sped 780 class 3 medical aspects/brain research family/social context judith mack, msed , msw
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SPED 780 Class 3 Medical Aspects/Brain Research Family/Social Context Judith Mack, MSEd , MSW Adjunct Lecturer Department of Special Education. Agenda. Brain Research/ Medical Aspects of LD Causes of LD Family and Social Context Group Topics and Presentation Dates. - PowerPoint PPT PresentationTRANSCRIPT
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SPED 780
Class 3
Medical Aspects/Brain Research
Family/Social Context
Judith Mack, MSEd, MSW
Adjunct Lecturer
Department of Special Education
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Agenda
• Brain Research/ Medical Aspects of LD
• Causes of LD
• Family and Social Context
• Group Topics and Presentation Dates
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What Causes Learning Disabilities?
• Etiology – cause of a disability or abnormal condition
• Early researchers believed neurological dysfunction to be the cause
• Two reasons researchers and practitioners may have been skeptical about a neurological basis for learning disabilities:• Inaccurate measurement of neurological dysfunction• Emphasis on behaviorism and environmentalism
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Factors Contributing to the Acceptance of Neurological
Causes
• Decrease in popularity of behaviorism and environmentalism
• Technological advances in neurological research
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Medical Aspects/Brain ResearchKey Questions
• What causes learning disabilities?
• How does the brain function?
• How can we infer neurological dysfunction?
• What should educators keep in mind regarding causes?
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How Does the Brain Function?
Neurons send and receive information in the brain. Most neurons consist of:
1) The cell body, or soma
2) Dendrites
3) The axon
4) Terminal buttons
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Different Parts of the BrainHave Different Functions
• Brain Stem – regulates important survival reflexes such as respiration and heart rate
• Cerebellum – regulates several behaviors having to do with movement
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Cerebral Cortex• Frontal Lobes – responsible for the regulation of
one’s behavior
• Parietal Lobes – crucial to the integration of bodily sensations and visual perception
• Occipital Lobes – dedicated to various aspects of visual perception
• Temporal Lobes – involved in attention, memory, and language production and expression
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Left and Right Hemispheresof the Brain
• Each hemisphere receives sensory information and controls the movement of the opposite side of the body.
• Broca and Wernicke drew attention to the left hemisphere’s role in language.
• Split-brain patients prove that the two brain hemispheres are primarily responsible for different functions.
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What Factors Contributeto Neurological Dysfunction?
• Hereditary Factors
• Teratogenic Factors• Prenatal exposure to toxins
• Medical Factors• Meningitis, difficulties during birth, ear
infections
• Environmental Factors• Poverty, malnutrition
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How Can We InferNeurological Dysfunction?
• Methods of determining whether learning disabilities are the result of neurological disorders:
• Postmortem studies
• Neuroimaging studies
• Right-hemisphere brain dysfunction
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Brain Research Methods
• MRI- magnetic resonance imaging shows size, shape, and location of brain structures
• PET- positron emission tomography measures metabolism with the brain thus determining glucose in the brain of a child with hyperactivity
• fMRI- functional magnetic resonance imaging shows brain activity while people complete complex tasks
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MRI/fMRI
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Brain Imaging and LD
• Early readers move from using posterior systems (visual-perceptual processes) to frontal systems
• Progression from letter/word recognition to comprehension requires maturation of the pathways from back to front
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Brain Imaging and LD
• As reading improves, the activation changes from diffuse to more organized.
• Leads to improvements in reading and language skills as well as better auditory processing ability.
Figure. fMRI image of a normal person reading. The arrow points to the part of the brain that is activated.
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Brain Imaging and LD• Nonfluent readers show more
activity in:• parietal and occipital regions• right hemisphere
• Fluent and adult readers :• utilize the left hemisphere more
for reading.
Semrud-Clikeman, M. (2003, December). Neuropsychological aspects of learning disabilities. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
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Brain activation during pseudoword reading, before and after intervention. Note the dramatic increase in left temporoparietal activation associated with drastic improvement in phonological
decoding skills. http://www.uth.tmc.edu/clinicalneuro/dyslexia.htm
Effects of Intervention
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Some Teaching Implications
• Skills are processed in the brain differently depending on the individuals age, exposure, genetic, biological make up
• Children’s experiences can affect how the brain responds
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Turn & Talk
• Compare the Medical and Educational Models
• What are the major contrasts?
• Can both models be useful in teaching students with LD?
• Discuss your philosophical position regarding the etiology of learning disabilities. (i.e., nature vs. nurture)
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What to Keep in MindRegarding Causes
• We are rarely able to determine definitively the cause of someone’s learning disability
• Keep causal factors in proper perspective
• The exact cause of a learning disability is only of limited utility to teachers and other educators
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Turn & Talk
• How does understanding the brain impact your teaching?
• Do you believe educators should communicate etiology of learning disabilities information to parents or not? Why or why not?
• Specifically, look over Jamal’s family history. Should his mom share his father’s history with him?
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Switching Gears: Family and Social Context
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Key Points: Working With Families
• How have professionals’ views of parents changed?
• What treatment models are used with families?
• What are some current trends in the family life of your students?
• What is the family’s role?
• How can communication be enhanced between the family and professionals?
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How Professionals’ Views of Parents Have Changed
• Parents have significantly influenced the area of learning disabilities.
• Parents were once ignored or blamed for their children’s learning and social problems.
• Now, they are recognized as critical in helping meet the needs of children with disabilities. Why?• Reciprocal effects• Passage of federal laws
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Treatment Models Used with Families
• Most authorities advocate family-centered models of treatment.
• Today’s approaches to working with families are also characterized by attention to social systems.
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Treatment Models Used with Families
• The family systems model consists of four interrelated components: Family characteristics Family interaction Family functions Family life cycle
• The social support systems model stresses the importance of informal rather than formal sources of support for families.
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Some Current Trends in American Family Life
Teachers need to be aware of three important and interrelated areas of diversity:
The family unit Race, ethnicity, and language Socioeconomic status
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Family Adjustment
• Parents often experience guilt and stress.
• Some siblings have trouble adjusting and develop feelings of resentment.
• Most families adjust well, but a few experience enough stress to be considered dysfunctional.
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Mediated Learning Experience
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Family Values and Attitudes Toward Learning
• Parents can exert influence on their children through interactions with them as well as through attitudes.
• Children whose parents value education are at an advantage.
• For the child with learning disabilities, positive influence from the parents is even more important.
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Parents as Advocates
• Parents can be effective advocates for their child to ensure that they receive the best education possible.• Parents have an overall picture of their
child’s disability throughout the years.
• As children with learning disabilities mature, they must become their own advocates.
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Parent Teacher Conferences
• Four general purposes:1) Imparting information about students’ academic
and social behaviors2) Gathering information about students’ interests3) Planning for students’ educational programs4) Solving problems students are having at school
• Teachers should provide parents with additional resources.
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Communication between the Family and Professionals
• Communication between parents and professionals is not always ideal.
TURN & TALK
• How would you rate your ability to work with parents?
• What are the most successful strategies for working with parents?
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For Tomorrow
• Choose presentation topic with your group
Reading:
• Required:• Hallahan, Chapter 11 – please read this
chapter when you get the book• Lagrander
• Recommended:• Snowling (2004)