Skip to main content

Home/ Social Studies, Human Resources and Adptations/ Group items tagged poor

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Katelyn Karsnia

Diagnosis - Brain Injury Association of America - 0 views

www.biausa.org/...diagnosis

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • injury to the head, a
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Common symptoms of brain injury
  • Spinal fluid (thin, clear liquid) coming out of the ears or nose Loss of consciousness  Dilated (the black center of the eye is large and does not get smaller in light) or unequal size of pupils Vision changes (blurred vision or seeing double, not able to tolerate bright light, loss of eye movement, blindness) Dizziness Balance problems Respiratory failure (difficulty breathing) Coma (not alert and unable to respond to others) or semi-comatose state Paralysis, or difficulty moving body parts Weakness Poor coordination Slow pulse Slow breathing rate, with an increase in blood pressure Vomiting Lethargy Headache Confusion Ringing in the ears (tinnitus), or changes in ability to hear Difficulty with thinking skills (difficulty “thinking straight”, memory problems, poor judgment, poor attention span, a slowed thought processing speed) Inappropriate emotional responses (irritability, easily frustrated, inappropriate crying or laughing) Difficulty speaking (slurred speech, difficulty swallowing) Body numbness or tingling Loss of bowel control or bladder control
Siri Anderson

Sheet Metal Workers Speech | Wellstone - 0 views

www.wellstone.org/...sheet-metal-workers-speech

Wellstone labor unions democracy USA Carleton MN

shared by Siri Anderson on 01 Apr 17 - No Cached
  • Siri Anderson on 01 Apr 17
     
    Can I conclude on this personal note? As I get older I learn more. When our first child was born, I was only twenty years old. Now we have three grandkids now and our oldest has just turned eight. When she was a baby, I held her in my hands and I thought to myself "I know what I believe in." What I believe is that whatever infant I hold in my hands - it doesn't matter the color of skin, doesn't matter rich or poor, doesn't matter religion, doesn't matter boy or girl, doesn't matter urban or rural - every child in our country, the greatest country in the world, should have the same opportunity to develop her full potential, and his full potential.
nikkilh

ADD vs. ADHD Symptoms: 3 Types of Attention Deficit Disorder - 0 views

www.additudemag.com/add-adhd-symptoms-difference

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • ADD is the term commonly used to describe symptoms of inattention, distractibility, and poor working memory.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Add vs ADHD
  • ADD (attention deficit disorder) is the term commonly used to describe a neurological condition with symptoms of inattention, distractibility, and poor working memory.
    • nikkilh
      nikkilh on 29 Jan 22
       
      ADD definition
  • Symptoms of ADD (Predominantly Inattentive Type ADHD)
    • nikkilh
      nikkilh on 29 Jan 22
       
      Symptoms
Siri Anderson

Homepage | Poor Economics - 0 views

www.pooreconomics.com

economics SES global_education poverty

shared by Siri Anderson on 02 Jan 13 - No Cached
  • Siri Anderson on 02 Jan 13
     
    Hi Everyone, This website has lots of great teaching material! Find me at ssanderson2@stkate.edu if you are thinking about getting an MED! Siri
Siri Anderson

Poor Jane's Almanac - NYTimes.com - 0 views

www.nytimes.com/...24lepore.html

US_history gender Franklin economics policy op-ed

shared by Siri Anderson on 25 Apr 11 - No Cached
  • Siri Anderson on 25 Apr 11
     
    An interesting reflection on Benjamin Franklin's sister.
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
crispinfletcher

Trauma-Informed Schools | NEA - 7 views

www.nea.org/...trauma-informed-schools

trauma-informed-pedagogy trauma help strategies PTSD poor ACE

shared by crispinfletcher on 21 Sep 21 - No Cached
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      1 in 5 means any given class there are going to be more then a handful of students with 2 or more ACEs
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      What are some key skills and methods to build your teacher toolboxs to help reach all your students?
    • crispinfletcher
      crispinfletcher on 21 Sep 21
       
      video on slide 7 we recommend
  • ...10 more annotations...
  • adverse childhood experiences (ACEs)
  • One in five U.S. children had two or more ACEs
  • most educators encounter trauma-affected students throughout their careers
  • Downloads
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • PDF
  • chlohawk on 25 Sep 21
     
    Hi there, Joe! I'm so glad that you posed this question in response to this great resource. As somebody with several ACEs myself, I think that using a good mix of empathy and sympathy is a great place to start. Put yourself in their shoes and think of what you would have liked for your teacher to have done to help you, whether or not you share that experience with the student. Also, your colleagues are on your team, so pick their brains for what works for them. Lastly, educate yourself and learn about what you can do for your student, and from your student! Sometimes it can be as simple as asking your student what you can do to help and hopefully they could find a way to communicate their needs.
Katelyn Karsnia

What is PBIS? | PBIS Rewards - 1 views

www.pbisrewards.com/...what-is-pbis

ABCSoup PBIS PBS Siri ED3780 Adaptations

shared by Katelyn Karsnia on 19 Mar 22 - No Cached
  • eaching positive and appropriate behavior, instead of punishing misbehavior, is the goal of Positive Behavior Interventions and Supports, or PBIS.
  • methods used to identify and support desired behaviors in the school setting.
  • PBIS seeks to reduce or eliminate poor behavior schoolwide through the encouragement of positive behaviors.
  • ...13 more annotations...
  • positive school climate includes
  • Tier 2 – Some Students
  • Tier 1 – Universal or Primary Prevention:
  • Schoolwide For all students, staff members, and settings Designed to reduce problem behaviors Increases instructional time
  • A feeling of safety Respect Engagement in learning Involvement in school life Shared vision Involvement of teachers, students, and families
  • ier 2 addresses at-risk behavior.
  • focus on specific groups of students and the underlying issues that may be causing the behavior.
  • Tier 2 interventions parse out the hidden causes behind negative behavior and provide support in changing those behaviors.
  • Tier 2 – Secondary Prevention: Group supports for some students Specialized interventions for students demonstrating at-risk behavior Prevents worsening of problem behaviors
  • These interventions target students who exhibit high-risk behavior.
  • ndividual plan created to address specific academic or behavioral concerns.
  • Tier 3 – Tertiary Prevention:
  • ndividual support for a few students Specialized interventions for students with high-risk behavior Designed to reduce severity of ongoing problem behaviors
julielyncarlson

Students with Down Syndrome in the Classroom - Classful - 2 views

classful.com/down-syndrome-in-the-classroom

Down Syndrome classroom strategies

shared by julielyncarlson on 28 Nov 21 - No Cached
  • A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Focus on positive attributes to help children achieve!
  • learning challenges
  • Poor auditory memory Hearing and visual weakness Sequencing difficulties Fine motor skills impairment thanks to low muscle tone Brief attention span and distractibility
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      challenges to watch for when working with a Down's student.
  • ...9 more annotations...
  • they often need additional resources outside of the mainstream classroom.
  • Create inclusivity for students with Down Syndrome
  • Build self-esteem
  • Increase attention span
  • Talk clearly
  • Early intervention in preschool for kids with Down syndrome
  • Teaching strategies for students with Down syndromeThe following strategies can help you teach reading to learners with Down syndrome: Capitalizing on the child’s visual-spatial learning style with the help of multimedia teaching resources Keeping instructions well-structured and predictable Incremental teaching, with each lesson building upon what was learned in the previous lesson Breaking reading tasks into manageable pieces with multiple breaks in between Aiding instructions with game-based plays
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Great strategies for students!
  • Does it come with plenty of visual aids and visually-based instructions? Does it have an option for the keyboard instead of handwriting input? Does it include activities and/or modalities to teach specific reading concepts?
  • not all areas of the child’s development are affected by Down syndrome
Katelyn Karsnia

Down syndrome - Symptoms and causes - Mayo Clinic - 1 views

www.mayoclinic.org/...syc-20355977

DS ED3780 Siri ABCSoup

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
  • Down syndrome is a genetic disorder caused when abnormal cell division results in an extra full or partial copy of chromosome 21.
  • Each person with Down syndrome is an individual — intellectual and developmental problems may be mild, moderate or severe.
  • Small head Short neck Protruding tongue Upward slanting eye lids (palpebral fissures) Unusually shaped or small ears Poor muscle tone Broad, short hands with a single crease in the palm Relatively short fingers and small hands and feet Excessive flexibility Tiny white spots on the colored part (iris) of the eye called Brushfield's spots Short height
  • ...24 more annotations...
  • mild to moderate cognitive impairment
  • usually are diagnosed before or at birth.
  • three genetic variations can cause Down syndrome:
  • Being carriers of the genetic translocation for Down syndrome.
  • Trisomy 21
  • Mosaic Down syndrome.
  • Translocation Down syndrome.
  • Advancing maternal age.
  • three genetic variations can cause Down syndrome:
  • Having had one child with Down syndrome.
  • Trisomy 21
  • Heart defects
  • Gastrointestinal (GI) defects.
  • Immune disorders.
  • Immune disorders.
  • Sleep apnea.
  • Sleep apnea.
  • Obesity.
  • Obesity.
  • Spinal problems.
  • Leukemia
  • Leukemia
  • Dementia.
  • Other problems
nikkilh

What is Cerebral Palsy? | CDC - 0 views

www.cdc.gov/facts.html

AlphabetSoup

shared by nikkilh on 25 Jan 22 - No Cached
  • Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture.
  • most common motor disability in childhood
  • Cerebral
  • ...18 more annotations...
  • aving to do with the brain.
  • CP is caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles.
  • means weakness or problems with using the muscles.
  • Palsy
  • symptoms of CP vary from person to person.
  • need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care.
  • pastic CP affects about 80% of people
  • severe
  • might walk a little awkwardly, but might not need any special help.
  • symptoms can change over a person’s lifetime.
  • intellectual disability; seizures; problems with vision, hearing, or speech; changes in the spine (such as scoliosis); or joint problems (such as contractures).
  • Stiff muscles (spasticity)
  • Uncontrollable movements (dyskinesia)
  • Poor balance and coordination (ataxia)
  • mild CP,
  • Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Definition of Cerebral palsy (CP)
  • The symptoms of CP vary from person to person. A person with severe CP might need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care. A person with mild CP, on the other hand, might walk a little awkwardly, but might not need any special help.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Symptoms of CP
  • Types of Cerebral Palsy
    • nikkilh
      nikkilh on 29 Jan 22
       
      Types of CP
1 - 11 of 11
Showing 20▼ items per page