reflect on and analyze ethical considerations when working with families of children with special needs.

Purpose: The purpose of this assignment is to reflect on and analyze ethical considerations when working with families of children with special needs.

Directions: 

  1. Using the course content and the steps to ethical problem solving here complete a problem-solving approach to two of the case studies. 
  2. Then, read and select two of the following case studies:
    • Case Study #1: The IEP deadline for Gerald is on Monday and his parents are not free to meet until the following Friday.  You’ve tried contacting them by phone for two weeks and planned to meet on Monday without them.  They have a desire to attend the meeting but had some problems with their phone.  They are just now calling you at the end of the day on Friday.  What should you do?
    • Case Study #2: The IEP team at your school decided that Sally would be best suited in a self-contained classroom.  After you share your recommendation with the parents, her mother expresses her relief to find that there are solutions to help her daughter.  However, Sally’s father becomes irate and yells at the mother for producing an idiot child.  He said that no daughter of his will go to the “dumb class” and then he storms out.  What should you do? 
    • Case Study #3: Juan has been referred for special education and you need to administer an achievement test in order for your team to come to a decision regarding his classification.  Reading is very difficult for Juan and as you are administering the test you can tell that he is becoming more and more frustrated with his own reading abilities as you continue with the test.  Finally, he falls into a heap on the floor and sobs.  Juan begs you to please not make him read any more and that he just can’t do it.  You haven’t reached any point in the test where you have gained any useful information.  What should you do?
    • Case Study #4: During a team meeting, your principal and school psychologist state that they believe that Beverly has an anxiety disorder.  You feel very strongly that Beverly does not have an anxiety disorder, and in fact, have evidence that Beverly actually has ADHD.  The team conversation has moved on to deciding on interventions for Beverly but you haven’t yet had a chance to voice your opinion.  What should you do?
  3. Then, analyze this ethical dilemma and attempt to find a resolution for each. 
  4. Write a reflection based on your analysis and solution to each ethical dilemma. Make sure to include what was violated and suggestions and strategies to ensure ethical practice when working with families. Revise and edit your work before submitting it.
 
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Augmentative and Alternative Communication

***** Respond following the established guidelines. The answer must be of a substantial nature and with quotes present in the textbook. Agree or disagree is not appropriate. 

***** Only use this book and specific pages.   Represent the quotes (author, year, and page) when reflecting the content in your paragraphs with concepts fundament or content about the title:  

Augmentative and Alternative Communication. Implementing AAC SAugmentative and Alternative Communication. Implementing AAC System  Chapter 15 page 236 

Textbook:   

Kuder, S. J. (2018). Teaching students with language and communication disabilities. Boston,  MA: Pearson.

Peer: Laura LLedo

Augmentative and Alternative Communication.

            Augmentative and alternative communication (AAC) systems are designed to supplement or replace the natural language and communication of persons with disabilities. The International Society for Augmentative and Alternative Communication (ISAAC) has defined augmentative and alternative communication as “a set of tools and strategies that an individual use to solve every day communicative challenges” (Kuder, 2018, p. 237). AAC was implemented for school-age children with known disabilities that make it hard for them to create spoken language. These children were employed in non-productive sheltered workshop activities. Children with language or speech problems need AAC to help them communicate. That’s why technology has brought hope to them through the introduction of new approaches called augmentative and alternative communication (Taylor, 2019).

             As with any kind of intervention, the development of an AAC system begins with assessment. The most useful kind of assessment is one that is ecological in nature, that is, one that surveys the communicative environments and communicative needs in which the individual will function (Kuder, 2018). AAC includes all the ways of sharing ideas and feelings without talking. For example, a student with fragile X syndrome is said to have severe articulation problems that make his/her speech difficult to understand. He/She carries communication wallet with pictures which she shows to others for them to understand the information she is passing. Another student with cerebral palsy attends a general education classroom. The student uses a head pointer to touch electronic keyboard because of his limited motor ability. The keyboard formulates written messages and produces voice output helping the student learn with others (Taylor, 2019).

            All these individuals are using some types of augmentative or alternative communication procedures. AAC provides hope and development of communication skills for children with severe communication disorders and language (Taylor, 2019). According to Wilkinson & Hennig (2017), there are two basic kinds of AAC techniques, aided and unaided. Unaided augmentative communication techniques do not require external support devices or procedures in order to operate. They include techniques such as sign language and gestural cueing systems. Also, Bondy & Frost (2001) referred that aided augmentative communication techniques use communication means that may be as simple as communication board or as complex as a computer with synthetic speech output device. Low (or light) technology-aided systems include systems include symbol boards, communication books, or picture system such as the Picture Exchange Communication System (PECS) (Kuder, 2018).

         Unaided techniques have the obvious advantages of portability and speed of message preparation Surveys within states have indicated that more than two million people in the United States with language impairment use AAC devices. Hence the AAC system is designed to replace or supplement natural communication and language of persons with disabilities (Taylor, 2019). 

 
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Qualities Of Effective Health Educators

What does it mean to be an effective health educator?

Educational attainment, credentialing, and work experience contribute to attributes of health educators in practice. However, might health educators possess additional unique attributes that make them strategically positioned to be more effective? As individuals, we all possess unique attributes and talent that contribute to success in specific areas of day-to-day life. Considering the attributes that you believe health educators should have may help you to identify those attributes that you already possess as well as identify potential areas to develop.

For this Discussion, reflect on those attributes you believe effective educators should possess. Then consider how you might incorporate those attributes into your current or future role as a health educator.

Post a description of three attributes that you believe effective educators should possess and explain why. Then explain how you would incorporate these attributes to become an effective provider of health education and why. Be specific and provide examples.

References

Cottrell, R. R., Girvan, J. T., Seabert, D., Spear, C., & McKenzie, J. F. (2018). Principles and foundations of health promotion and education (7th ed.). San Francisco, CA: Benjamin Cummings.

https://www.nchec.org/
https://class.content.laureate.net/7a6ef6452d36d9f8136552eb2a17a818.pdf
http://www.toastmasters.org/Resources/Public-Speaking-Tips
https://ctb.ku.edu/en
 
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Effects of Behavior on Personal Health

Effects of Behavior on Personal Health

In growing recognition of the effects of behavior on personal health, public health officials now also collect and analyze behavioral information regarding behaviors such as alcohol and drug use, seat belt and helmet use, smoking, nutrition, exercise, and sexual activities. Surveillance of noncommunicable conditions like heart disease and diabetes has also expanded in recent years. Whereas infectious disease surveillance relies heavily on case reports by physicians, behavioral and noncommunicable disease surveillance is primarily conducted through surveys designed to be representative of the sampled population.

Discuss a Public Health (PH) change made on the local or state level based on the collection of behavioral health information. (300-500 words) Please include in-text citations, APA format headings and references.

 
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