While it is clear that the internet is having an impact on education Quizlet

o Definition/description of each category
§ Visually Impaired
· An impairment in vision that, even with correction, adversely affects a child's educational performance
· Because all visually impaired people are not the same, instruction should be individualized as much as possible to capitalize on the strengths of the learner.
§ Learning Disabled
· The disability creates "road blocks" in the brain, preventing the processing and reproducing of relevant information.
· Many learn coping strategies for processing and learning information. For example, using pictorial representations of information instead of words.
· Use of multiple methodologies to address a variety of learning styles is helpful.
§ ADD/ADHD
· ADHD (which now includes ADD) alone can make a child eligible for special educational services.
· The Centers for Disease Control and Prevention defines ADHD as a neurobehavior disorder characterized by pervasive inattention and/or hyperactivity/impulsivity resulting in significant functional impairment.
§ Deaf/Hard of Hearing
· The deaf community is unique in the way its culture is perpetuated.
· Because 90% of deaf children have two hearing parents, only a minority of deaf individuals acquire their cultural identity and social skills in the home.
· For many, learning the culture of the deaf occurs when they become part of the deaf community— commonly referred to as capital "D."
· Not all deaf people are members of a D community.
o Suggestions and guidelines for working with each group
§ Visually Impaired
· An impairment in vision that, even with correction, adversely affects a child's educational performance
· Because all visually impaired people are not the same, instruction should be individualized as much as possible to capitalize on the strengths of the learner.
§ Learning Disabled
· The disability creates "road blocks" in the brain, preventing the processing and reproducing of relevant information.
· Many learn coping strategies for processing and learning information. For example, using pictorial representations of information instead of words.
· Use of multiple methodologies to address a variety of learning styles is helpful.
§ ADD/ADHD
· Provide an advance organizer: Prepare participants for the lesson by quickly summarizing the order of various activities planned.
· Review previous lessons: For example, remind learners of previous day's lesson. Review several problems before describing the current lesson.
· State Learning Objectives: it helps to organize the information in individuals with disabilities.
· Set Behavioral Expectations: Describe how learners are expected to behave during the lesson. Tell the participants what they will be doing and how to accomplish their task.
· State Needed Materials: Identify all materials that the participants will need during the lesson
· Explain Additional Resources: Tell participants how to obtain help in mastering the lesson.
§ Deaf/Hard of Hearing
· There is a heavy emphasis on vision.
· There is a specific set of social norms.
· American Sign Language is the most commonly used form of communication in the deaf and hard of hearing community.
· Members place a strong emphasis on fostering and maintaining social ties within the community.
o How to optimize instruction within each group
§ Visually Impaired
· Explain and allow individuals to explore their physical environment
· Maximize the remaining vision of the visually impaired.
· Provide learning opportunities that will actively include people who are blind.
· Don't be afraid to ask for advice
· Orally repeat anything that is written on the blackboard.
· Verbally clarify any predominantly visual materials that you may be using.
· Expand your explanations and descriptions to tell more about the item.
· If an individual is utilizing Braille, allow additional extra time.
· Encourage individuals to utilize any alternative techniques and/or technology that might facilitate learning.

§ Learning Disabled
· Many learn coping strategies for processing and learning information. For example, using pictorial representations of information instead of words.
· Use of multiple methodologies to address a variety of learning styles is helpful
§ ADD/ADHD
· Provide an advance organizer: Prepare participants for the lesson by quickly summarizing the order of various activities planned.
· Review previous lessons: For example, remind learners of previous day's lesson. Review several problems before describing the current lesson.
· State Learning Objectives: it helps to organize the information in individuals with disabilities.
· Set Behavioral Expectations: Describe how learners are expected to behave during the lesson. Tell the participants what they will be doing and how to accomplish their task.
· State Needed Materials: Identify all materials that the participants will need during the lesson
· Explain Additional Resources: Tell participants how to obtain help in mastering the lesson.
§ Deaf/Hard of Hearing
· Face the deaf person.
· Maintain eye contact with the deaf person.
· Have a light source in front of you. Avoid glare.
· Speak slowly and clearly.
· Avoid distracting background noise.
· Do not exaggerate your mouth movements.
· Keep objects/hands away from your mouth.
· Isolate or emphasize key words when appropriate.
· Give the deaf person as many visual cues as possible.
· Consider your choice of words carefully.
· Call the person by name or title (such as "sir").
· Tap the person on the shoulder or arm.
· Wave your hand (but not frantically).
· Make sure the person is looking at you before you speak.
· Tap on the table or counter.

o Despite the exposure to more open and often explicit sexual information...
§ European teens tended to delay sexual initiation
§ Teen reproductive health is treated as a public health issue, not a religious or political issue
§ Research drives public policy to reduce unintended pregnancies, abortion, and STIs.
§ The government funds massive, consistent, long-term public education campaigns to deliver clear, explicit portrayals of responsible sexual education
§ Adolescents have convenient, confidential access to contraception and sexual health information and services, which are usually free.
§ Teens receive open, honest, consistent messages about sexuality from parents, grandparents, media, schools, and healthcare providers.
§ Mass media is a partner, not a problem.
§ Examples from Europe indicate that exposure to openness, access to contraception, and explicit, frank sexuality information do not result in greater levels of sexual pathology, but rather the opposite.

o Radio
§ Public Service Announcements
· PSA's are used to educate the public, promote programs or services and provide resources for behavior and/or community change
· One of the most common means of conveying messages to the public
· Often designed to evoke an emotional response
· PSA's should include the following:
· Source (who is sending the announcement?)
· Contact Person
· Release date and time
· Are aired for free, but must compete for air time
§ Interviews
· Telephone and Radio Interviews
o Initiated by a reporter who calls requesting an interview or statement
o The interview may be pre-scheduled, or not
o It may be recorded, or it may be live
o Sometimes the questions are provided ahead of time
o Remember to promote your organization or event
· Television Interviews
o Are usually arranged in advance
o Sometimes there is little notice, if the event or issue is recent
o Not all elements of the interviewed will always be aired
o There is an audience; dress accordingly (at least waist up)
o If it's controversial- speak from a short, prepared statement
§ Press Conferences
· A press conference is held in conjunction with a major announcement
· New building, new CEO, new services offered, etc.
· Also used to announce major projects, fund raising, latest statistics on health issues, etc.
· A prepared statement is used and provided to the media, along with background information and supporting material
· Media will likely ask for additional information, so it is important to have a good knowledge base pertaining to the issue
· A press kit is also typically provided
o TV
§ Television Interviews
· Are usually arranged in advance
· Sometimes there is little notice, if the event or issue is recent
· Not all elements of the interviewed will always be aired
· There is an audience; dress accordingly (at least waist up)
· If it's controversial- speak from a short, prepared statement
o Newspaper
§ News Releases
· News, or press, releases provide information about an organization and its activities
o Can be used with radio, TV, newspapers, and magazines
o Can use a press release to announce a new board member, grant award, special activity, upcoming events, etc.
o Can also be used to make a position statement or address controversy
o Used to gain community recognition for the organization, its activities and its members
§ Letters to the Editor
· Letter to the editor section is one of the most-read sections of the newspaper
· Provides an avenue for providing information, expressing an opinion, responding to an article, or saying thank you to a community
· Allows people the opportunity to be heard as private citizens
· Allows you to tell a story without it being interpreted or slanted by a reporter
· Newspapers have specific limitations that guide the length

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