What does Vicky tell Megan about what orientation and mobility is, and what other examples of it does she has in mind to help her student with vision impairment?

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Galina peaks through the window into the room where Wesley is conducting an assessment with Ding, a six-year-old boy who is squirming in his chair. Ding is acting as if he would rather be anywhere else in the world than where he is right now. After the session, Galina asks Wesley how he thinks things went. “Terrible,” says Wesley. “I could barely get the kid to say two words. And I tried everything. I even gave him that Honda fidget spinner that I got at the auto show a couple of years ago!” He holds up his clipboard to show how little of the questionnaire was filled out. Wesley slams the clipboard down on his desk in frustration. He then sits down and buries his head in his hands. “Wesley, if you don’t mind, I want to share some of my personal experience with you,” Galina tells him. Wesley picks his head up, revealing reddened eyes. “Before I became a supervisor,” Galina starts, taking the seat across from Wesley, “I had my share of Dings too. But then I realized that there was something about these kids coming to these offices that they find intimidating. And even having a few toys here and there didn’t make all that much of a difference. But then I started to do authentic assessments, and I found that I had much better luck.” “Interesting,” Wesley says, making it obvious to everyone but himself that he has no idea what Galina is talking about. He starts clacking away on his keyboard, but Galina interrupts him. “No need to Google it,” she says. “I’ll explain.” What does Galina tell Wesley about what authentic assessments are and why they are often more effective? Question #2: “Class dismissed,” Erin says as her students rush out of the classroom like bats out of hell. She opens her purse and pops a couple of Advils into her mouth. She gathers her belongings and walks down the hall toward the exit. “Another day in paradise,” she thinks as she mulls whether to treat herself to an ice cream sundae. “It’s the least I can do to reward myself for putting up with those brats!” As she passes Mr. Schreiber’s classroom, she notices the students all sitting with rapt attention looking toward the front of the room. There, Mr. Schreiber is standing on his desk gesticulating wildly and talking so loudly that Erin can hear his voice in the hallway. She stops and observes for a couple of minutes. Only then does Mr. Schreiber realize that he has gone overtime and tells the students that he will continue his story tomorrow. The students let out a chorus of groans as they pack their bags and head out. Mr. Schreiber notices Erin standing at the door and blushes as he steps down from the desk. “Oh gosh, I didn’t know anyone was watching,” he says. “How’s it going?” “So-so,” she says as she scoots past the exiting students. “I wish I could have my students eating out of my hand the way you do. I guess I should try standing on the desk and gesturing like crazy.” As Mr. Schreiber waves the last student goodbye, he turns to Erin and says, “Well, I’ll tell you why I do it. You see, one of the students here has hearing loss, and I figured that this would be a good way to make sure that she gets what I’m trying to do.” “So that was sign language?” Erin asks. “Uh, not really,” he answers. “I had a student like that last year,” Erin says, “and I tried to brush up on my ASL skills, but then they got him an interpreter, so I relaxed. But then there were days that the interpreter didn’t show up … it was a mess.” “Yep, been there done that,” Mr. Schreiber says, “Which is why I use total communication.” “What’s that?” Erin asks. “I’d love to explain it,” Mr. Schreiber says as he glances at his watch,” but my throat his hurting from all my theatrics. I was thinking of stopping by the ice cream shop for a milkshake. I can barely talk anymore.” “Ooh, ice cream sounds great! In fact, that’s exactly what I was thinking,” Erin says. “And if you let me join you, I’ll even treat you to a milkshake!” “On a teacher’s salary, that’s an offer I can’t refuse. Let’s go!” Mr. Schreiber says. A few minutes later, as they’re sitting at a picnic table outside the shop enjoying their treats, Erin reminds Mr. Schreiber about total communication. “Oh yeah, that’s right,” he says. “Now that my throat’s no longer burning, I’ll explain.” What does Mr. Schreiber tell Erin about what total communication is and why it can be effective? Question #3: “Wow, Vicky, this is the earliest I’ve ever seen you in the classroom,” Megan says. “You’re usually here about a week before the school year begins, but here you are on August 8th!” Vicky, who is standing on a small ladder, turns to Megan and smiles. She pushes a tack into the wall near the ceiling to hold up a red piece of construction paper. “And wow, this classroom looks great!” Megan says. “Thanks,” Vicky says as she steps down from the ladder, gives Megan a hug, and says, “So good to see you.” “You too,” Megan responds. After filling each other in on what each had been up to during the summer, Vicky explains why she is there so early: “Mr. Yankovich told me that one of my students this coming year has major vision impairment. He said that the kid is fine academically, but he said that he was giving me a heads up so I can be prepared. Now when the principal tells you something like that, you know he is expecting big stuff.” “That’s for sure,” Megan says. “So I borrowed a book from the library about how to help students with vision impairment, and it gave great suggestions about what to do, which is why I have color coded parts of the classroom,” Vicky says. “That is cool,” Megan says. “And to think that I spent most of my vacation lying on the beach playing Candy Crush.” Vicky giggles. “Yeah, so this is all part of increasing orientation and mobility,” she says. “Vicky, you are awesome sauce! What else do you have in mind?” What does Vicky tell Megan about what orientation and mobility is, and what other examples of it does she has in mind to help her student with vision impairment? Question #4: While checking into the annual social worker conference, Chad picks up a pile of papers that list all the attendees. “Good, no one named Marcus,” he thinks as he pins his nametag to his lapel. “I can’t wait to eat lunch in peace this year!” Chad enjoys the first couple of sessions and then heads into the dining room for lunch. He fills his plate from the buffet and takes a seat. Just as he is about to dig in, he hears a familiar voice call his name. Looking up, Chad notices that it is none other than Marcus, who is wearing a tuxedo and holding a water pitcher. “You’re probably wondering what I’m doing here,” he tells Chad. “No, I’m actually wondering what sin I committed that God is punishing me for,” Marcus mutters under his breath. “So I left the social work field altogether,” Marcus announces. “I guess prayer really does work,” Chad says. “You see, what happened was, I got busted,” Marcus says. Now Chad picks up his head and puts down his fork. Marcus begins: “It’s a long story, but basically, I got my degree from one of these online joke programs, and my uncle knows someone in Albany who was able to get me my license. But the place where I worked was under investigation, and as part of their digging, they found that my credentials weren’t legit. So I took a job as a waiter here while I think about my next move.” Chad shakes his head. “You? Not a legit social worker? Gee, I never would have guessed!” “I know, right?” Marcus says, with Chad’s sarcasm seemingly lost on him. “Now I saw a job offer on some website in a school,″ Marcus says. “It’s for doing health maintenance, whatever that means. Maybe you can tell me something about it?” “And waste all your talent as a waiter?” Chad says. “Gee, you’re so kind,” Marcus tells him, “but I’m looking for something a bit more lucrative, you know what I mean?” “I’ll make you a deal,” says Chad. “How about I tell what health maintenance is on the condition that you promise not to take the job?” As Marcus mulls over the deal, his manager comes charging at him. “Marcus, are you goofing off again? Quit the chit chat and get back to work!” What would Chad have told Marcus (had Marcus accepted the deal) about what health maintenance is and how it applies to exceptional students? Question #5: “It’s a good thing we split up and I saw half the teachers and you saw half the teachers,” Mr. Botez says as he and his wife drive home from their son’s school on parent-teacher conference night. “But I wonder what’s gonna be with Julio. His science teacher said he’s on the verge of failing.” “What? Are you sure you heard right?” Mrs. Botez says. “I was talking to the language arts teacher, and he said that Julio is doing terrific! In fact, he thinks Julio knows his stuff so well that he might be gifted!” They’re at a red light, so Mr. Botez turns to his wife with an incredulous expression. “Is it possible that there are two Julios in the class? Because the science teacher thinks he belongs in a special education program!” Mrs. Botez leans her seat back and lets out a sigh. “I don’t know what the story is. I think I’ll call the school tomorrow.” The next day, Mrs. Botez contacts Ms. Law, the school psychologist. She explains the situation and asks Ms. Law to explain the discrepancy. “Mrs. Botez, Julio’s situation is perfectly reasonable, and it’s also quite common,” Ms. Law says. “You see, intelligence is complex; it’s multifaceted. So the idea of Julio doing great in one subject and poorly in another makes sense according to the theory of multiple intelligences.” “The theory of what?” Mrs. Botez asks. “I’ll explain,” Ms. Law says. What does Ms. Law tell Mrs. Botez about what the theory of multiple intelligence is, and how should the Botezes apply this information to helping Julio

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