Respond in a paragraph to the discussion board. In your response, DO NOT JUST AGREE OR DISAGREE IN THE RESPONSE, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.
Week 9 Lecture Summary Integrating Multimediaas a Tool
- Multimedia’s basic functions are creating digital video and creating presentations. Digital video presentations can utilize existing movies that you can find on the Internet or students can produce their own movies. An alternative to printed communication is a multimedia presentation that can incorporate sound, graphics, animation, video, and text.
- Creating a presentation includes the following steps: plan the content, create a storyboard, options to outline, and change appearance.
- The first step in movie creation is to add the title and credits. The options include: fonts, colors, and text animation.
- Digital media presentations allow the student to prepare an innovative approach to communicating their information. Creating multimedia presentations requires students to use presentation technology to communicate their ideas. Students can build their communication skills by creating presentations that best use text, graphics, charts, audio, animations, or digital video to relay the intended message.
The design of an integrated lesson using multimedia involves the following steps: matching the objective to computer functions, research and analysis, results presentation, planning computer activities, and assessment. Matching the objective to multimedia functions involves organization of the presentation (planning, design, and layout of the presentation, consideration of the message and content), illustration of ideas, including: photographs, drawings, charts, and graphs, and digital media (research tools, presentation tools). Research and analysis involve the following steps: identify a relevant problem worthy of solving (multimedia supports data collection, multimedia supports data presentation); identify data required to problem solve, such as: sequencing for a story or task, conducting interviews; plan the specific data manipulation (writing a summary of an interview, editing the audio or video from the interview); describe how students are to present the data. Results presentation imply the presentation as an extension of data manipulation. Presentation may include: refinement of the manipulated data, and the result(s). Presentation guidelines to students should include: expectations for the final product, and a rubric for the results presentation. Planning computer activities entail the planning of activities for before, during, and after computer use. The assessment includes to assess subject-matter knowledge and skills, aspects of the technology (quality of audio, quality of images, flow of the digital video production, quality of layout, legibility of text, appropriateness of graphics and animation, sequencing of the presentation), presentation of the material, and student’s role within a collaborative project.
Autism Spectrum Disorder
- Autism: what is it, and cause
- Autism is a developmental disorder diagnosed in infancy and early childhood, characterized by social and emotional issues. The cause of autisms is unknown may relate to variables of genetic and environmental factors.
- Autism and Related disorders
- Autisms and related disorders are a group of developmental disorders that include (1) autism spectrum disorder characterized by deficits in communication, social interaction, and repetitive patterns of behavior. (2) Asperger’s disorder, a milder form of autism characterized by difficulty in social relations and verbal and non-verbal communication. (3) Pervasive developmental disorder (PDD) and autism spectrum disorder are used interchangeably. A PPD diagnosis does not fully meet the criteria for autism spectrum disorder; the person does have some but not all characteristics of autism. (3) RETT syndrome primarily afflicts girls that affect nearly every aspect of a child’s life—characterized by abnormal hand movement, loss of ambulatory skills, loss of communication abilities, breathing problems, seizures, scoliosis, abnormal sleep patterns, and other symptoms. (4) Childhood disintegrated disorder, also known as Heller disorder, child development is normal occurring through infancy and early childhood with a sudden and severe reversal of language and social functioning and motor skills.
- Symptoms and treatments
- Autism symptoms are generally characterized by deficits in social interaction, verbal and non-verbal communication, over or under reaction to sound, smell, taste, sight, touch and other sensory issues, lack and avoidance of eye contact, and repetitive behavior patents. There is no medical cure. Treatments include speech and language therapy, physical and occupational therapy, and applied behavior analysis
- Symptoms and characteristics vary from person to person from very mild to severe. Early indicators include no babbling or pointing by the age of one, no viable words by 16 months, or use of two-word phrases by the age of two. Other symptoms include poor eye contact, repetitive or stereotypy behavior patterns, and lack of social responsiveness.
- Autism is a neurological disorder it affects the brain. Biological or heredity factors may play a role. One present of the world population has autism spectrum disorder. In the United States, 1 in 68 children is diagnosed with autisms and is more prevalent in boys.
What is Exceptional Student Education for Children Who are Gifted
- Exceptional student education (ESE)
- Children with special learning requirements call exceptional students; this includes children with superior intellectual development and capable of high performance, refer to children who are gifted. The reason for exceptional student education (ESE) is to help each child to progress through school and prepare them for adulthood.
- Referral Evaluation
- Parents or teachers usually initiate referrals for ESE gifted services. These children exhibit rapid ability for learning, and to reason or have high scores in standardized assessments. Before referral to ESE, strategies are implemented for the student to progress in the general classroom. If these strategies are not effective, a referral for an evaluation is made.
- Eligibility and determination
- For an individual evaluation, written parental consent is required, and the evaluation is based on the student’s strength, learning needs, problems, and interests. The evaluation consists of tests, observations, interviews, and other information. Determination is made through an eligibility staffing meeting, student information is discussed, and a determination of ESE services for gifted students is made based on the criteria under the Florida Administrative Code, rule 6A-6.03019.
- Development of first Educational Plan (EP)
- Once the student is eligible for ESE services, a meeting is held to develop an EP. The EP team consists of parents and school staff. Parents are encouraged to participate. The EP documents determine what special services are needed, the student’s present level of performance, goals are established, and how to proceed, and reporting and measurement standards are established. In addition, a determination where services will be received, such as in the general education classroom, in a gifted class, or a combination of both. Before ESA services are provided, parental consent is required, and the EP must be drafted. The EP is reviewed at least every three years for students in grades of kindergarten to eight. For students, in grades between ninth to twelve at least every four years. As the need for the student changes over time, parents and the EP team members can request a meeting to change services.
- Parents as part of the team
- School staff, principals, and ESE administrators provide information to answer questions about parent participation, rights, and responsibilities. Procedural safeguards are summary and are provided at the time of consent for an individual evaluation.
Students with autism are sometimes categorized or label as children who are gifted. These students who have been diagnosed with autism may have average or high intellectual capabilities; however, because of the associated social and behavioral issues leaning and school performance may vary or may have specific learning disabilities. These children may have few problems with speech and communication but may have problems with understanding, processing language, or have restrictive and repetitive behavior patterns. ESE services provide the support need to progress through school through intervention strategies that meet their unique needs. That may include, self-regulation, social awareness skills, and control of sensory issues.