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Main Page | Table of Contents | Assignment Index | HANDOUTS | |||||||
Lab Assignments page 8 | ||||||||||
20. Special Education Programs for ADHD Students PURPOSE The objective of this activity is to identify programs in the community available for children with ADHD. ASSIGNMENT STATEMENT: (1) Interview a special education teacher from the local school district regarding the programs in place for children with ADHD. Questions should focus on how other students react to the student with ADHD, the logistics of administering Ritalin (or other medication), and how behavior modification is used to help the student. (2) Also investigate the types of educational services and support available in the community to special education students. Special education programs also include talented and gifted programs. Prepare a written summary of interviews. (Two elements) 21. Children and Memory PURPOSE The objective of this exercise is to assess developmental differences in children's metamemory. ACTIVITY STATEMENT: (1)Interview two children—a child about five to six years old and a child about eight to nine—using the interview protocol in the instructions below. Include descriptive information about each child. (2) Describe and compare, in a report, any differences between the two child subjects. (3) Do the children differ in their understanding of memory? Explain. (4) What accounts for any such differences? Discuss. (Four elements) Exploring Children's Knowledge About Memory Instructions: Ask each of your subjects the following questions. 1. Show the child a strip of ten pictures of common objects, exposing one additional picture each time you ask, "Do you think you can remember this many pictures?" 2. "Billy and Jamie are studying about birds in second grade. Billy learned about the birds last year in first grade, but Jamie did not. Will one of the boys have an easier time learning about the birds in second grade?" Ask your subjects to explain why or why not. 3. "Which thing will be easier for you to remember, what you did last week or what you did four months ago?" 4. "Suppose you have to remember to take a note to your teacher tomorrow. What can you do to help yourself remember?" 5. "Sally learned to count in French and then learned to count in Spanish. Amy only learned to count in Spanish. Did one of the girls have a harder time learning to count in Spanish?" 6. "One of your friends wants you to come over to his or her house to play. Your friend tells you his or her phone number. Vvhat can you do to remember the phone number?" After your interviews, prepare a report comparing the children's responses. Explain the differences, using what you know about cognition and memory in children of both ages. 22. The Bilingual Advantage PURPOSE The objective of this activity is to be aware of the bilingual experience and the effect on student learning.. ACTIVITY STATEMENT: (1) Find and interview an individual who is bilingual using the information given in the Interview Protocal for Bilingual Speaker as a guide.. Include descriptor data. (2) Ask the subjects questions regarding the languages, the advantages and any disadvantages of being bilingual, the degree of acceptance of bilingualism in the community, the influence of the languages on thoughts and dreams, and the ease of going back and forth between the languages. (3) Report results and compare subjects' responses. (4) Do the responses differ as a function of the languages spoken? (5) Consider how responses might differ if the subjects lived in another country. (6) What are your thoughts about bilingualism in schools. (7) Do they support bilingual education? Why or why not? (Seven elements) Interview Protocol for Bilingual Speaker 1. What languages do you know? Can you speak, write, and read in them? 2. How long have you been proficient in these languages? 3. What were the circumstances of your learning these languages? 4. How often do you use [the second language]? 5. What opportunities do you have to use it? Do other family members and friends speak it? 6. How does knowing these languages benefit you? Do you experience any disadvantages of being bilingual? 7. How much acceptance do you get for your ability to use two languages? Is there one language that people tend to accept more readily and expect you to use? 8. Do you think in both languages? Do you dream in both languages? 9. Do you have to translate words from one language to another? When you are required to do some type of math problems, in what language do you put the numbers? Do you have to translate them back to do addition, subtraction, division, or multiplication? 10. How has being bilingual affected your identity? |