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So here is our wiki. I called it CPinclusion because I thought that's pretty simple but also descriptive. You can use this, the home page, to add content just like you would in a word processor like Microsoft Word, or you can take it a step further and embed videos, audio clips, and other stuff. You can also make new pages over on the left side if you want.

You can subscribe to the discussion attached to each page (this is the "Home" page) to receive everyone else's comments via email. If you have any problems, just give me a shout.

~Natasha

PS: Here are some links I found that you may not have seen, they have information that could affect several parts of our presentation (particularly of note is the possibility of hearing/vision problems and learning disabilities associated with the brain damage that also caused the CP (concurrent disorders):

http://www.bced.gov.bc.ca/specialed/awareness/31.htm http://www.bced.gov.bc.ca/specialed/awareness/32.htm http://www.bced.gov.bc.ca/specialed/awareness/33.htm

**__ STRATEGIES FOR TEACHING STUDENTS WITH CEREBRAL PALSY __** __Sensitivity:__ __Accessibility:__ __Teaching Aids and Strategies:__
 * Accept the fact that a disability exists. Not acknowledging this fact is not acknowledging the person.
 * Ask the student to tell you when they anticipate a need for assistance.
 * Students should be encouraged to talk confidentially with their instructors during the first week of classes to discuss their functional difficulties and needs, and to talk about ways to accommodate them.
 * Speak directly and confidently to the student, in the same manner as you would any other student.
 * When it appears that a student needs help, ask if you can help. Accept a "no thank you" graciously.
 * Don't lean on a student's wheelchair. The chair is a part of the student’s personal space.
 * Never patronize students who use wheelchairs by patting them on the head (even when it is a sign of affection)
 * Only push a wheelchair when asked.
 * When talking to a student who uses a wheelchair for more than a few minutes, or so, sit down or kneel to place yourself at that student's eye level.
 * Words like "walking" or "running" are appropriate. Sensitivity to these words is not necessary. Students who use wheelchairs use the same words.
 * Consider accessibility factor to classroom so that the student is able to get to class on time.
 * Ensue that the class is well laid out to accommodate students with special needs.
 * Be familiar with the building's emergency evacuation plan to assure that it is manageable for the students.
 * Arrange for library personnel to assist the student with access to card catalogues, bookshelves, and microfiche and other equipments.
 * Always plan any field trip in advance to ensure accessibility.
 * Encourage participation and multi-word answers
 * Allow enough time for responses.
 * Encourage students in group activities and peer interaction
 * Encouraging cooperative learning, peer tutoring, and discussion.
 * Encourage students to stretch.
 * When information gathering involves a physical action that the physically impaired student cannot perform, try a different activity which yields the same information.
 * Give completely oral tests or completely written tests, whichever is more appropriate to the students needs.
 * Allow students to tape record answers to tests or type answers, as needed.

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