Kp Message 1-18-20… “Times of ‘Zoning out’, Times of ‘accomplishment’, and Times of absolute ‘I have no idea what I’m doing here’-ment”

Oh Yes, I have felt similar pressure while mom was on her journey transition to other dimension. Walks really helped and saying her name 3 times then saying “I release your energy form my field sending it back to you through the violet flame where it is cleansed, blessed and purified to do with as you will and then saying her name again 3 times, calling all parts of myself back to me through the violet flame where it is cleansed, blessed and purified to do with as I will.” Usually, those walks entailed walking with Rupert, and standing under a tree to allow the tree absorb all that mental crap. Then sending feminine reiki of Lensomai, the flower of unconditional love, The Divine Mother, Mother Mary, Mary Magdalene feminine reiki and the Kristave, Christed reiki energy. Cleanses, clears, balances, harmonizes, transmutes all those bitchy, complaining, dense, energies.

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That sums it up pretty well. And it’s one reason I still use this 2018 “Kp on Mauna Kea with Light on the crown” image. I like viewing it, because it helps remind me who I AM… (Like it or not!).

God, I felt that today I absolutely had to get out and go for a mocha, and I had a couple things to do in town, and all this and all that. But just after I left the house, I had no idea where I was going, and felt extremely “zoned out” and “out of it”. As if something were washing over me, and wanted my lower self out of the way, as this “Cosmic ‘zone out’ energy” came through me.

Part of it was just getting the h— out of the house and away from my Dad. Even though he wasn’t really doing anything “to” me. I just…

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FULL ARTICLE Benjamin Fulford 1-6-20… “Desperate Zionist move to start WWIII backfires drastically”

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Here’s the full weekly report from Ben.

As with all of Benjamin’s posts, feel free to “tune in” to that Higher Discernment while reading (particularly with regard to Trump and why he is doing / saying what he is doing / saying).

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Desperate Zionist move to start WWIII backfires drastically
By Benjamin Fulford January 6, 2020

The U.S. murder of top Iranian general Qasem Soleimani was either a “brilliant chess move” or a very stupid mistake, but either way, it has severely harmed the Zionists.

“The martyrdom of Soleimani may have been a brilliant chess move by U.S. President Donald Trump to unleash global anti-Semitism and terminate Israel, Saudi Arabia, Zionism, Exxon, and the deep state using Iran, Russia, China, Turkey, the EU, and its allies,” was how one Pentagon source summed up the situation.

However, British Intelligence got a very different story from their U.S. counterparts, who told…

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Learning Disability and Intellectual Disability

SPED 463 CSUF Sum 2016

Discussion 5

My Personal Experiences With Students with a Disability

My personal experience with a student with a Learning Disability

Did the student demonstrate the same characteristics as stated in the course?A learning disability is a processing disorder which affects the ability to understand or use language, and may result in difficulties in listening, thinking, speaking, reading, writing, spelling, and mathematics. Students with learning disabilities usually have average or above average intelligence. There seems to be a gap between the student’s ability and actual achievement.Students with learning disabilities display one or more of the following primary characteristics: Reading problems (decoding and / or comprehension), difficulties in written language, and underachievement in math.  Secondary characteristics might include poor social skills, inattention, hyperactivity, and behavioral problems. A student can be found eligible for special education services as a student with a specific learning disability in one or more of the primary areas, if the student’s education is adversely affected.”  ( http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Characteristics.html 6/11/2016
I had two experiences with students with a Learning Disability who were also EL.  They were hard working students, who came to class everyday and prepared to do their work.  They were behind and this is why they were in Resource room English, but by the end of the year both students were writing full paragraphs, with full complete sentences.  There were writing every day, processing and completing assignments in a traditional format, which was 2004. Since than, I have learned and could apply so much more to their learning, but they were successful.  Both of them. I adapted the curriculum, by having the students listen to the written text, while following along in their own book. They would use a bookmark to follow along with the words, while listening to the recording of the story.   I used to tell them, every day, that they hear, see and write the word, then they will eventually understand and remember the word, and they did.  
My experience with modifying curriculum.  I modified the curriculum, by having the students follow along in their own textbook while hearing to the story at the same time.  Also, they had a paragraph in front of them, and they rewrote this paragraph in their journals. This was very effective in the student with LD to see the written word, having heard the written word, and then writing the written word down.  
https://www.youtube.com/watch?v=O0xdaCEqrU0 (6/11/2016)
  A visual of accommodations and modifications of curriculum.  I am visual and like to have references as this, in case, I need this later.  Although, I did not use any of the video’s, accommodations, I might in the future. 

My personal experience with a student with an Intellectual Disability


“The large majority of individuals considered intellectually disabled are in the mild range with an IQ of 50 to 70. For many of these individuals, there is no specific known cause of their developmental delays. The validity and reliability of the IQ tests used with these individuals are often in question. However, if a student is evaluated and scores an IQ of 70 or lower, he or she is considered to have an intellectual disability. The problems with these labels are that the guidelines can be altered, as in the 1970s when eligibility guidelines shifted and thousands that were previously “mentally retarded” were miraculously “cured” by changing federal regulation.  The two characteristics shared in varying degrees by all individuals with intellectual disabilities are limitations in intellectual functioning and limitations in adaptive behavior. Limitations in intellectual functioning often include difficulties with memory recall, task and skill generalization, and these students may demonstrate a tendency towards low motivation and learned helplessness. Issues in adaptive behavior may include difficulties with conceptual skills, social skills and practical skills. Individuals with intellectual disabilities also often exhibit deficits in self-determination skills as well, including skill areas such as choice making, problem solving, and goal setting.” http://www.projectidealonline.org/v/intellectual-disabilities/ (6/12/2015)Did the student demonstrate the same characteristics as stated in the course?  I highlighted in red the characteristics my students with an Intellectual Disability displayed in my Art classroom.  My contract teaching position in Las Vegas, included to assimilate students with Intellectual Disability into my 6th period Art class.  We tried a co-teaching classroom with another Mainstream Art teacher, but the mainstream students did not want anything to do with the students with Intellectual Disability and the classroom was chaotic and not working.  I talked with Supervisor, who suggested we return all my students with a disability back to my own classroom. One particular Art project, which I cannot remember the specifics, but I was frustrated, because one of the students with an Intellectual Disability, did the project very fast within one period.  This student’s project, had very little detail, and was simply made. There was very little creativity. I spoke to the students main teacher, because this particular student was in an enclosed classroom with other students who have an Intellectual Disability, and the teacher suggested we redo the project.  The teacher talked to her student, and this student created one more time, and the same results came with his art project. So, yes, the characteristics are the same with give or take of a few of the characteristics. He did not problem solve the creative project, had learned helplessness, by asking every step of the way, if “this okay?”  And his skill with the art project was generalized, in other words, very simple, childlike.My experience with modifying curriculum.  I modified the curriculum, by talking to his main teacher, allowing the student with Intellectual Disability to recreate his art, or at least try to recreate his art and kept trying to push creativity out of this student.

Learning Disability and UDL

   SPED 463 Summer 2016

    Discussion Tiger and LD Diagnosis

DISCUSSION 2 Tiger

Why do I think the IEP team decided that Tiger has a Learning Disability?

Tiger is a 9 year old student in the 3rd grade who has difficulty reading but excels at mathematics.  The IEP team administered to Tiger the Wechsler Intelligence test. Tigers IQ is 125. Well above average.  Yet, Tigers reading word recognition tested at the 1st grade level while Tigers math scores were a little above or almost above grade level.  The IEP team concluded Tiger “has the potential to achieve much higher in reading but needs intensive reading intervention in a small group situation” (p.34, Lerner).  I think since Tiger’s IQ is above average, and his math is a little above grade level, with his reading a couple grades below grade level, the IEP team concluded Tiger as having a Learning Disability based on his IQ score, his reading scores and his math scores.

What are Tigers strengths?

   Tiger excels at mathematics.  Tiger has a high above normal IQ, which will help Tiger in figuring out academic situations and social situations.  The social IQ situation is not mentioned.

What are Tiger’s area of need?

     Tiger may need glasses, which is something the iEP team did not mention, or whether he wears glasses, or has had his eye sight tested.  The area of need for Tiger is intense reading intervention and have his eye sight tested before the team proceeds forward.

My personal experiences with a child similar to Tiger.

     I have not had a student similar to Tiger.  I have had other students who had a lower IQ, yet, they are able to read, process words through writing, follow along with the story while the story was being read.  I have had high functioning Autistic student who had no problems with all the requirements for English. I had taught beginning resource English to 9th grade inner city students in Las Vegas, NV.  Each student had their own book, where as a class the students read through 7 classics in the entire school year. They would follow along listening to the story, oral receiving, while following in their own book, and then process what they just heard through a tactile process of either writing and or art project.  The students already had an IEP and goals to accomplish. I had students who were classified as Student with a Learning Disability, and they did have problems with reading, but at that time, I used the visual, hearing and tactile reinforcements to their classical readings assignments. Also, i had the LD students write paragraphs of reading to reinforce what they heard and saw as a written word.  

     https://www.youtube.com/watch?v=lk8qesnsdec (downloaded May 30, 2016)

A good strategy to accommodate and differentiate reading for students with LD.  This teacher allows the students to walk in the back of the classroom while reading.

In Response to IRIS UDL Assessment Questions:

As  retrieved from:  http://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content (6/1/2016)

QUESTION 1:  Briefly describe Universal Design for Learning.  Make sure to include the three principles of UDL

UDL is a learning environment with a diverse environment as possible, incorporating flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways.  Students are active learners. UDL meets the needs of the widest range of students by reducing the barriers to learning. Allows students to learn in accordance with their dominant learning preference. Creates alternative ways for students to both receive and deliver information.
STUDENTS – there are many ways to succeed be engaged and make rapid progress, and feel like competent expert learners.
2.  Teachers  Provides teachers with success.
3.  Administrators – There are more ways for teachers doing a great job that are not cost    ineffective. 

QUESTION 2:  When they develop goals using the principles of UDL, what is the main thing that teachers need to keep in mind?

    Teachers must know what they expect the students to learn before addressing the other curricular components so that all barriers to learning are reduced. 

ADHD with Impulsivity and Hyperactivity

   SPED 463 CSUF Sum 2016

                                                                                                     Discussion 4

Discussion 4

Tony is a student with attention deficit hyperactivity disorder (ADHD) with impulsivity and hyperactivity.  Tony is working on a computer program that does not seem to be working. Tony tells the teacher that the computer program was installed incorrectly, but his teacher tells him to get back to work.  Tony feel agitated, frustrated, feels like he is going to explode, and asks the teacher if he can “go to the bathroom” and the teacher says “no”, “get back to work”. Tony starts banging his head against the wall and the teacher asks someone to get the principal.

https://www.youtube.com/watch?v=EQ71vgRzCA4   (6/10/2016) Video on how student feels w/ADHD

Questions:

Should the teacher anticipate this kind of problem in a student with ADHD with hyperactivity and impulsivity?

Yes,  one of the “limiting distractions” (Lerner, p. 210) says is to “keep routines, simple and direct”.  Logging into the computer program was not simple and direct for Tony.  

Should the teacher have allowed Tony to leave the classroom?  A student with ADHD works best by be provided with opportunities for Moving (Lerner, p. 210) “ Permit students to move in class, sharpen pencils, get papers, get materials, alternate activities – standing, sitting, moving, allow students to work while standing or while leaning on their desks, use computers – allow students to go to computers during work time.”    Yes, I believe allowing Tony to use a 3 minutes bathroom break, would have allowed him to move and release some intensity, and then return back to the classroom, where the teacher can then help him log into the computer program.

Do you think this was the best educational setting for Tony?

Yes, if Tony can be accommodated in managing his impulsivity because logging into the computer program is almost considered as a transition activity and “Impulsive students act out physically and/or verbally.  Particularly challenging for impulsive students are transition times, when class activities shift from unstructured activities to structured activities.” (p. 209, Lerner).

IRIS EXPRESSIVE LANGUAGE

http://iris.peabody.vanderbilt.edu/iris-resource-locator/?term=disability (6/10/2016)

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Expressive_Language.pdf (6/10/2016)

Question 1

Briana’s scenario included two examples of a consistent expressive-language issue. What is it? How was she able to work around her inability to recall the word oval? What ideas or suggestions can you suggest that Briana’s teacher implement to support her during class discussions? During test-taking?  

Briana has consistent forgetful of word recall.  Recalling the appropriate word for the subject she is talking about or writing about.  If she see’s the word, or hears the word, she is able to write it down and say yes to that being the word.   Briana was able to work around her inability to recall the word, by explaining what the Oval began to look like, “A circle with longer sides”  Then one of her friends said “Is it an oval” and she was able to reply “yes”.  

     Briana’s teacher used the exact and precise Word Bank, sheet where she was able to get an A on the paper.  This is invaluable to a student with a Learning Disability. This is an excellent support and may be an accommodation on Briana’s IEP, just for future reference for her future learning.  Actually Briana, needs to learn to self advocate for herself, and remember to have a word recall list accommodation on her IEP. Of course Word Recalls on the wall of the classroom is fabulous, but in the practice of UDL, Briana’s own list of Word Bank is perfect for her learning.

Question 2  

What type of expressive-language challenge does Jalen face? Jalen needs an assessment option that allows him to convey the wealth of knowledge he has acquired. Can you think of any viable alternatives.

     Jalen may have a Learning Disability in processing his thoughts into writing.  The paragraph does not have mention of this. Jalen can be taught a learning strategies on memory and recall, such as, using acronyms, for memorization of the large amount of information on his favorite topic.  Then when he gets to a test, he can write a sentence down, and practice his recall of the information he studied. Everything was correct for this student, as he studied his favorite subject, but needs to be taught this strategy for memory recall.

     Assistive technology will be beneficial for Jaden.  He can speak into the device while it writes what he is saying into a document.  He may need to use a resource room to use the device, as his speaking into the device, during test taking, may interrupt other students in the classroom, and they may complain.

IRIS PRAGMATICS http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Pragmatics.pdf (6/10/2016)

  Six year old, Lela, wants to join in a game being played on the playground.  The students before her asked, and we allowed into the game. Lela, wandered around and approaches them several times, but walks away without saying anything.  She joins the game without asking, and is allowed to play, but the other students are uncomfortable because she did not ask.

Question:  What should Lela have done in order to join the girl’s game?  What pragmatics skills does she need to develop?

  It will be in Lela’s best interest to teach her to observe how other students approach to ask if they can play and practice through role playing.  The teacher could create a lesson plan around social interaction on the playground and all the students in the classroom can role play and practice appropriate social behaviors on the playground.  This way, Lela will not be singled out, but will learn through active role playing with other students, and they will learn at the same time.

Question:  As a teacher, what suggestions do I have to improve their pragmatics skills?  Is there anything I can do to lessen the negative perceptions that their peers may develop? 

   As stated in the above answer, as a teacher, I will create a lesson plan around benevolent playground playing. Then have the students make a play and whole class participation in role playing appropriate benevolent pragmatic approachable language that reduces negative perceptions on the playground and also with the classroom.  Also, the entire school could participate or be observers of social skills on the playground through a school play, or reading different books on the matter, and if there are any videos or movies out that can reinforce this. 

Autism and Siblings

Now that you have had the initial experience of having a daughter with a disability, discuss how you will navigate her educational, recreational, and social life. She has entered school, how to you advocate for her, what type of support have you received? Talk about the journey and what you have encountered, be detailed and relate how you will provide for all of your child’s needs. Discuss the impact on siblings and the family as a whole. (Discussion Forum (three total responses) applies.

Navigate Education Needs

The journey. Amy was born in 1991.  It was not until she turned 4 where we had her diagnosed with Autism.  She did not talk at all during her early years, but was a happy baby with few concerns.   She liked to be alone a lot of the time. The parents did not know Amy had Autism, as Amy was their first born, and mom was a stay at home mom.  Amy did not have much socialization with other children, so her disability with Autism was not recognized until around the age of 4, when her sister was born.  The parents noticed Amy would flap her hands at times, and just not respond to social situations. Her baby sister was a fire ball, and not diagnosed with Autism.  The journey of having a child with Autism, and high functioning Autism, was not easy, even though the parents had money to navigate any extra tutors, traveling for experiences, ski trips, vacations to Disney World and a few other vacations to Hawaii and other experiences.  Amy enrolled in Public School and had an IEP. At the Junior High Level she enrolled in Private Lutheran School with a continued IEP. The parents did not talk too much about Amy has having Autism, so she was treated normally in all family functions, it was only at school where she had extra help.  Consequently, Amy was able to attend College, and live on her own, now at age 26. What have encountered.  Because of the husband, having good income, and living in an affluent neighborhood, the family did not encounter too much segregation, hostility, or shunning, none of the negative behaviors.  

Navigate Recreational Needs

The journey. Amy has had a few friends her age while growing up.  Because she was an only child until age 4 and mother was able to stay home with her, her disability wasn’t completely noticed and diagnosed until her younger sister was born.  Then when her sister was born at Amy’s 4 years of age, then her sister’s friends became her playmates and she became more social and somewhat recreational. As Amy grew older, she had extra body weight on her, because she was not interested in working out, running and playing with other children.  Amy as a 26 year old are of the same body weight composition.What have encountered.  The biological father of Amy, was embarrassed about her excess weight, and ridiculed her if she choose to eat something fattening.  Amy would just ignore him, and continue eating what she choose to eat. However, I am sure that her father’s ridicule, did not help her with her weight.  Mother ended up enrolling Amy into a Judo class and this helped with her excess weight.

Navigate Social Life Needs

The journey.   Most of Amy’s social life consisted of socialization with her siblings friends, and other students in her school.  She just would rather be alone, even when her parents had adult friends over, she would go into her room and read. What have encountered.  Most of Amy’s parents friends, did not know Amy had Autism as her diagnosis was on the high end of the Autism spectrum.  Amy’s parents did not talk about their daughter’s disability or they did not include Amy in conversation as having a disability, therefore Amy was always included in social, family events, and treated as not having a disability.  

Advocate for Child With Disability School

The journey. The mother of Amy, is a tiger and more of alpha female, who will pester until it is done.  This is what she did with her child, in a nice way. Since her disability was not diagnosed until she was about school age, and she was high functioning, there was intervention with Amy’s social skills. What have encountered.  The school staff was accommodating in about 1996 when she began attending Kindergarten.  Autism was not taught as much in school, so the school staff had to incorporate and assimilate Amy into the mainstream classroom with limited pull out to work on social issues.  Since Amy came from a nice family, with a attending mother, she learned quickly to maintain her Autism disability.

Impact on Siblings and the Family as a whole.

The journey.   Amy has one sibling who was born 4 years later than Amy.  Since, Amy was an only child in the house, until her sibling came along, and was not used to speaking up to her mother, when her sibling came along, she had a time of adjustment.  Her sibling was ornery and demanding her way. Her sibling pinched and was a feisty fighter, to the point where mother had to get up earlier than usual and walk just to get tension out before their day started!  The father never talked about his oldest child, in fact, he always criticized what she ate. Except when she was about 5, he stated “you see, she does that hand flapping!” The father, is an athlete and had difficulty accepting a daughter with weight on.  What have encountered.  Amy seemed oblivious to the goings on with her sibling and the father’s remarks, and seemed to take everything in stride.  She appeared to be an easy going child with Autism, who really grew out of the disability almost by high school. She did not get into the cherished private high school that her mother wanted her to go to, but she went to another private high school and College and is a thriving working adult now in present time of 2016.