Presentation/Assigment
TinaF
635FeedbackJB.docxInstruction:
All candidates must comment a minimum of twice on a minimum of 2 different days on these projects - focus on deepening the conversation by asking a question, for clarification, or reflecting on your experience as it relates to the topic. Bring your textbook reading into the discussion.
Classmate J.B. I need feedback please based on her lesson plan and video
Motor Skill Delay/ Case Study- Epilepsy
Troy is a 2nd grade male student who currently attends an ICT (Inclusion) classroom. Troy was diagnosed with epilepsy after he was having multiple seizures daily at around the age of 4 years old. Troy did not attend any pre-k programs, and remained at home with his mother. Troy’s parents were able to record one of his seizure episodes to present to his pediatrician. Troy was then referred for extensive medical exams which included an EEG, a PET, and an MRI. These scans monitored Troy's brain activity, and supported the team of specialists to diagnose Troy with epilepsy. Troy's epilepsy has impacted his cognition, motor skills, memory retrieval skills, ability to follow sequencing of events, attending and focus abilities, and has affected his self-image as a result of feeling embarrassed by his seizures. An IEP was developed for Troy in which these needs would be addressed through specific learning goals. In addition to all of the impacts that epilepsy has had on Troy's development, he is being treated with anti-seizure medication which is highly effective, but also has side effects of restlessness which makes Tory’s existing challenge with focusing even harder.
Some of Troy's strengths include writing which will be addressed in this lesson. As Troy is strong in his fine motor skills, he will work with another classmate to write down the score of the game using a scoreboard and tally system. This may also support Troy in his social emotional goal of communicating and interacting with another peer in a social situation. Troy has challenges with socialization and self-image due to the embarrassment he feels from his disability. Keeping the score may also support Troy in feeling a sense of importance as he is in charge of a task for this game. Troy will also be working on his gross motor skills by throwing the balls, and strengthening his fine motor skills by picking up the balls. As a modification, Troy will also write math rules and operations pertaining to addition and subtraction a math notebook, which he can refer to during this lesson if he loses focus, or cannot retrieve how to add or subtract. This will also address Troy's IEP goal of strengthening his fine motor skills by writing math operations with appropriate spacing in between numbers and symbols. Troy also has challenges when it comes to remembering sequencing of ideas and events. Visual aids such as a graphic organizer in the form a sequencing map with explicit instructions, a large red arrow to point to which team's turn it is, as well as red counter manipulatives in the beginning of the lesson to practice math operations will support Troy in his challenges which have affected Troy due to his disability. As Troy is also easily distracted, distractions in the room physically and in terms of sound will try to be as minimized as possible.
