identification and on-going surveillance of hearing loss” (Winchester, p.1), and because there is a questionable hearing loss an audiologist would be beneficial in verifying whether or not the student has a hearing impairment.

(DISCUSSION#3)

Hi Everyone,

I selected #3 Spastic quadriplegia, scoliosis, cortical visual impairment, and a gastrostomy. I chose a Teacher of Students with Vision Impairments as a member of the child’s educational team.

Of course this child had multiple impairments with scoliosis and cortical visual impairment to name just two. I found that many individuals who go to get spine surgery are at a higher risk for visual impairments. Though a PT would also be one of the members of the team, I chose a Teacher of Students with Vision Impairments because of the student’s cortical visual impairment would cause them many issues as well. I also do not have as much experience with vision problems as I do with mobility issues.

Three questions that I would ask a Teacher of Students with Vision Impairments would be:

1) What exactly is cortical visual impairment and what level is the student presently functioning at?

2) What specific materials will we need for the student to be included as much as possible in the general education setting with her peers?

3) What activities would you suggest I have my paraprofessionals and I perform throughout the day to improve her skills?

After reviewing Stacy’s brochure covering a Teacher of Students with Vision Impairments. The discipline brochure provided detailed information that this specialist would be able to do to support this student. In particular the following were of great importance to me for choosing this specialist:

  1. She listed that a Teacher of Students with Vision Impairments would be knowledgeable of Cortical Vision Impairment because she listed it right on the brochure as “Cortical Vision Impairment (CVI): A decreased visual response due to a neurological problem affecting the visual part of the brain. Typically, students with CVI have a normal eye exam or have an eye condition that does not account for the abnormal visual behavior.”
  2. Secondly, Stacy informed us that a Teachers of Students with Vision Impairments are able to “Review and interpret medical reports and eye care professional reports as well as Conduct assessments to evaluate student strengths and needs. Assessments may include functional vision assessments, learning media assessments, technology assessments, and Expanded Core Curriculum (ECC) assessments.” These skills would definitely help to answer my three questions and be able to assist the team in developing an IEP that would be very beneficial in assisting the student to improve and be more likely to be successful in an inclusive

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