2nd+Part+Group+3+Wikli+Page

PART 3: Because of the obvious decline in Sandra's work and her recent complaints about her eyes, Sandra's parents take her to get a full medical exam. After and eye exam, the doctor discovered that Sandra has developed a condition called Trachoma, which could be the cause of her academic problems and can lead to blindness ([|http://] [|www.mayoclinic.com/health/**trachoma**/DS00776] ).

Sandra's parents called her teacher the next day to tell her the results of Sandra's eye exam. The Trachoma in both of Sandra's eyes has caused permanent scarring and Sandra's vision will never return to the good vision she had before. Because Sandra's condition is causing academic problems, Mrs. Jackson calls a meeting to discuss ways to help Sandra. In attendace were the vice principal, Sandra's parents, and Mrs. Jackson. They discussed how this eye condition can become chronic and what kinds of things they could do to help rekindle Sandra's academic success.

Ms. Jackson understands that blindness and low vision do not effect what a student learns but how they learn. As part of Sandra's accommodations, Mrs. Jackson agreed to have Sandra sit in the front of the classroom where she see better and hear the teacher better than when sitting in the back of the room. For testing, Mrs. Jackson is to administer all tests verbally to Sandra in order to ensure that she can comprehend all of the questions presented to her. Mrs. Jackson also recommends that Sandra inform the class on what is happening to her and what kinds of problems she is having with her vision. []

Part 3 Rev. 1 In order to help Sandra to begin to think about becoming independent, confident and strong outside the classroom, an expanded core curriculum of training will be given to transition from school to adulthood. She will learn skills that help her use her senses and adaptave capabilities to live away from home, cook, ride the bus, get around in her community, go to college, find a place to live, and help her with social skills to meet new people and make friendships.Vocational skills can include relationships between work and play, understanding the value of work, job and career awareness, job acquisition skills, typical job adaptions that workers with visual impairments use, and attitudes about work habits and motivation. Daily living skills training can include food preparation, basic home repair, using community services, money management, shopping, housekeeping time and calendar uses. Social Interaction skills can include special classroom training to help Sandra to learn how to make good choices for herself that will help her accomplish her lifetime goals. Assistive technology that Sandra can use to help her with classwork: Keyboarding skills, braille access devices, visual assistive software and devices. Classroom instruction should include maintenance and troubleshooting of these devices.

Facilitator Notes: It is important for Sandra to understand her own condition and to inform the class of her condition. She and Ms. Jackson need to explain to the class what kinds of accommodations Sandra will receive and why she needs them so the rest of the class does not think that Sandra is receiving favoritism. 

1. What are some other accommodations Sandra should receive? 2. Should she be invited to the meeting? 3. Should Sandra receive an IEP or 504 plan and why? In order to help Sandra to begin to think about becoming independent, confident and strong outside the classroom, an expanded core curriculum of training will be given to transition from school to adulthood. She will learn skills that help her use her senses and adaptive capabilities to live away from home, cook, ride the bus, get around in her community, go to college, find a place to live, and help her with social skills to meet new people and make friendships.
 * __Lynn’s Part 3 Rev. 2 6-22-09 4:50 P.M__**.

Vocational skills can include relationships between work and play, understanding the value of work and money, job and career awareness, skills to help find a job, resume writing, interview techniques, typical job adaptations that workers with visual impairments use, and attitudes about work habits, getting to work on time attitude, appearance and motivation.

Daily living skills training can include food preparation, basic home repair, finding and using community services, money management, shopping, housekeeping,learning skills to help use time wisely.

Social Interaction skills can include special classroom training to help Sandra to learn how to make good choices for herself that will help her accomplish her lifetime goals.

Assistive technologies that Sandra can use to help her with class work are: Keyboarding skills, Braille access devices, visual assistive software and devices. Sandra’s classroom instruction should include teaching maintenance and troubleshooting of these devices. []

Facilitator Notes:Not only is it important to help Sandra to get the academic accommodations she needs for the classroom, Sandra will need vocational, and daily living skills to help her be a happy, independent and successful person in her community and the world at large.

Question1: What will Sandra's IEP include? Question 2 Will Sandra need to learn a vocation to support herself after high school or will she be able to go to college? Questions 3 Does Sandra need to explain to the class about her medical condition?  Part 3 **__ Kelly, Jaede and Michael, The following is is how I tried to combine each of our part 3's of the wiki page, I did this last night on word.Lynn __** Kelly Because of the obvious decline in Sandra's work and her recent complaints about her eyes, Sandra's parents take her to get a full medical exam. After the eye exam, the doctor discovered that Sandra has developed a condition called Trachoma, which could be the cause of her academic problems and can lead to blindness ([] ). Sandra's parents called her teacher the next day to tell her the results of Sandra's eye exam. The Trachoma in both of Sandra's eyes has caused permanent scarring and Sandra's vision will never return to the good vision she had before. Because Sandra's condition is causing academic problems, Mrs. Jackson calls a meeting to discuss ways to help Sandra. In attendace were the vice principal, Sandra's parents, and Mrs. Jacksonand a translator. They discussed how this eye condition can become chronic and what kinds of things they could do to help rekindle Sandra's academic success.

Kelly As part of Sandra's accommodations, Mrs. Jackson agreed to have Sandra sit in the front of the classroom where she can see better and hear the teacher better than when sitting in the back of the room. For testing, Mrs. Jackson is to administer all tests verbally to Sandra in order to ensure that she can comprehend all of the questions presented to her. Mrs. Jackson also recommends that Sandra inform the class on what is happening to her and what kinds of problems she is having with her vision. []. Ms. Jackson also suggested that Sandra's parents should also research ways to accommodate Sandra at home. []. Facilitator Notes: It is important for Sandra to understand her own condition and to inform the class of her condition. She and Ms. Jackson need to explain to the class what kinds of accommodations Sandra will receive and why she needs them so the rest of the class does not think that Sandra is receiving favoritism. Sandra's parents can join support groups for parents with a child who is visually impaired, such as the National Association for Parents of Children with Visual Impairments (NAPVI).

1. What are some other accommodations Sandra should receive? 2. Should she be invited to the meeting? 3. Should Sandra receive an IEP or 504 plan and why

Jaede Ms. Jackson has accominadated special lighting and purchased text books on dvd for Sandra to use in the classroom. She has also began to research ways to teach braille an incorporate the notes and activities for Sandra. Sandra was moved teo the front of the classroom where she will be able to see the board better with the help of large writing. Sandra is also using her lap top to take notes in the class when she is not able to use a student to create notes for her.Her notes are then converted into braille so she can practice. Ms. Jackson and Sandra's parents, Mr. and Mrs Vasquez are promoting self efficacy. They are showing Sandra that she is still able to do the things she wants in life. Ms. Jackson has pointed out there are many scholarships and programs available for Sandra to participate in to help her with furthering her education.

Lynn Lynn’s Part 3 Rev. 2 6-22-09 4:50 P.M. In order to help Sandra to begin to think about becoming independent, confident and strong outside the classroom, an expanded core curriculum of training will be given to transition from school to adulthood. She will learn skills that help her use her senses and adaptive capabilities to live away from home, cook, ride the bus, get around in her community, go to college, find a place to live, and help her with social skills to meet new people and make friendships. Vocational skills can include relationships between work and play, understanding the value of work and money, job and career awareness, skills to help find a job, resume writing, interview techniques, typical job adaptations that workers with visual impairments use, and attitudes about work habits, getting to work on time attitude, appearance and motivation. Daily living skills training can include food preparation, basic home repair, finding and using community services, money management, shopping, housekeeping,learning skills to help use time wisely. Social Interaction skills can include special classroom training to help Sandra to learn how to make good choices for herself that will help her accomplish her lifetime goals. Assistive technologies that Sandra can use to help her with class work are: Keyboarding skills, Braille access devices, visual assistive software and devices. Sandra’s classroom instruction should include teaching maintenance and troubleshooting of these devices. [] Facilitator Notes:Not only is it important to help Sandra to get the academic accommodations she needs for the classroom, Sandra will need vocational, and daily living skills to help her be a happy, independent and successful person in her community and the world at large.

Question1: What will Sandra's IEP include? Question 2 Will Sandra need to learn a vocation to support herself after high school or will she be able to go to college? Questions 3 Does Sandra need to explain to the class about her medical condition?

Michael We are aware that Sandra has to work at your bakery while going to school. At times this must be difficult for Sandra to balance the time do her homework as well as time to do work at the bakery. We think a lot of Sandra and we think that she has what it takes to succeed in the U.S. despite her disability. There are So many fo Sandra’s classmates will be university graduates and we are sure that Sandra will be in this group too. Sandra’s parents agree and say that at this time they are only just getting the bakery off the ground. They cannot see how it would be possible to have the kind of money needed to send Sandra to College. The school councelor says that you may think that four years is a long way off but it really isn’t. Keep in mind that in the future Sandra's income will only be half what it could be without a college education. Sandra is a very curious person and college will be a great fit for her. Maybe she will graduate with a business degree and decide to help you start a chain of bakeries. There are so many ways to get money for college in America. There are student loans, grants, and scholarships for Sandra to get and earn. The most important thing is for her to have the time she needs to do her homework and to get good grades. We are sure that she can do it if she has your support. Sandra’s parents reply that they have not thought of college in this way before. They had not considered expanding their bakeries before now. If they are successful with one maybe we could even franchise our concept. Mr. Diaz says he read somewhere that this is how many large firms in America have become big. I know there are other Brazilian Bakeries in Atlanta, Boston and Mount Vernon, Virginia. Our chain of bakeries would be better because of my grandmother's recipes. We think that we have the traditional and new baked goods and we have the ambition to start a big chain. Our real hope is that Sandra will succeed at something she wants to do. We agree to cut her hours some and help her any way that we can. We will start to save for her college fund starting immediately. sandar is excited about her future. She says she can hardly wait to go to college. She begins to think about getting grades are good enough to enroll early. I will work hard to et good grades so that I have the opportunity to get a scholarship. I hate for my parents to use their money, when they need to put it into their business. Maybe I could help them with new bakeries. I think we need a name for them if we are going to expand. The name I came up with is Free Beginnings or Novo Primordios in our native language. [|http://www.westchestermagazine]

**__Lynn's Relection on the Wiki assignment__**: Learning to create on a wiki site has been a good experience for me. It helped me to learn more about the computer and the activity gave me more confidence in using the computer and writing. Creating a case to study is a great way to think and learn about the subject of Special Education and Exceptional Students. It would have been a lot easier to work on this project individually and we may have accomplished the task in a shorter period of time. I did like working with a group although we were never really on the computer at the same time. We each wrote our version of events for part 1, 2, and 3. Then it was necessary to have someone combine the ideas to make it into a cohesive and realistic case. It is difficult to edit someone's thoughts and ideas. We wanted to include as much of each persons ideas as possible and at the same time keep the story traveling in one direction. I wish that we could have agreed upon a time or place to post notes and communicate with each member of our group. I enjoyed working with my group members and I think I learned a lot from all of them. Each member brought something unique and interesting to our case. ** Lynn's 3rd Rev. of 2nd part **  Sandra's teacher has been trying to meet with her parents to discuss Sandra academic progress since she arrived in America. The bakery has a very busy schedule so Ms. Jackson decides to visit her parents at the shop before it closes. Ms. Jackson has brought Sandra's class portfolio to demonstrate her progress. Ms. Jackson meets Mr. and Ms. Vasquez at the bakery. Once the bakery was closed and the conference begins. Ms. Jackson learns Sandra was a social butterfly in Brazil and she had several friends. It was also confirmed that she had a very good grades and never had any difficulties learning. Mr. and Ms. Vasquez found it hard to believe Sandra was not succeeding and wanted to know why her grades were slipping. Ms. Jackson began to go through Sandra's portfolio. Immediately Mr. and Ms. Vasquez stated that this was not Sandra's handwriting. Ms. Jackson admitted it did not match the work she brought with her from her homeland and thought it was something wrong with the samples. Ms. Jackson suggested Sandra sit in a different place in the classroom and maybe her handwriting would improve due to better access to the blackboard and better light to help her see. . Sandra entered the lobby of the bakery and became worried because her teacher had invaded her personal time. Mr. and Ms. Vasquez noticed the change in Sandra and asked her to join her conversation. They asked her if she understood the assignments that were given in class. Sandra responded of course she understands but she is having a hard time seeing the board. She also stated she likes her class and the students but she feels like she does not have anything in common with her peers. As a way to encourage friendships among classmates, Ms. Jackson would like Mr. and Mrs. Vasquez to come and share some information about Brazil with their class. Mr. and Mrs. Vasquez have offered to bring Portuguese foods and pastries for the students to taste as well as pictures of the geography of their country, music and Portuguese art work’s. Ms Jackson also asked Sandra if she was sitting too far away from the board and would prefer a seat in middle of the class or the front of the class. Sandra said she would try a seat in the middle of the class and if she still could not see she would try a seat in the front. She said in South America she always sat in the back of the classroom with her friends and had no problem seeing and that recently her eyes started to bother her. ??????Ms. Jackson talks to Sandra's parents and her parents agree to get Sandra into a physician for a full medical exam. The exam will include a vision and hearing test. Meanwhile, Sandra's teacher sends her to talk with the school counselor about any issues that Sandra may have. Ms. Jackson is encouraged after her meeting with Mr. and Mrs. Vasquez. She feels that they all have the same hopes and aspirations for Sandra. Since Sandra's quality of work has been declining since her move to the United States, Ms. Jackson is still concerned about what the cause could be.

Ms. Vasquez called Ms. Jackson to tell her the results of Sandra's medical exam. Unfortunately Sandra has an eye disease that could lead to her eventual blindness. It was found that Sandra has a condition in her eyes called Trachoma, which causes scarring and blindness The Vasquez's are devastated but are optimistic that Ms. Jackson can help Sandra through individualized instruction that builds on her strengths and capabilities. Mr. and Mrs. Vasquez want their daughter to be independent and strong. Ms. Jackson wants Sandra to become confident in her so that she can be her own best advocate.

Part 3 Besides the findings of the medical exam, Sandra ahd been tested and discovered that she is, at the moment, behind in her reading fluency and behind in her reading ability too. We have talked this over with the Special Education Teacher and the Principal and we all believe this is because she has newly arrived from Brazil. According to the conversations that we have had with her we understand that she was at the top of her class in her own country. She is very anxious to be at the top again but it seems to her that she can never catch up with her situation. She says she wishes she had never come to America. Her life was easier in Brazil and better there too.

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