Comparing Candidates on Issues when Voting: Resources for Teaching Media Literacy in Special Education

While voting rights for adults with disabilities vary across states, the skill of voting is one important practice of citizenship, and thus active engagement in community. The skills required to inform voting require reading comprehension to reason with information, and self-determination to make choices based upon that information. This resource supports special educators of high school or postsecondary individuals with intellectual disabilities to articulate personal opinions on political issues, and to then compare political candidates using those issues

Recognizing Bias in Social Media News: Resources for Teaching Media Literacy in Special Education

With the empowerment of social media news literacy, students in special education can interact with their world with deeper competencies of critical thinking skills and civic engagement. In exploring personal and news biases, online users will have the tools to effectively grapple with the content found in their newsfeeds. The included lesson uses current social media news stories. Students will be able to identify vocabulary communicating possible bias, including absolute words or phrases, words or phrases communicating degree, and words or phrases that are positively or negatively charged

Who is my friend? Resources for Teaching Media Literacy in Special Education

Possible characteristics of autism or intellectual disabilities include vulnerability or gullibility in social situations. Therefore, some teens or adults with autism or intellectual disabilities may struggle to discern who is a true friend. In the context of media literacy, such challenges can lead to confusion in social media friend requests or related safe behaviors in using social media. This media literacy team intends for this resource to support teachers of special education or adult education to teach teens or adults with intellectual disabilities or autism about discerning friendships in the context of media literacy. A sample lesson is included

Calcium Influx Rescues Adenylate Cyclase-Hemolysin from Rapid Cell Membrane Removal and Enables Phagocyte Permeabilization by Toxin Pores

Bordetella adenylate cyclase toxin-hemolysin (CyaA) penetrates the cytoplasmic membrane of phagocytes and employs two distinct conformers to exert its multiple activities. One conformer forms cation-selective pores that permeabilize phagocyte membrane for efflux of cytosolic potassium. The other conformer conducts extracellular calcium ions across cytoplasmic membrane of cells, relocates into lipid rafts, translocates the adenylate cyclase enzyme (AC) domain into cells and converts cytosolic ATP to cAMP. We show that the calcium-conducting activity of CyaA controls the path and kinetics of endocytic removal of toxin pores from phagocyte membrane. The enzymatically inactive but calcium-conducting CyaA-AC− toxoid was endocytosed via a clathrin-dependent pathway. In contrast, a doubly mutated (E570K+E581P) toxoid, unable to conduct Ca2+ into cells, was rapidly internalized by membrane macropinocytosis, unless rescued by Ca2+ influx promoted in trans by ionomycin or intact toxoid. Moreover, a fully pore-forming CyaA-ΔAC hemolysin failed to permeabilize phagocytes, unless endocytic removal of its pores from cell membrane was decelerated through Ca2+ influx promoted by molecules locked in a Ca2+-conducting conformation by the 3D1 antibody. Inhibition of endocytosis also enabled the native B. pertussis-produced CyaA to induce lysis of J774A.1 macrophages at concentrations starting from 100 ng/ml. Hence, by mediating calcium influx into cells, the translocating conformer of CyaA controls the removal of bystander toxin pores from phagocyte membrane. This triggers a positive feedback loop of exacerbated cell permeabilization, where the efflux of cellular potassium yields further decreased toxin pore removal from cell membrane and this further enhances cell permeabilization and potassium efflux