Web Quest Assignment

 
Oppositional Defiant Disorder (ODD)
Conduct Disorder
Anxiety Disorder
Fetal Alcohol Disorders (see website www.faslink.org for a listing of the disorders)
Pervasive Development Disorder
Autism
Asperger Syndrome
Rett Syndrome
Depressive Disorder
Bipolar Disorder
Schizophrenia
ADHD
LD (Learning Disabilities both expressive and receptive)
Brain injuries

Or any other exceptionality please email me with your chosen topic

Part A: Making Your Web Quest:

Step 1: Find websites relevant to the teaching and understanding of exceptional students. See our course folder, “Online Resources”. You can choose a site that pertains to any of the specific exceptionalities within the Ministry categories (e.g., Communication, Physical, Intellectual, Multiple, Speech and Language).

Step 2: After studying the information from your chosen website, create 5 questions about the exceptionality from the content of the web site and post your questions to the Discussion Folder. Your classmates will answer these questions.

In your posting please include: A description of your exceptionality your 5 questions as well as your web page references.

Step 2: Please include a description of the technology that you chose for that exceptionality as well as the web link to it.

Post your Part A (include the title of your topic) to the Discussion Folder. Your colleagues will then have the opportunity to choose the Web Quest they would like to respond to.

In the subject line of your posting include your name and topic. For example Jeff Begin Part A Autism
Due Dates:

You have to complete this project in stages. To assist you with the planning and management here’s a few guidelines for due dates.

Post Part A AND B to the Discussion Folder by Monday December 3/2012 before midnight (your website description, 5 questions and technology reference). This is for your colleagues to review.
Part B Choose a Web Quest to Participate In:

You will also need to participate in a colleague’s web quest about their chosen exceptionality and then respond to their 5 questions. Please submit your answers to their questions to the Discussion Folder so your colleagues can respond to your comments and check your answers.

In the subject line please include the title of the Web Quest you participated in: For example Jeff Begin Part B Bipolar Disorder.

Please check your colleague’s answers to see how they did with your Web Quest and provide positive feed back to them.
Due Dates:

Post Part B of your Web Quest, your own 5 answers to the Web Quest/Exceptionality you chose to participate in by Monday December 3/2012 before midnight. Post to the Discussion Folder.
Part C Submit an Answer Sheet for your Part A:

Due Dates:

Submit an answer sheet to the questions you created for your own personal Web Quest/Exceptionality. This will give your colleagues an opportunity to check their own knowledge and accuracy.

Post Part C, the answer sheet for your Part A by Monday December 10/2012 midnight. Post to the Discussion Folder.

In the subject line indicate the name of your personal Web Quest and Answer Sheet. For example Jeff Begin Anxiety Disorder Answer Sheet.
Summary:

In sum you’re creating an overview and 5 questions pertaining to an exceptionality as well as an internet reference to a technology that can be used with that exceptionality for the purpose of communication. This is Part A. You’re also participating in and answering a colleagues questions. This is part B. For Part C you’ll post the answers to the questions you asked in Part A so people can check their own answers to your questions.

Please see the sample Web Quest that’s in the Discussion Folder.
Your total mark is based on the 3 sections of the Web Quest as well as the timing that you post each entry.

Sources of Information:

Please cite all information you use. You can use information from websites from our course site or the general web, discussion forums, and/or support groups for the public or educational/professional journals or links to relevant community support agencies for special education students in your school district, etc.
Total Communication Part 1
Summative Assignment
WebQuest Rubric

 
Beginning Level 1 Developing Level 2 Accomplished Level 3 Exemplary Level 4 Total
Description of Web Site you chose for your Web Quest Description of web site characteristics reflects a beginning level of performance Description of web site characteristics reflects development and movement toward mastery of performance
Description of web
site characteristics reflects mastery of performance Description of web site reflects the highest level of performance
Your Personal Content Questions
(Part A) No personal response is made to learned material (0) Your Web Quest Questions convey some evidence of a personal response to learned material from your chosen web site Your Web Quest questions convey clear evidence of a personal response to learned material from your chosen web site Your Web Quest questions convey a high degree of reflection and evidence of a personal response to learned material from your chosen web site
Your Personal Responses to Colleagues Questions
(Part B) No personal response is made to learned material (0) Your personal response to colleagues Web Quest questions convey some evidence of a response to learned material. Your personal response to colleagues Web Quest questions convey clear evidence of a response to learned material. Your personal response to colleagues Web Quest questions convey a high degree of reflection and evidence of a personal response to learned material.
Your Submitted Answer Sheet to questions from your Web Quest that you created. (Part C) No personal response is made to learned material (0) Description of answers conveys some information for your colleagues to check their own work. Description of answers conveys clear information for your colleagues to check their own work. Description of answers conveys a high degree of information for your colleagues to check their own work.

Part A Web Quest – ADHD
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http://www.caddac.ca

PART ONE
As I began reading the website I was excited to see that one of their main goals is to advocate for ADHD individuals. This site believes that advocacy not only needs to be at the personal level but at the board, provincial and national level as well. It states the current situation for the needs of Ontario students with ADHD and gives suggestions on how the school boards can implement changes to benefit students with ADHD. The sites greatly promotes all people dealing with ADHD to get involved and write letter and emails to the government to promote change in the way society views ADHD.

The site offers many informative drop down menus where all people dealing with or who have ADHD can access important up to date information. One of the drop down menu’s titled ADHD went step by step to explain the signs, symptoms and treatments of ADHD, these categories where also made relevant for different age groups, such as children, adolescents and adults. Here it also explains specific terms like executive functioning. As an educator I spent lots of time exploring the School Info drop down menu. It gave clear guidelines for ADHD red flags, ADHD triggers, and classroom accommodations for the specific ADHD behaviours. The website then goes on to offer a specific drop down menu for parent information describing insightful ideas on how parents can develop daily rountines and strategies for dealing at home. It also touches on the need of support for parents of children with ADHD and has drop down menu where teacher, parents, adult and students can access resources that are available for support groups, camps and clinics. As I continued to review the website I was delighted to see that it offers an area for doctors. At this portion of the website it has a template of a letter doctors can use to inform the school about an ADHD diagnosis and request specific accommodations.

One area that I feel this website could improve on is that a lot of great information for parents is located under the school Info section. I understand that the information is about school but I feel that parents may miss some of the important details, such as attending and deciding on IPRC decisions. Also, there is a lot of great information on the site but I’m not sure that a child, adolescence or adult with ADHD would be able to easily access all the information. It seems that there should be more interactive ways to access the information, videos, audio, for examples rather then just all reading.

I have chosen to recommended this site as a special education resources firstly because it is Canadian and directly discusses the topics and issues that are arising in our Ontario schools and school boards. The information is current, up to date and provides a variety of topics that can support all people with or dealing with ADHD. I am finding it hard to decided on exactly who my target audience is since the website seems to offer dual purposes for both educators, and parents. For educators, including teachers and special education teachers it gives you great insight on how a child with ADHD functions and what the trigger are in your classroom. It also gives you clear guidelines on how to deal with specific ADHD behaviours in your class. Lastly, it answers that question we all keep asking, why is there no support in schools to meet the unique learning needs of students with ADHD in my class? For parents, the website strongly pushes to advocate for your child and to write letters and join groups that are trying to get ADHD recognized by the Ontario boards. It also outlines the IPRC process and IEP’s that can be very confusing and often not complete discussed with parents. The daily strategies and routines suggested can assist parents in developing an easier home atmosphere for their child with ADHD.

First as a classroom teacher I would offer this site to parents who have children with ADHD. I find, especially at the early years (K-3) parents aren’t willing to research the topic, and don’t want medication, by discussing with them what you have observed in class and directing them to this website they may be able to access support they need or ask questions to professionals. As a teacher I would suggest this site to other teachers who are dealing with students who have ADHD so that they can set themselves and their student up for success. If I wanted to use a specific strategy outlined on the site I would direct my In-School Team and administrator to view to site as I may need their support in following through with some of the strategies.

Questions

1. Under the drop down menu “Advocacy” click on the link “Current Situation” Does the Ontario Human Rights Commission recognize ADHA as a disability?

2. Under the drop down menu “ADHD Info” click on the link “ADHD Red Flags”. What are five red flags that show signs of ADHD in the classroom for girls?

3. Under the drop down menu “School Info” click the link “Info for Educators”. Are ADHD students manipulative?

4. Under the drop down menu “School Info” click on the link “Reading List”. What are the first three books of the Book List for teachers?

5. Under the drop down menu “ADHD Info” click on the link “Treatment – Child and Adolescence”. What maybe the most important factor when looking at the effectiveness of long-term treatment of ADHD?
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