SPED 537 ECSE Methods: Multiple Disabilities/Sensory ImpairmentsTake Home FinalSpring 2006Tuesday distance sectionSubmission:Vignette # 1 ( 10 points)SPED 537 ECSE Methods: Multiple Disabilities/Sensory ImpairmentsTake Home Final Spring 2006 Instructions:- Read the two vignettes carefully, analyze them and answer all questions based on the content of the course.- Your answers should demonstrate your knowledge and skill in applying what you have learned from assigned readings, class discussions, video observations and other learning activities. - You should refer to your course readings, class notes and handouts and reference them as appropriate.- Answers must be in your own words- DO NOT COPY directly from the text or other handouts or discuss answers with classmates before you submit your final.- You MUST put your name on your final.- You may include a stamped self-addressed post card or envelope with card for your final score and course grade.- Finals will not be returned.Deadline:Monday on campus section – Due 5 pm Monday, May 22,2006- You may turn in your final in an envelope addressed to me at the Department of Special Education Office (open 8am-5pm), ED 1204 , or under my office door ED2217- Put it in my mailbox # 13 in the Mailroom ED 1116.- Or sent by priority mail with a confirmation and postmarked by 5pm Monday May 22, 2006.Tuesday distance section- Your final must be sent by priority mail with a confirmation and postmarked by 5pm Tuesday May 23, 2006Submission:Deborah Chen, Ph.D.Department of Special EducationCalifornia State University, Northridge18111 Nordhoff StreetNorthridge, CA 91330-8265DO NOT Email or Fax me your final as I will not read them. 1Vignette # 1 ( 10 points)Thirty month-old Claudia Smith has Down syndrome and has just been diagnosed as having a hearing loss. Before her hearing loss was identified, you had noticed Claudia’s response to loud sounds (e.g., startling when the leaf blower was turned on outside or her mother used the blender in the kitchen) and sometimes she seemed to pause or look towards a person calling her name. Although she points to favorite toys when she wants them and moves her arms and body in familiar finger play routines, she has few intelligible sounds that approximate words (e.g., “Ma” for mama, and “ba” for bottle or “bye-bye” when prompted to imitate them). Claudia has been healthy except for several colds each year and frequent ear infections. Although Mrs. Smith was hesitant, you encouraged her to obtain an audiological evaluation for Claudia. As a result, Claudia was identified as having a hearing loss as described in the following section of the report:Claudia Smith was seen at the Willowdale Hospital on May 5, 2005 for an audiological evaluation. She was assessed using VRA through sound field with good reliability. Better ear air conduction thresholds ranged between 55-65 dB HLacross test frequencies 500-4000 Hz. Better ear bone conduction thresholds ranged between 20-35dB HL across test frequencies 500-4000 Hz. Test results indicate a moderate mixed hearing loss in at least the better ear. Immitance measures revealed no tympanic membrane mobility with small ear canal volume in the right ear and reduced tympanic membrane mobility with negative middle ear pressure in the left ear, suggesting abnormal middle ear function in both ears respectively.In your role as an early intervention service provider answer the following: 1. Describe Claudia’s level of response to auditory stimuli and her communication abilities (3 points). 2. Based on the audiological report, discuss what you know about how Claudia’s hearing was evaluated, her hearing loss, and what sounds she should be able to hear (4 points).3. Describe 3 strategies you would recommend to Mrs. Klein to support Claudia’s hearing use and language development and provide a specific example for using each strategy (3 points).2Vignette # 2 (10 points)You are an early childhood special education consultant who has been assigned to work with the children who have disabilities at a local Head Start. Four year-old Justin Woo will be arriving at the program next week. The IEP indicates that Justin is “nonverbal andlegally blind with the diagnosis of cerebral palsy, cortical visual impairment, hearing loss,and developmental delays.” The Head Start staff has many questions and concerns about meeting Justin’s learning needs because they have had no experience with children who have multiple disabilities and are very concerned about having a “blind” child in the room. At a recent meeting to plan for Justin’s participation in the Head Start class, Justin’s father, Mr. Woo asks you about “cortical visual impairment.” He says that Justin’s eyes look fine and that he sees. Mr. Woo explains that Justin looks at television, smiles when he sees his 5-year old brother, and especially likes to watch his brother ride a trike in the driveway at home. He notices that at meals Justin tries to reach for his cup when his brother holds it up to offer a drink, but Justin turns his head to the side while trying to touch the cup even though he loves juice. Justin also doesn’t look at the cup when it on the table right in front of him beside the spoon, bowl, and washcloth. Mr. Woo says they “went through a lot of tests like the doctor looking into Justin’s eyes, showing his things to look at, and tests called VEP and MRI” but he doesn’t understand what the doctors did or “why the doctors didn’t give Justin some glasses to help him.” Mr. Woo’s questions and commentsadd to the Head Start teacher’s apprehension about having Justin in her class. 1. Discuss how you would explain Justin’s visual diagnosis, vision use, and how his vision was evaluated to Mr. Woo and the Head Start staff (4 points).2. Identify what you know about Justin’s use of vision (2 points)3. Explain 4 interventions/adaptations that you would suggest to the Head Start staff to encourage Justin’s vision use and active participation in the program and provide a specific example of each (6