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Information Inquiry: Up-Close

Information Inquiry: Up-Close. Rebecca L. Buck EDG 617 Spring 2009 Prof. B. LaBeau. Questioning: What do I want to know?. What kinds of things interest me? What topic do I have a lot of questions about? What could I learn that would help me at home and at school?

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Information Inquiry: Up-Close

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  1. Information Inquiry: Up-Close • Rebecca L. Buck • EDG 617 • Spring 2009 • Prof. B. LaBeau

  2. Questioning: What do I want to know? • What kinds of things interest me? • What topic do I have a lot of questions about? • What could I learn that would help me at home and at school? • What topic do I know about, that I would like to know more? • Topic Chosen: Autism • AASL Standards: L1-1:1,2 and L2-1:1

  3. Guiding Questions: Autism(ASD: Autism Spectrum Disorder)‏ • What are some of the possible causes of ASD as shown by research? • What are the signs and symptoms of ASD? • What types of treatment are available for people with ASD? • What do statistics show about who (gender, ethnic back ground, socio-economic, etc), where (geographically and socio-economically), have ASD? • What are “hopes” for the future with the cure of ASD? • AASL Standard: L1-1:3

  4. Exploration of Information and Resources • Possible Resources: • Books • Autism spectrum disorders : the complete guide to understanding autism, Asperger's syndrome, pervasive developmental disorder, and other ASDs by Shantal Sickle-Kira. • Does my child have autism? a parent's guide to early detection and intervention in autism spectrum disorders by Wendy Stone. • Web-sites • http://www.nimh.nih.gov National Institute of Mental Health • http://www.necc.org The New England Center for Children • http://www.autism-society.org Autism Society of America • http://www.autismspeaks.org Autism Research and Support • Professionals in our District • Special Education Teachers • Parents with children diagnosed with ASD • AASL Standards: L1-1:4, 5

  5. Assimilation: Selecting, Evaluating and Analyzing Information • Key Words: • Autism, ASD, Developmental Disorders, Mental Health, Autism Spectrum, Pervasive Devel. Disorder • Searching: • websites, medical journals, books, and articles • Talking to professionals in our district. • Selecting the most helpful resources. • Collecting and Evaluating information to determine bias, credibility of source, and relevancy. • Analyzing data and ideas from the sources selected. • AASL Standards L1-2: 1,2,3,4

  6. Inference: Organize, Integrate, Apply and Communicate information • I created a concept map using Inspiration software to organize my information and answer the guiding questions. (See my full-sized concept-map in journal entry #5) • Creation of a concept map was a great way to organize the information I had found, communicate results to others in the future, and to discover any gaps in my research. • AASL Standards L1-3:1,2,3,4

  7. What does research show?A short summary of my findings: • What are some of the possible causes of ASD as shown by research? • Scientists are still unsure of the causes of ASD. One probable theory that has been given significant attention, is the theory of a genetic link. Studies show that families who have a history of ASD are much more likely to have children with ASD. • What are the signs and symptoms of ASD? • Impaired: social, verbal, and/or behavioral interactions • Restrictive or repetitive behaviors • Other medical problems including: mental retardation, seizures, etc. • What types of treatment are available for people with ASD? • Early intervention in highly structured environments • Dietary intervention and/or medications • Behavior modification plans • What do statistics show about who (gender, ethnic back ground, socio-economic, etc), where (geographically and socio-economically), have ASD? • ASD has no boundaries when comparing ethnicity, socio-economic status, etc. • 1 in 150 babies will be born with ASD • 4 times more common in males than in females • 10-17% growth annually: Fastest growing developmental disability in the world. • What are “hopes” for the future with the cure of ASD? • Many research studies are being done, with hope for a brighter future. • Early intervention has been shown to increase quality of life for persons with ASD • More details and information are included in my concept map.

  8. Reflection: Review the past and look to the future. • Analysis and reflection of the ideas gathered. • Assessment of the process: rubric • (See my rubric in journal entry #8)‏ • Where do I go from here? • What else do I want to know? • How can I better help my current and future students understand the needs of classmates who are dealing ASD? • What techniques could I use in my classroom to assist students with ASD? • Final Thoughts: • I will continue to look at new research and findings of studies as scientists discover more causes and treatments for ASD. • AASL Standards: L2-3:1, 2

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