Monday, July 30, 2007
EDU 245: How I Will Use This Class
This class has provided me with knowledge that will prove to be invaluable in my future career as an educator. The information presented in this class has prepared me to expect the unexpected; no matter how prepared we may be as teachers, there will always be students who have educational needs that we will have to work hard to accommodate. However, I am excited to take on these challenges and will work diligently to ensure that each student in my classroom will be provided with an excellent education that is appropriate to their needs and abilities. After taking this class, I am certain that a universal classroom will include daily difficulties and dilemas, but is overall the best way to educate all students. I will endeavor to teach all of my students in the least restrictive environment possible. I will also strive to promote tolerance and respect in the classroom, with the hope that all of my students will feel safe, happy, and secure in their classroom experience. I hope that each of my students leaves my classroom with a hunger for knowledge, an understanding and respect of their own abilities, and a respect for their fellow human beings.
Teaching Philosophy
There are very few professions that offer the opportunity to sculpt young minds every day in preparation for the future. Teaching does offer this opportunity. This is why I selected teaching as my career, and take my training as a future educator so seriously. I will hold myself to the highest possible standards when I begin my journey as an elementary educator.
All children have a right to the highest quality education. Far too often, students with special needs fall through the cracks and do not receive the quality education they deserve. In order for all students to receive quality education, I feel it is crucial to place special needs students in the least restrictive environment possible.
Students with special needs should have the opportunity to learn with their peers in a general education classroom whenever possible. When needed, the general education curriculum can be supplemented or modified to provide the students with special needs access to the same information as their peers. Learning in an integrated classroom helps students with special needs to feel accepted. Segregating students with special needs in separate classrooms makes these students feel different from their peers and encourages other students to look at them differently. To do our part to provide a balanced education, educators should always model tolerance and acceptance so that students can learn to carry those same values. All students will have different strengths and weaknesses, likes and dislikes, and individual learning styles. Students with special needs are no different. Regardless of the makeup of the class, a quality educator needs to teach to all students. This requires using a variety of teaching methods so that each student can have equal access to the information being presented. Exposing children to a variety of teaching methods will not only ensure that each student can benefit when their learning style is being emphasized, but it will also help students to develop flexibility in learning and will prepare them for exposure to different teaching styles they will encounter in the future.
Our classrooms are becoming increasingly diverse. I strongly feel that this diversity needs to be reflected in our lessons and materials. Students with special needs and minority students need to see themselves represented in our literature, lessons, and activities. It is important that a teacher does not focus solely on white, middle class norms and ideals.
Training young minds is a privilege that cannot be taken lightly. It is our duty as teachers to guide our students through learning with patience and creativity, and to maintain high expectations from all students. A teacher in in a unique position to have a tremendous impact on the lives of many children. I believe a teacher should strive to positively impact the life of each student and work to make the learning process exciting. I hope to inspire my students to learn as much as possible for learnings' sake, and to leave my classroom and continue on their educational journey with a passion and respect for learning. I believe that no classroom has one teacher; I think a teacher should be constantly aware of how much their students have to teach them as well.
All children have a right to the highest quality education. Far too often, students with special needs fall through the cracks and do not receive the quality education they deserve. In order for all students to receive quality education, I feel it is crucial to place special needs students in the least restrictive environment possible.
Students with special needs should have the opportunity to learn with their peers in a general education classroom whenever possible. When needed, the general education curriculum can be supplemented or modified to provide the students with special needs access to the same information as their peers. Learning in an integrated classroom helps students with special needs to feel accepted. Segregating students with special needs in separate classrooms makes these students feel different from their peers and encourages other students to look at them differently. To do our part to provide a balanced education, educators should always model tolerance and acceptance so that students can learn to carry those same values. All students will have different strengths and weaknesses, likes and dislikes, and individual learning styles. Students with special needs are no different. Regardless of the makeup of the class, a quality educator needs to teach to all students. This requires using a variety of teaching methods so that each student can have equal access to the information being presented. Exposing children to a variety of teaching methods will not only ensure that each student can benefit when their learning style is being emphasized, but it will also help students to develop flexibility in learning and will prepare them for exposure to different teaching styles they will encounter in the future.
Our classrooms are becoming increasingly diverse. I strongly feel that this diversity needs to be reflected in our lessons and materials. Students with special needs and minority students need to see themselves represented in our literature, lessons, and activities. It is important that a teacher does not focus solely on white, middle class norms and ideals.
Training young minds is a privilege that cannot be taken lightly. It is our duty as teachers to guide our students through learning with patience and creativity, and to maintain high expectations from all students. A teacher in in a unique position to have a tremendous impact on the lives of many children. I believe a teacher should strive to positively impact the life of each student and work to make the learning process exciting. I hope to inspire my students to learn as much as possible for learnings' sake, and to leave my classroom and continue on their educational journey with a passion and respect for learning. I believe that no classroom has one teacher; I think a teacher should be constantly aware of how much their students have to teach them as well.
Summary of Educational Laws: ADA, Section 504, and IDEA
The ADA, or Americans with Disabilities Act, protects individuals with disabilities from discrimination. It guarantees them access to businesses and other public and private establishments. It requires that such entities make reasonable accommodations for individuals with disabilities. The ADA does not deal as specifically with education as Section 504 and IDEA do, but it does have laws that directly apply to students. The ADA demands that public schools make reasonable accommodations for students with disabilities. Such accommodations may include making facilities readily accessible to all students, modifying assessments and policies, or providing readers or interpreters. The primary function of the ADA in reference to education is the demand that school facilities be accessible to all students.
Section 504 is designed to protect people with disabilities from being discriminated against because of their disability. Section 504 does not guarantee that a child who has a disability will receive an IEP that will tailor a curriculum to fit the educational needs of the child. In order to be eligible to receive protection under Section 504, a child must have a physical or mental disability that substantially limits at least one major life function. Children protected under Section 504 don’t have the same rights as children who are protected under IDEA; a student who is protected under Section 504 is not automatically protected under IDEA, but a student who is protected under IDEA is automatically included in Section 504. A Section 504 student will receive the same free education that all other students receive without any modification for learning needs, while a student protected under IDEA is entitled to an education that is custom designed to fit their unique educational needs. Essentially, Section 504 requires that schools make reasonable accommodations for students with disabilities and protects students who do not qualify for special education services under IDEA. Students protected under Section 504 are required to spend as much time as possible in a general education classroom and to receive their education in the least restrictive environment. Section 504 is funded by the school’s general education fund and is typically not paid for by special education funds.
IDEA stands for Individuals with Disabilities Education Act and is the federal special education law. It is designed to ensure that students with disabilities receive a free, appropriate education that fits their unique learning needs and is delivered in the least restrictive environment. It helps school districts determine how best to provide for the educational needs of students with disabilities. All students who are protected by IDEA are also protected under Section 504. Students five and older may receive special education services under IDEA if they are determined to have one or more specific disabilities recognized by the federal government, which may include learning disabilities; mental retardation; other health impairments; hearing impairments; multiple disabilities; speech or language impairments; visual impairments; emotional disturbance; orthopedic impairments; autism; traumatic brain injury; and/or deaf-blindness. IDEA requires that students receive an IEP. IDEA also requires parents of the child to be involved in the decision making group. IDEA provides federal financial assistance in order to ensure that students receive the special education and services they require.
Section 504 is designed to protect people with disabilities from being discriminated against because of their disability. Section 504 does not guarantee that a child who has a disability will receive an IEP that will tailor a curriculum to fit the educational needs of the child. In order to be eligible to receive protection under Section 504, a child must have a physical or mental disability that substantially limits at least one major life function. Children protected under Section 504 don’t have the same rights as children who are protected under IDEA; a student who is protected under Section 504 is not automatically protected under IDEA, but a student who is protected under IDEA is automatically included in Section 504. A Section 504 student will receive the same free education that all other students receive without any modification for learning needs, while a student protected under IDEA is entitled to an education that is custom designed to fit their unique educational needs. Essentially, Section 504 requires that schools make reasonable accommodations for students with disabilities and protects students who do not qualify for special education services under IDEA. Students protected under Section 504 are required to spend as much time as possible in a general education classroom and to receive their education in the least restrictive environment. Section 504 is funded by the school’s general education fund and is typically not paid for by special education funds.
IDEA stands for Individuals with Disabilities Education Act and is the federal special education law. It is designed to ensure that students with disabilities receive a free, appropriate education that fits their unique learning needs and is delivered in the least restrictive environment. It helps school districts determine how best to provide for the educational needs of students with disabilities. All students who are protected by IDEA are also protected under Section 504. Students five and older may receive special education services under IDEA if they are determined to have one or more specific disabilities recognized by the federal government, which may include learning disabilities; mental retardation; other health impairments; hearing impairments; multiple disabilities; speech or language impairments; visual impairments; emotional disturbance; orthopedic impairments; autism; traumatic brain injury; and/or deaf-blindness. IDEA requires that students receive an IEP. IDEA also requires parents of the child to be involved in the decision making group. IDEA provides federal financial assistance in order to ensure that students receive the special education and services they require.
The IEP Process
1. A teacher can note the intraindividual differences of their pupils in order to figure out what certain students' strengths and needs are. This will help to develop a customized IEP if needed. 2. Before referring a student to be evaluated as a special needs student, a teacher must implement a pre-referral intervention and document its effectiveness. If the strategies they implement are successful, the student does not need to be referred; however, if the strategies are unsuccessful, requests can be made to parents or guardians to evaluate the student.
3. A written request (referral) to evaluate the student is made. Details about the student's academic and social performance must be included to give the individuals reviewing the referral enough information to determine whether or not the student will receive a formal assessment.
4. After receiving permission from parents, a multi-disciplinary team of professionals including a teacher will attempt to gather a complete profile of the student's strengths and needs. Formal and informal assessment tools will be used to gather the information for this profile.
5. After determining that the student is eligible for special education, the multi-disciplinary team must construct an individualized learning plan and determine appropriate placement for the student.
6. The purpose of the IEP is to provide the student with an education that works with their strengths and needs. It specifies who will be involved in providing the education, what services will be offered, where, and for how long. It also measures the student's success in meeting goals set forth in the IEP. The IEP will be constructed by a team, including a parent/guardian, a general education teacher and a special educator, a representative from the school district, and an individual who is able to interpret the instructional implications of the evaluation. The IEP is not a set-in-stone curriculum or instructional agenda. It is simply an customized education plan that addresses the needs of the student.
As an IEP team member, it is critical that you have all the information about the student to give an accurate representation of the student's educational needs. It is important to monitor the success of the student while utilizing the IEP, and ensure that there are measurable annual goals for the student to meet. The IEP team member must also make sure that the student has access to the general education program. IEP team members must stay active in the IEP and write goals that are appropriate based on the student's current level of performance.
3. A written request (referral) to evaluate the student is made. Details about the student's academic and social performance must be included to give the individuals reviewing the referral enough information to determine whether or not the student will receive a formal assessment.
4. After receiving permission from parents, a multi-disciplinary team of professionals including a teacher will attempt to gather a complete profile of the student's strengths and needs. Formal and informal assessment tools will be used to gather the information for this profile.
5. After determining that the student is eligible for special education, the multi-disciplinary team must construct an individualized learning plan and determine appropriate placement for the student.
6. The purpose of the IEP is to provide the student with an education that works with their strengths and needs. It specifies who will be involved in providing the education, what services will be offered, where, and for how long. It also measures the student's success in meeting goals set forth in the IEP. The IEP will be constructed by a team, including a parent/guardian, a general education teacher and a special educator, a representative from the school district, and an individual who is able to interpret the instructional implications of the evaluation. The IEP is not a set-in-stone curriculum or instructional agenda. It is simply an customized education plan that addresses the needs of the student.
As an IEP team member, it is critical that you have all the information about the student to give an accurate representation of the student's educational needs. It is important to monitor the success of the student while utilizing the IEP, and ensure that there are measurable annual goals for the student to meet. The IEP team member must also make sure that the student has access to the general education program. IEP team members must stay active in the IEP and write goals that are appropriate based on the student's current level of performance.
Definitions, Characteristics, and Accommodations for Disabilities
Mental Disability or Cognitive Delay
definition- a person with a mental disability or cognitive delay will likely be limited in intellectual capabilities and in behavioral and social skills. They may lack or exhibit delays in conceptual, social, and practical adaptive skills.
Ten Possible Characteristics of Mentally Disabled or Cognitively Challenged Students:
1. Impaired cognitive functioning
2. Attentional deficits
3. Problems attending to relavent stimuli
4. Inefficient rehearsal strategies
5. Inability to generalize skills to novel settings/tasks
6. Difficulty in all subject areas, especially reading
7. Deficiencies in arithmetic, while performing more in line with their mental age
8. Often exhibit an external locus of control
9. Exhibit learned helplessness
10. Difficulty generalizing knowledge
Classroom Accommodations:
1. Since many students experience great difficulty with reading, I will be sure to include oral directions as well as written directions with all activities.
2. I will take into consideration the mental age of the student when establishing expectations in mathematics. I will modify topics/assignments to be within their realm of proximal development and provide the resources they might need to complete tasks (ie calculators, manipulatives, etc). 3. I will try to build self-esteem in these students so that learned helplessness will not play such an active role in day-to-day learning.
4. I will try to help these students to generalize their knowledge by providing them with opportunities to use their knowledge in different ways. For example, we will not just discuss money and complete worksheets on currency and exchange. Students may also physically exchange pretend currency or set up shops in order to "buy and sell" things to each other. Extra guidance and assistance for these students would be anticipated and would be provided as needed.
5. Children who exhibit attention deficits will be placed close to me so that I can provide extra encouragement to help students stay on task. External distractions will be minimized.
Learning Disabled
definition- a learning disability is a disorder in understanding or using language. This disorder may cause difficulties in an individual's ability to listen, speak, read, spell, write, or utilize mathematics. Conditions that qualify as learning disabilities include perceptual handicaps and dyslexia; disabilities resulting from sensory handicaps or mental retardation are not included under this category of disability.
Ten Possible Characteristics of Students with Learning Disabilities:
1. Hyperactivity
2. Disorders of attentions
3. Impulsivity
4. Language deficits
5. Academic difficulties
6. Poor motor abilities
7. Reading difficulties
8. Social skill deficits
9. Oral language deficits
10. Written language problems
Classroom Accommodations:
1. Because many students with learning disabilities have social skill deficits, I would encourage social interaction in the classroom. I would provide many opportunities for group work and would monitor interaction within those activities.
2. Reviewing appropriate social behavior periodically in addition to addressing problematic social behavior as it arises will help the student to adopt better social skills.
3. Allowing breaks (for a drink of water, to run an errand, to get up and stretch) can help a hyperactive student handle some of their excess energy; I would make such accommodations as needed for students who exhibited hyperactivity. I would also try to incorporate some structured, physically active learning throughout the day.
4. To help address the issue of language and reading difficulties, I would provide extra resources that targeted such skills in a fun and engaging way. Computer programs that focus on reading and language should be available, and flashcard games (which could be modified to include physical actions, like leap frog or around the world) could be utilized to help teach these skills.
5. Consistent encouragement and recognition of improvements and achievement must be present, especially because many of these students struggle academically. Helping establish positive self-esteem about a student's abilities will help them have a positive attitude towards work and school.
Gifted
definition- gifted students possess learning characteristics that enable them to learn quickly and accurately without much exposure to a topic.
Ten Possible Characteristics of Gifted Students:
1. Early reader
2. Highly verbal
3. Excellent memory
4. Highly inquisitive
5. Acquire information easily
6. Highly motivated
7. Good problem solver
8. Risk taker
9. Self-confident
10. Concern for social issues
Classroom Accommodations
1. Provide reading materials that will appeal to advanced readers. Children who are gifted readers and can process more challenging reading should have the resources to do so.
2. Giving gifted students a chance to exercise their verbal skills will help them to further develop this skill.
3. Problem-solving is a key part of learning; gifted students who are good problem solvers should be given the opportunity to problem solve as much as possible to develop this skill further. Problem solving is also a great way to learn material more deeply. I will help my students develop and utilize these skills through problem-based learning.
4. All students should be encouraged to participate in socially responsible behavior. Gifted students who exhibit concern for social issues should be encouraged to research topics of social importance, participate in volunteer activities, and share their concerns with their peers. I will serve as a facilitator for students who have these interests, providing them with resources and opportunities for social involvement.
5. I will utilize tiered assignments and paced instruction to keep gifted students engaged and working within their zone of proximal development. It is critical that gifted students do not get bored with material that is too easy; this denies them the same quality of education that their peers are receiving.
Emotional/Behavior Disorders
definition- a disability that is characterized by behavioral or emotional responses in school programs so diffrent from appropriate age, cultural, or ethnic norms that the responses adverselly affect educational performance, including academic, social, vocational, and personal skills. These behavioral/emotional responses are more than a temporary reaction, and are consistently exhibited at school. The behavior is not responsive to direct intervention through general education
Ten Possible Characteristics:
1. May exhibit difficulty building/maintaining relationships
2. Deficits in pragmatics
3. May use fewer words per sentence
4. May have difficulty staying on topic
5. Might use language that is inappropriate to social conversation
6. Typically score in the low-average range on measures of intelligence
7. May exhbit chronic school failure despite average intellectual abilities
8. May be less likely to graduate high school/be chronically absent
9. May exhibit aggressive behaviors
10. May exhibit lack of motivation, difficulty concentrating, and high activity levels.
Classroom Accommodations:
1. Provide the fewest possible number of rules while still covering all important bases.
2. Check for understanding of rules and review rules regularly.
3. Mix up assignments and activities; break up challenging tasks with easier, more diverting ones.
4. Consider students' attentional, developmental, and ability levels when planning activities and schedule.
5. Provide resources for the student to self-monitor, ie utilize the Academic Self-Monitoring Checklist.
Speech and Language Disorders
definition- problems in communication and related areas, like oral and motor functions. There can be a wide range in severity of the disorder.
Ten Possible Characteristics:
1. Limited use of vocabulary
2. Frequent hesitations
3. Repetition of information over and over in same conversation
4. Have trouble finding right word
5. Uses social language poorly
6. Inappropriate repsonse to questions
7. Difficulty following oral instructions
8. Difficulty with humor and figurative language
9. Misses parts of material presented verbally
10. Cannot recall sequences of ideas presented orally
Possible Classroom Accommodations:
1. Use visual aids and written instructions in addition to information presented verbally.
2. Encourge the student to ask questions anytime they need clarification.
3. Be sensitive to periods of fatigue and stress by allowing breaks when indicated.
4. Seat the child away from auditory and visual distractions to help them maintain focus.
5. Work to understand the student without calling attention to disfluent speech. Ask extra questions to get the message if the student isn't communicating an idea clearly. Exhibit patience!
Hearing Impaired
definition- disordered hearing
Ten Possible Characteristics:
1. Possible performance difficulties associated with speaking, reading, and writing language
2. Articulation discrimination problems
3. Voice quality discrimination problems
4. Tone discrimination problems
5. May prefer groups of 2 to larger groups
6. Have less language interaction during play
7. Spend less time involved in cooperative peer play
8. May exhibit significant delays in educational achievement
9. May exhibit differences in maturity, awareness of social mores and attitudes, and social interactions
10. Likely to have significant difficulties with reading.
Possible Classroom Accommodations:
1. seat student close to sound source (teacher, television, stereo, etc)
2. provide extra emphasis on vocabulary and language development
3. repeat instructions and provide them in multiple forms (ie written and spoken)
4. face the student while talking to help the student hear better and to allow for lip reading
5. assign a buddy to assist the student during the day; the student can alert the child to important verbal cues or instructions.
Health or Physical Challenges
definition- physical impairments include orthopedic impairments, multiple disabilities, traumatic brain injury, or other health concerns (like illness)
Characteristics will vary and depend on the condition and circumstances, but may include:
1. abnormal, involuntary uncoordinated motor movements
2. difficulty walking
3. require the use of various equipment
4. may experience shunt failure (signs include headache, changes in vision, vomiting, seizures)
5. visual perception problems
6. fatigue, lack of stamina
7. use of prosthetic devices
8. seizures
9. may exhibit a range of cognitive impairments, from mild cognitive impairment to mental retardation
10. impairments in social and behavioral functioning
Possible Classroom Accommodations:
1. Students with JRA or limb deficiencies can have access to technology that allows them to perform necessary tasks with a minimum of discomfort.
2. The classroom will be accessible for students with assistive equipment.
3. Class will be taught the basics aobut the disabilities in the class in a sensitive way. That will allow the class to become aware of possible problems, and enable them to be helpful and alert the teacher if they notice a problem (like a seizure).
4. Activities that involve active movement will have modifications that allow all students to be actively engaged.
5. Students with chronic illnesses and frequent absences will be accomodated. Work will be sent home along with an informational sheet for parents to enable them to assist their child with the material. Extra help will be available to the student upon returning to school, including review of the material that has been missed and any intensive preparation that needs to happen to prepare the student to participate in current classroom lessons.
definition- a person with a mental disability or cognitive delay will likely be limited in intellectual capabilities and in behavioral and social skills. They may lack or exhibit delays in conceptual, social, and practical adaptive skills.
Ten Possible Characteristics of Mentally Disabled or Cognitively Challenged Students:
1. Impaired cognitive functioning
2. Attentional deficits
3. Problems attending to relavent stimuli
4. Inefficient rehearsal strategies
5. Inability to generalize skills to novel settings/tasks
6. Difficulty in all subject areas, especially reading
7. Deficiencies in arithmetic, while performing more in line with their mental age
8. Often exhibit an external locus of control
9. Exhibit learned helplessness
10. Difficulty generalizing knowledge
Classroom Accommodations:
1. Since many students experience great difficulty with reading, I will be sure to include oral directions as well as written directions with all activities.
2. I will take into consideration the mental age of the student when establishing expectations in mathematics. I will modify topics/assignments to be within their realm of proximal development and provide the resources they might need to complete tasks (ie calculators, manipulatives, etc). 3. I will try to build self-esteem in these students so that learned helplessness will not play such an active role in day-to-day learning.
4. I will try to help these students to generalize their knowledge by providing them with opportunities to use their knowledge in different ways. For example, we will not just discuss money and complete worksheets on currency and exchange. Students may also physically exchange pretend currency or set up shops in order to "buy and sell" things to each other. Extra guidance and assistance for these students would be anticipated and would be provided as needed.
5. Children who exhibit attention deficits will be placed close to me so that I can provide extra encouragement to help students stay on task. External distractions will be minimized.
Learning Disabled
definition- a learning disability is a disorder in understanding or using language. This disorder may cause difficulties in an individual's ability to listen, speak, read, spell, write, or utilize mathematics. Conditions that qualify as learning disabilities include perceptual handicaps and dyslexia; disabilities resulting from sensory handicaps or mental retardation are not included under this category of disability.
Ten Possible Characteristics of Students with Learning Disabilities:
1. Hyperactivity
2. Disorders of attentions
3. Impulsivity
4. Language deficits
5. Academic difficulties
6. Poor motor abilities
7. Reading difficulties
8. Social skill deficits
9. Oral language deficits
10. Written language problems
Classroom Accommodations:
1. Because many students with learning disabilities have social skill deficits, I would encourage social interaction in the classroom. I would provide many opportunities for group work and would monitor interaction within those activities.
2. Reviewing appropriate social behavior periodically in addition to addressing problematic social behavior as it arises will help the student to adopt better social skills.
3. Allowing breaks (for a drink of water, to run an errand, to get up and stretch) can help a hyperactive student handle some of their excess energy; I would make such accommodations as needed for students who exhibited hyperactivity. I would also try to incorporate some structured, physically active learning throughout the day.
4. To help address the issue of language and reading difficulties, I would provide extra resources that targeted such skills in a fun and engaging way. Computer programs that focus on reading and language should be available, and flashcard games (which could be modified to include physical actions, like leap frog or around the world) could be utilized to help teach these skills.
5. Consistent encouragement and recognition of improvements and achievement must be present, especially because many of these students struggle academically. Helping establish positive self-esteem about a student's abilities will help them have a positive attitude towards work and school.
Gifted
definition- gifted students possess learning characteristics that enable them to learn quickly and accurately without much exposure to a topic.
Ten Possible Characteristics of Gifted Students:
1. Early reader
2. Highly verbal
3. Excellent memory
4. Highly inquisitive
5. Acquire information easily
6. Highly motivated
7. Good problem solver
8. Risk taker
9. Self-confident
10. Concern for social issues
Classroom Accommodations
1. Provide reading materials that will appeal to advanced readers. Children who are gifted readers and can process more challenging reading should have the resources to do so.
2. Giving gifted students a chance to exercise their verbal skills will help them to further develop this skill.
3. Problem-solving is a key part of learning; gifted students who are good problem solvers should be given the opportunity to problem solve as much as possible to develop this skill further. Problem solving is also a great way to learn material more deeply. I will help my students develop and utilize these skills through problem-based learning.
4. All students should be encouraged to participate in socially responsible behavior. Gifted students who exhibit concern for social issues should be encouraged to research topics of social importance, participate in volunteer activities, and share their concerns with their peers. I will serve as a facilitator for students who have these interests, providing them with resources and opportunities for social involvement.
5. I will utilize tiered assignments and paced instruction to keep gifted students engaged and working within their zone of proximal development. It is critical that gifted students do not get bored with material that is too easy; this denies them the same quality of education that their peers are receiving.
Emotional/Behavior Disorders
definition- a disability that is characterized by behavioral or emotional responses in school programs so diffrent from appropriate age, cultural, or ethnic norms that the responses adverselly affect educational performance, including academic, social, vocational, and personal skills. These behavioral/emotional responses are more than a temporary reaction, and are consistently exhibited at school. The behavior is not responsive to direct intervention through general education
Ten Possible Characteristics:
1. May exhibit difficulty building/maintaining relationships
2. Deficits in pragmatics
3. May use fewer words per sentence
4. May have difficulty staying on topic
5. Might use language that is inappropriate to social conversation
6. Typically score in the low-average range on measures of intelligence
7. May exhbit chronic school failure despite average intellectual abilities
8. May be less likely to graduate high school/be chronically absent
9. May exhibit aggressive behaviors
10. May exhibit lack of motivation, difficulty concentrating, and high activity levels.
Classroom Accommodations:
1. Provide the fewest possible number of rules while still covering all important bases.
2. Check for understanding of rules and review rules regularly.
3. Mix up assignments and activities; break up challenging tasks with easier, more diverting ones.
4. Consider students' attentional, developmental, and ability levels when planning activities and schedule.
5. Provide resources for the student to self-monitor, ie utilize the Academic Self-Monitoring Checklist.
Speech and Language Disorders
definition- problems in communication and related areas, like oral and motor functions. There can be a wide range in severity of the disorder.
Ten Possible Characteristics:
1. Limited use of vocabulary
2. Frequent hesitations
3. Repetition of information over and over in same conversation
4. Have trouble finding right word
5. Uses social language poorly
6. Inappropriate repsonse to questions
7. Difficulty following oral instructions
8. Difficulty with humor and figurative language
9. Misses parts of material presented verbally
10. Cannot recall sequences of ideas presented orally
Possible Classroom Accommodations:
1. Use visual aids and written instructions in addition to information presented verbally.
2. Encourge the student to ask questions anytime they need clarification.
3. Be sensitive to periods of fatigue and stress by allowing breaks when indicated.
4. Seat the child away from auditory and visual distractions to help them maintain focus.
5. Work to understand the student without calling attention to disfluent speech. Ask extra questions to get the message if the student isn't communicating an idea clearly. Exhibit patience!
Hearing Impaired
definition- disordered hearing
Ten Possible Characteristics:
1. Possible performance difficulties associated with speaking, reading, and writing language
2. Articulation discrimination problems
3. Voice quality discrimination problems
4. Tone discrimination problems
5. May prefer groups of 2 to larger groups
6. Have less language interaction during play
7. Spend less time involved in cooperative peer play
8. May exhibit significant delays in educational achievement
9. May exhibit differences in maturity, awareness of social mores and attitudes, and social interactions
10. Likely to have significant difficulties with reading.
Possible Classroom Accommodations:
1. seat student close to sound source (teacher, television, stereo, etc)
2. provide extra emphasis on vocabulary and language development
3. repeat instructions and provide them in multiple forms (ie written and spoken)
4. face the student while talking to help the student hear better and to allow for lip reading
5. assign a buddy to assist the student during the day; the student can alert the child to important verbal cues or instructions.
Health or Physical Challenges
definition- physical impairments include orthopedic impairments, multiple disabilities, traumatic brain injury, or other health concerns (like illness)
Characteristics will vary and depend on the condition and circumstances, but may include:
1. abnormal, involuntary uncoordinated motor movements
2. difficulty walking
3. require the use of various equipment
4. may experience shunt failure (signs include headache, changes in vision, vomiting, seizures)
5. visual perception problems
6. fatigue, lack of stamina
7. use of prosthetic devices
8. seizures
9. may exhibit a range of cognitive impairments, from mild cognitive impairment to mental retardation
10. impairments in social and behavioral functioning
Possible Classroom Accommodations:
1. Students with JRA or limb deficiencies can have access to technology that allows them to perform necessary tasks with a minimum of discomfort.
2. The classroom will be accessible for students with assistive equipment.
3. Class will be taught the basics aobut the disabilities in the class in a sensitive way. That will allow the class to become aware of possible problems, and enable them to be helpful and alert the teacher if they notice a problem (like a seizure).
4. Activities that involve active movement will have modifications that allow all students to be actively engaged.
5. Students with chronic illnesses and frequent absences will be accomodated. Work will be sent home along with an informational sheet for parents to enable them to assist their child with the material. Extra help will be available to the student upon returning to school, including review of the material that has been missed and any intensive preparation that needs to happen to prepare the student to participate in current classroom lessons.
Same Yet Different (Lesson Plan 1)
Same Yet Different
Grade Level: 1st Grade
Goal: to understand that there are differences among the same kinds of plants and animals.
National Educational Standards
Science
Standard 4.
Understands the principles of heredity and related concepts
Materials Needed
· Paper
· Pencil
Other Materials:
live plants, classroom pets, photos of two (or more) of the same kind of plants and animals, magazines and newspapers that include pictures that show individual differences in members of a type of plants and animals (for example, different kinds of dogs, bears, snakes, roses), access to Internet, worksheets with a plain face shape drawn on them
Other Resources
internet
Objectives
Know that differences exist among individuals of the same kind of plant or animal
Procedures
-Ask the students to raise their hands in response to the following questions:
1. How many of you are people?2. How many of you are children?3. How many of you live in (your country, state, or city/town)?
-discuss similarities and differences raised by the questions (we are all people, we all live in the state, but we are not all blond or tall or freckled or dark skinned)
-discuss the difference between choice and inherited traits (like how where we live is based on choice, but freckles are inherited)
-provide access to magazines and Internet websites which provide pictures of living things and ask students to do 3 things:
1. Find 3 examples of individual differences in the same kind of plants and/or animals (e.g., dogs, snakes, roses).2. Cut out the pictures (or print them from the Internet) and paste them on a paper to turn in as their lab report. 3. Circle or label the differences between the plants or animals.
-finish up by allowing students to discuss some of the differences they found in their individual plants and animals
Assessment/Verification
-ask questions in class to assess understanding of choice vs. inherited traits
-discussion and questions about what makes members of the same family or species different and the same
-lab report (demonstrate an understanding of the lesson)
-final discussion of differences and similarities between individual plants/animals
Reinforcement/ Expansion Activities
-students will work in groups of 3. Each group will receive a picture of a person. Students will work together determine what kind of features are choice (ie hairstyle) and which are inherited (blue eyes)
-working individually, students will create “personal heredity map”, drawing their inherited features onto a plain face
-gifted students can be given a wider variety of pictures (ie, a set of pictures including a tree, a flower, grass, a bush, and algae) and could then write about what makes these plants both similar and different
Adaptations
-a cognitive training approach could be taken with students with learning disabilities. The steps for the lab report could be modeled and talked through aloud with the student, then the student could begin the task while the teacher provides verbal directions and guidance.
-students with mental retardation could be given pictures of two similar things that show one notable difference (like two girls who look the same but have different hair color, or two flowers that look the same but have different colored petals) and can be encouraged to pick out what is different
-students with mental retardation could also be given 2 sets of paired pictures and be encouraged to group them. For example 2 cat cards (with one black cat and one white cat) and 2 tree cards (with one tree in winter and one in summer) can be laid out, and the student can be encouraged to group them.
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=208
Grade Level: 1st Grade
Goal: to understand that there are differences among the same kinds of plants and animals.
National Educational Standards
Science
Standard 4.
Understands the principles of heredity and related concepts
Materials Needed
· Paper
· Pencil
Other Materials:
live plants, classroom pets, photos of two (or more) of the same kind of plants and animals, magazines and newspapers that include pictures that show individual differences in members of a type of plants and animals (for example, different kinds of dogs, bears, snakes, roses), access to Internet, worksheets with a plain face shape drawn on them
Other Resources
internet
Objectives
Know that differences exist among individuals of the same kind of plant or animal
Procedures
-Ask the students to raise their hands in response to the following questions:
1. How many of you are people?2. How many of you are children?3. How many of you live in (your country, state, or city/town)?
-discuss similarities and differences raised by the questions (we are all people, we all live in the state, but we are not all blond or tall or freckled or dark skinned)
-discuss the difference between choice and inherited traits (like how where we live is based on choice, but freckles are inherited)
-provide access to magazines and Internet websites which provide pictures of living things and ask students to do 3 things:
1. Find 3 examples of individual differences in the same kind of plants and/or animals (e.g., dogs, snakes, roses).2. Cut out the pictures (or print them from the Internet) and paste them on a paper to turn in as their lab report. 3. Circle or label the differences between the plants or animals.
-finish up by allowing students to discuss some of the differences they found in their individual plants and animals
Assessment/Verification
-ask questions in class to assess understanding of choice vs. inherited traits
-discussion and questions about what makes members of the same family or species different and the same
-lab report (demonstrate an understanding of the lesson)
-final discussion of differences and similarities between individual plants/animals
Reinforcement/ Expansion Activities
-students will work in groups of 3. Each group will receive a picture of a person. Students will work together determine what kind of features are choice (ie hairstyle) and which are inherited (blue eyes)
-working individually, students will create “personal heredity map”, drawing their inherited features onto a plain face
-gifted students can be given a wider variety of pictures (ie, a set of pictures including a tree, a flower, grass, a bush, and algae) and could then write about what makes these plants both similar and different
Adaptations
-a cognitive training approach could be taken with students with learning disabilities. The steps for the lab report could be modeled and talked through aloud with the student, then the student could begin the task while the teacher provides verbal directions and guidance.
-students with mental retardation could be given pictures of two similar things that show one notable difference (like two girls who look the same but have different hair color, or two flowers that look the same but have different colored petals) and can be encouraged to pick out what is different
-students with mental retardation could also be given 2 sets of paired pictures and be encouraged to group them. For example 2 cat cards (with one black cat and one white cat) and 2 tree cards (with one tree in winter and one in summer) can be laid out, and the student can be encouraged to group them.
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=208
Welcome Wagon (Lesson Plan 2)
Welcome Wagon
Grade Level: 4th Grade
Goal: to gain an understanding of immigration, and better understand the immigrant experience
National Educational Standards:
Standard 3. understands the people, events, problems, and ideas that were significant in creating the history of their state
Materials Needed
· Paper
· Pencil
Other Resources
Internet, guest immigrant speakers
Objectives
understand the reasons recent immigrants came to the state or region, what their lives were like, and their experiences of adjustment (e.g., problems and opportunities experienced in housing, the workplace, and the community)
-students will be able to personalize this experience and relate it to real people
-students will be able put themselves in the shoes of an immigrant
-students will gain a greater compassion and understanding of human experience
-students will gain an appreciation for diversity
Procedures
1. class will participate in guided discussion of various historical reasons for immigration (disease, famine, war)
2. class will discuss current trends in immigration
3. class will be given background information on guest immigrant speakers
4. each student will prepare 3 relavent questions to ask the speaker
Assessment/Verification
1. after each guest speaker presents, students will complete a worksheet about the speaker’s experience and relate it to our discussion of immigration
2. class will use the worksheets to write reports about the experiences of America’s immigrants
3. class will be instructed to consider what might be different about today’s immigrants than immigrants
Reinforcement/ Expansion Activities
-class will do research on the internet about trends in world immigration
-students will work in groups of 3 to discuss what different feelings and experiences they might have if they were to immigrate to another country
-students will independently brainstorm ways that immigration enriches our culture
Adaptations
-I will videotape the guest presentations (after getting permission) and transcribe them so that students with a hearing disability can watch the video and read along in order to fully appreciate the information being presented
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=186
Grade Level: 4th Grade
Goal: to gain an understanding of immigration, and better understand the immigrant experience
National Educational Standards:
Standard 3. understands the people, events, problems, and ideas that were significant in creating the history of their state
Materials Needed
· Paper
· Pencil
Other Resources
Internet, guest immigrant speakers
Objectives
understand the reasons recent immigrants came to the state or region, what their lives were like, and their experiences of adjustment (e.g., problems and opportunities experienced in housing, the workplace, and the community)
-students will be able to personalize this experience and relate it to real people
-students will be able put themselves in the shoes of an immigrant
-students will gain a greater compassion and understanding of human experience
-students will gain an appreciation for diversity
Procedures
1. class will participate in guided discussion of various historical reasons for immigration (disease, famine, war)
2. class will discuss current trends in immigration
3. class will be given background information on guest immigrant speakers
4. each student will prepare 3 relavent questions to ask the speaker
Assessment/Verification
1. after each guest speaker presents, students will complete a worksheet about the speaker’s experience and relate it to our discussion of immigration
2. class will use the worksheets to write reports about the experiences of America’s immigrants
3. class will be instructed to consider what might be different about today’s immigrants than immigrants
Reinforcement/ Expansion Activities
-class will do research on the internet about trends in world immigration
-students will work in groups of 3 to discuss what different feelings and experiences they might have if they were to immigrate to another country
-students will independently brainstorm ways that immigration enriches our culture
Adaptations
-I will videotape the guest presentations (after getting permission) and transcribe them so that students with a hearing disability can watch the video and read along in order to fully appreciate the information being presented
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=186
What is Your State Symbol? (Lesson Plan 3)
What is Your State Symbol?
Grade Level: 3rd Grade
Goal: students will understand how effectively symbols represent the state
National Educational Standards:
History
Standard 3. Understands the people, events, problems, and ideas that were significant in creating the history of their state
Language
Standard 4. Gathers and uses information for research purposes
Standard 1. Uses the general skills and strategies of the writing process
Materials Needed
Paper
Pencil
Poster board
Markers
Crayons
Rulers
Tape
Construction paper
Other Resources
-internet (www.state.(state abbreviation here).us ; http://www.netstate.com/)
-book: The Scrambled States of America by Laurie Keller
-game: Scrambled States of America Learning Game by Gamewright
Objectives
-to gather and use information
-to understand symbols and what they represent
-to learn more about our state
-to learn more about other states
-to understand how effectively symbols represent the state
Procedures
-ask students if they can identify our state slogan, flower, bird, motto, symbol, and flag
-discuss reasons we have state symbols, mottes, etc.
-provide a list of state abbreviation
-guide students in using internet and book to research state symbols (each student will research 3 states and can share some information with the class)
-put students in groups to research one particular state and present their state to the class
Assessment/Verification
-classroom presentation about one state which must include state flag, motto, bird, and flower
-worksheet with facts about our state
Reinforcement/ Expansion Activities
-group project: pick one state and research it. Draw the flag, make a poster showing what the state symbols are. Include any interesting facts about your state that stand out. Present to the class.
-independent project: design your own flag (family flag, club flag, personal flag, etc.) and symbols. Explain why these symbols represent you.
-students can play the Scrambled States Learning Game
-homework: write a report about why our state symbol was chosen and how well YOU think it reflects our state. Think of another symbol we could use and explain why.
Adaptations
Gifted students can do extra research on the states, like the order in which they became part of the U.S., and can write a report on significant historical events or landmarks in a state of their choice
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=51
Grade Level: 3rd Grade
Goal: students will understand how effectively symbols represent the state
National Educational Standards:
History
Standard 3. Understands the people, events, problems, and ideas that were significant in creating the history of their state
Language
Standard 4. Gathers and uses information for research purposes
Standard 1. Uses the general skills and strategies of the writing process
Materials Needed
Paper
Pencil
Poster board
Markers
Crayons
Rulers
Tape
Construction paper
Other Resources
-internet (www.state.(state abbreviation here).us ; http://www.netstate.com/)
-book: The Scrambled States of America by Laurie Keller
-game: Scrambled States of America Learning Game by Gamewright
Objectives
-to gather and use information
-to understand symbols and what they represent
-to learn more about our state
-to learn more about other states
-to understand how effectively symbols represent the state
Procedures
-ask students if they can identify our state slogan, flower, bird, motto, symbol, and flag
-discuss reasons we have state symbols, mottes, etc.
-provide a list of state abbreviation
-guide students in using internet and book to research state symbols (each student will research 3 states and can share some information with the class)
-put students in groups to research one particular state and present their state to the class
Assessment/Verification
-classroom presentation about one state which must include state flag, motto, bird, and flower
-worksheet with facts about our state
Reinforcement/ Expansion Activities
-group project: pick one state and research it. Draw the flag, make a poster showing what the state symbols are. Include any interesting facts about your state that stand out. Present to the class.
-independent project: design your own flag (family flag, club flag, personal flag, etc.) and symbols. Explain why these symbols represent you.
-students can play the Scrambled States Learning Game
-homework: write a report about why our state symbol was chosen and how well YOU think it reflects our state. Think of another symbol we could use and explain why.
Adaptations
Gifted students can do extra research on the states, like the order in which they became part of the U.S., and can write a report on significant historical events or landmarks in a state of their choice
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=51
Creative Collage (Lesson Plan 4)
Creative Collage
Grade Level: 4
Goal: As a result of this activity, students will construct a collage that represents their own unique identity.
National Educational Standards:
Behavioral Studies
Standard 1.
Understands that group and cultural influences contribute to human development, identity, and behavior
Materials Needed
Paper
Pencil
Magazines
Newspapers
Drawing supplies
Scissors
Glue/tape
Objectives
-understand that various factors (e.g., interests, capabilities, values) contribute to the shaping of a person's identity
-gain a greater understanding of one’s own personal identity
Procedures
-brainstorm as a class what different factors make up who you are as a person (ie, family, friends, religion, values, neighborhood, place of birth, cultural heritage, interests, skills, talents, hobbies, likes, and dislikes)
-ask students to brainstorm about their own identities and personalities
-make newspapers and magazines available to students to look through for pictures and words that represent who they are
-instruct students to arrange these words and pictures into a creative “ME” collage that represents who they are
Assessment/Verification
-have students present their collage to the class and explain how it represents them
-have class take notes on each presentation (write the presentor’s name and list some of the traits they emphasized in their collage)
-have class help make a comprehensive list that includes traits of all students (example: Our Class Is: caring, athletic, imaginitive…)
-have students write a short journal entry about how collages can represent each person’s uniqueness and reflect on the collage experience
Reinforcement/ Expansion Activities
-short journal entry about the experience
-reflection on how collages can depict our uniqueness
-individual time preparing collage
Adaptations
students with ADD:
-can be given a smaller supply of newspapers and magazines to work with so that they have fewer distractions and don’t feel bogged down with options
-can be given short breaks during the creation of the collage
-will sit close to the teacher during presentation so that their behavior and attention can be monitored more closely
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=57
Grade Level: 4
Goal: As a result of this activity, students will construct a collage that represents their own unique identity.
National Educational Standards:
Behavioral Studies
Standard 1.
Understands that group and cultural influences contribute to human development, identity, and behavior
Materials Needed
Paper
Pencil
Magazines
Newspapers
Drawing supplies
Scissors
Glue/tape
Objectives
-understand that various factors (e.g., interests, capabilities, values) contribute to the shaping of a person's identity
-gain a greater understanding of one’s own personal identity
Procedures
-brainstorm as a class what different factors make up who you are as a person (ie, family, friends, religion, values, neighborhood, place of birth, cultural heritage, interests, skills, talents, hobbies, likes, and dislikes)
-ask students to brainstorm about their own identities and personalities
-make newspapers and magazines available to students to look through for pictures and words that represent who they are
-instruct students to arrange these words and pictures into a creative “ME” collage that represents who they are
Assessment/Verification
-have students present their collage to the class and explain how it represents them
-have class take notes on each presentation (write the presentor’s name and list some of the traits they emphasized in their collage)
-have class help make a comprehensive list that includes traits of all students (example: Our Class Is: caring, athletic, imaginitive…)
-have students write a short journal entry about how collages can represent each person’s uniqueness and reflect on the collage experience
Reinforcement/ Expansion Activities
-short journal entry about the experience
-reflection on how collages can depict our uniqueness
-individual time preparing collage
Adaptations
students with ADD:
-can be given a smaller supply of newspapers and magazines to work with so that they have fewer distractions and don’t feel bogged down with options
-can be given short breaks during the creation of the collage
-will sit close to the teacher during presentation so that their behavior and attention can be monitored more closely
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=57
Once Upon a Time (Lesson Plan 5)
Once Upon a Time…
Grade Level: Kindergarten and 1st Grade
Goal: students will use picture clues to understand story meaning and sequence.
National Educational Standards:
Language Arts
Standard 1. Uses the general skills and strategies of the writing process
Standard 5. Uses the general skills and strategies of the reading process
Materials Needed
picture books, predictable books, and fairy tales
Objectives
-use strategies to organize written work (e.g., includes a beginning, middle, and ending; uses a sequence of events)
-use meaning clues (e.g., picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior)
Procedures
1. Read a predictable storybook together as a class
-discuss what kind of language signals different parts of the book (transitional language, language that signals the beginning, middle and end of the book) and brainstorm a list of words and phrases
-talk about information that is presented at different parts of a book (beginning may establish setting, character personalities and relationships, and time; middle may develop personality traits and describe events; end may offer a moral or a lesson)
2. Choose a picture book with no words to “read” to the class. Model how to use picture clues and logical sequencing to create a story that matches the drawings. Utilize words from the list of signal words brainstormed by the class.
3. Make a selection of picture books without words available and pair students up to practice story telling based on logical sequencing and picture inferences.
Assessment/Verification
-circulate around the room while students are working in pairs to listen to stories and check for comprehension of sequence and picture clues
-check for utilization of transitional words and signal words
-send a picture book without words home with each student and ask parents to sign a sheet saying their child created a story to go along with the picture book sent home
Reinforcement/ Expansion Activities
-send students home with some small picture books and ask students to “read” them with their parents
(make sure that a note explaining the activity to parents is sent home as well)
Adaptations
-students with behavioral disorders or ADD may complete the in-class pairs activity with an older reading buddy or classroom volunteer
-students who have ADD may complete the activity in the hall or in a quiet place with less distractions
-students with language or hearing disorders can complete the activity in a quiet place with fewer auditory and visual distractions
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=35
Grade Level: Kindergarten and 1st Grade
Goal: students will use picture clues to understand story meaning and sequence.
National Educational Standards:
Language Arts
Standard 1. Uses the general skills and strategies of the writing process
Standard 5. Uses the general skills and strategies of the reading process
Materials Needed
picture books, predictable books, and fairy tales
Objectives
-use strategies to organize written work (e.g., includes a beginning, middle, and ending; uses a sequence of events)
-use meaning clues (e.g., picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior)
Procedures
1. Read a predictable storybook together as a class
-discuss what kind of language signals different parts of the book (transitional language, language that signals the beginning, middle and end of the book) and brainstorm a list of words and phrases
-talk about information that is presented at different parts of a book (beginning may establish setting, character personalities and relationships, and time; middle may develop personality traits and describe events; end may offer a moral or a lesson)
2. Choose a picture book with no words to “read” to the class. Model how to use picture clues and logical sequencing to create a story that matches the drawings. Utilize words from the list of signal words brainstormed by the class.
3. Make a selection of picture books without words available and pair students up to practice story telling based on logical sequencing and picture inferences.
Assessment/Verification
-circulate around the room while students are working in pairs to listen to stories and check for comprehension of sequence and picture clues
-check for utilization of transitional words and signal words
-send a picture book without words home with each student and ask parents to sign a sheet saying their child created a story to go along with the picture book sent home
Reinforcement/ Expansion Activities
-send students home with some small picture books and ask students to “read” them with their parents
(make sure that a note explaining the activity to parents is sent home as well)
Adaptations
-students with behavioral disorders or ADD may complete the in-class pairs activity with an older reading buddy or classroom volunteer
-students who have ADD may complete the activity in the hall or in a quiet place with less distractions
-students with language or hearing disorders can complete the activity in a quiet place with fewer auditory and visual distractions
Bibliography: http://www.mcrel.org/compendium/activityDetail.asp?activityID=35
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