This is probably not so exciting to anyone but me. However, it keeps me organized and focused, so I’m doing it again.
Seminar in Child Language: Something funny–the class is 8-10pm on Tuesday nights. However, in an email we got over winter break, it said it would be 6-8pm. So the first night many of us showed up at 6pm, realized that Blackboard said otherwise, and came back at 8 (oh, the beauty of online classes!)
Well, what did I do this week? Got myself all settled in to start class at 6pm! There was no link, no one was there, and it still took me 5 minutes to figure it out!
Anyway, after I actually got to class at the right time, I enjoyed it. We discussed the first chapter, which included a discussion of the definition of a language disorder (more complicated than you’d think!), people-first language, and models of language disorders.
I also chose my topic for the Research Resource project: Intervention for Literacy in Early Elementary. That may be refined somewhat as I research.
Motor Speech Disorders: I have to watch the entire lecture again. A major portion of the lecture was a video, played over Adobe Connect. And while it worked, for whatever reason my connection was too slow for it. So, it played, in a choppy fashion, for 5 minutes after it finished on the professor’s end. Which meant I didn’t get what I was supposed to get from it. After that we covered the third chapter of our text, which was mostly a review of our entire Neurology class last semester. I had read the chapter, and liked it a lot more than the Neurology text last semester. Or maybe it was just the second time around, it made more sense.
However, the lecture covered a lot that wasn’t in the text, and I hadn’t printed out the lecture notes (our printer is out of paper). So, I need to watch again so I can take notes.
My chosen topic for my two-part research topic is Guillain-Barre Syndrome.
Dysphagia: This class continues to fascinate me. I sit, inches from the screen, so I can watch a video of a swallow. As she slowed it down so we could watch in detail something that is very fast, I found my pulse increasing. And, when the video subject aspirated, I actually did gasp. I said to a classmate, I had pretty much no undergrad education in dysphagia, so it’s all new, and fascinating.
We also discussed in detail all four stages of a normal swallow. My throat was so dry by the end, from constant swallowing, and I was pretty sure I had some kind of disorder as it got progressively harder to swallow. Turns out that happens when you need some water. Good to know.
This week’s homework and to-do:
Sem Child Lang.: The first 5 resources are due Tuesday (name, citation, highlights, reservations/weaknesses, application). Discussion board post due Tuesday. Read Chapter 2 (Evaluation and Assessment). Start working on making my Therapeutic Project (photo book for pronouns).
Motor Speech Disorders: Watch last week’s lecture, take notes. Read chapter 2 (Evaluation of Motor Speech Disorder. Start research on Guillain-Barre.
Dysphagia: We have no class on Thursday this week! So I will read Chapter 2, the only thing on last week’s list that I didn’t do. I also need more practice on drawing, and this week I will scan it. And I need to make some contacts for my Bedside Swallow Exam, and figure out if I can use a student at school if I get a parent permission that is separate from parent permission on the IEP.
Other: I need to set up some observations. I have to have 25 hours before boot camp, and though I’ve had that and way, way more, I’ve not ever had to keep track. So I need a written record. Not a problem, I’m looking forward to it. But I need to set up some. I want them to be various places and various ages. So, this week, make a plan for at least those I want to do within the school district.