html5-img
1 / 8

Information Inquiry: Up-Close

Information Inquiry: Up-Close. Rebecca L. Buck EDG 617 Spring 2009 Prof. B. LaBeau. Questioning: What do I want to know?. What kinds of things interest me? What topic do I have a lot of questions about? What could I learn that would help me at home and at school?

derica
Télécharger la présentation

Information Inquiry: Up-Close

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Information Inquiry: Up-Close • Rebecca L. Buck • EDG 617 • Spring 2009 • Prof. B. LaBeau

  2. Questioning: What do I want to know? • What kinds of things interest me? • What topic do I have a lot of questions about? • What could I learn that would help me at home and at school? • What topic do I know about, that I would like to know more? • Topic Chosen: Autism • AASL Standards: L1-1:1,2 and L2-1:1

  3. Guiding Questions: Autism(ASD: Autism Spectrum Disorder)‏ • What are some of the possible causes of ASD as shown by research? • What are the signs and symptoms of ASD? • What types of treatment are available for people with ASD? • What do statistics show about who (gender, ethnic back ground, socio-economic, etc), where (geographically and socio-economically), have ASD? • What are “hopes” for the future with the cure of ASD? • AASL Standard: L1-1:3

  4. Exploration of Information and Resources • Possible Resources: • Books • Autism spectrum disorders : the complete guide to understanding autism, Asperger's syndrome, pervasive developmental disorder, and other ASDs by Shantal Sickle-Kira. • Does my child have autism? a parent's guide to early detection and intervention in autism spectrum disorders by Wendy Stone. • Web-sites • http://www.nimh.nih.gov National Institute of Mental Health • http://www.necc.org The New England Center for Children • http://www.autism-society.org Autism Society of America • http://www.autismspeaks.org Autism Research and Support • Professionals in our District • Special Education Teachers • Parents with children diagnosed with ASD • AASL Standards: L1-1:4, 5

  5. Assimilation: Selecting, Evaluating and Analyzing Information • Key Words: • Autism, ASD, Developmental Disorders, Mental Health, Autism Spectrum, Pervasive Devel. Disorder • Searching: • websites, medical journals, books, and articles • Talking to professionals in our district. • Selecting the most helpful resources. • Collecting and Evaluating information to determine bias, credibility of source, and relevancy. • Analyzing data and ideas from the sources selected. • AASL Standards L1-2: 1,2,3,4

  6. Inference: Organize, Integrate, Apply and Communicate information • I created a concept map using Inspiration software to organize my information and answer the guiding questions. (See my full-sized concept-map in journal entry #5) • Creation of a concept map was a great way to organize the information I had found, communicate results to others in the future, and to discover any gaps in my research. • AASL Standards L1-3:1,2,3,4

  7. What does research show?A short summary of my findings: • What are some of the possible causes of ASD as shown by research? • Scientists are still unsure of the causes of ASD. One probable theory that has been given significant attention, is the theory of a genetic link. Studies show that families who have a history of ASD are much more likely to have children with ASD. • What are the signs and symptoms of ASD? • Impaired: social, verbal, and/or behavioral interactions • Restrictive or repetitive behaviors • Other medical problems including: mental retardation, seizures, etc. • What types of treatment are available for people with ASD? • Early intervention in highly structured environments • Dietary intervention and/or medications • Behavior modification plans • What do statistics show about who (gender, ethnic back ground, socio-economic, etc), where (geographically and socio-economically), have ASD? • ASD has no boundaries when comparing ethnicity, socio-economic status, etc. • 1 in 150 babies will be born with ASD • 4 times more common in males than in females • 10-17% growth annually: Fastest growing developmental disability in the world. • What are “hopes” for the future with the cure of ASD? • Many research studies are being done, with hope for a brighter future. • Early intervention has been shown to increase quality of life for persons with ASD • More details and information are included in my concept map.

  8. Reflection: Review the past and look to the future. • Analysis and reflection of the ideas gathered. • Assessment of the process: rubric • (See my rubric in journal entry #8)‏ • Where do I go from here? • What else do I want to know? • How can I better help my current and future students understand the needs of classmates who are dealing ASD? • What techniques could I use in my classroom to assist students with ASD? • Final Thoughts: • I will continue to look at new research and findings of studies as scientists discover more causes and treatments for ASD. • AASL Standards: L2-3:1, 2

More Related