SPED 310 Week 12

This week was a week of many changes as we started preparation for our finals and learned new material to help us as teachers in the classroom.  On Monday we started a discussion on student behavior and how we respond to student behavior. The main lesson I learned from Monday was it is important to prevent than to repair. As we are able to teach to the child and their zone of proximal development, we can prevent the behavior that comes with being bored or not feeling comfortable in class. We talked about how we want to build our classroom around our students so that they have choices and they start to feel independence, even though our hidden curriculum is to guide them to be good students and citizens. As we praise and respect our students in the small things, it can help make bigger tasks seem less difficult and they are more likely to attempt to achieve these tasks.
This discussion on classroom behavior carried into Wednesday as we were able to talk about how we can apply and analyze our strategies and the student's behavior. The main way we realized how we could collect data was to use our ABC's. A is the Antecedent in which we are able to analyze their behavior that came prior to the initial unwanted behavior. As we view this over the next few days we can begin to develop a pattern of what happened to lead them to this behavior. B is for Behavior. This is the unwanted behavior and when we document this it should be as exact as we can  be in describing the behavior. C is the Consequence. This is what happened after the unwanted behavior, and was this consequence rewarding or punishing the behavior to lead them to a pattern of doing it again.
These are things we can use in every day life as well as our teaching. If I were to be having a difficult time with a behavior I have seen my husband (he's great, don't get me wrong), I would be able to use this to analyze him over a few days and experiment to see how I can change the unwanted behavior.
This week we also met as a group to discuss our final project which is a case study of a child and how we can defend her eligibility or not eligibility based on the criteria we have talked about his semester. My book has been the greatest resource to me in finding he information for our case study. My group has also been great, however, the book gives specific guides to how we can go about finding services for our case study. We met twice this week and have begun our paper and expect to finish it on Monday. I am so glad to have a great group to work with on this project. They are reliable and we have worked hard and had disagreements that we have worked through professionally about our case study. It has been fun to advocate the best we know how to for our child in the case study, and see what services we can get her. I have learned a lot this week!

Special Olympics

For my 5 hours of service learning in SPED 310, I chose to go to Special Olympics bowling. I spent more than 5 hours from morning to early afternoon helping with whatever they needed to make the games run smoothly. This was held at fat cats and it was so much fun to see the atmosphere that is provided for people with disabilities to be able to compete and also have fun.
I was able to help keep score and also assist in helping the contestants bowl. The lane I was on consisted of people who were in wheelchairs, or needed more specific help bowling, such as ramps or carrying their ball to the ramp.
This was such a fun filled day for me as I was able to find ways to communicate with the people on my lane. two couldn't really talk, but I was able to use my limited sign language to understand what one of the girls needed. As they bowled I gave them lots of encouragement, even if they weren't doing well, I wanted to be positive. When I was keeping score I was able to go get their rewards and reward them a ribbon and their smiles made my day!
The thing that stood out to me most, and I almost cried when they stated their Olympic Athlete Oath. it goes, "Let me win. But if I cannot win, let me be brave in the attempt."  This was so amazing to see people who in the world are sometimes ostracized or looked down on intellectually, they have to be brave in everything they do to be seen as equal. Special Olympics provides them the opportunity to be with people who will accept them, and I hope to be apart of the change in the world that accepts them no matter where they are.

SPED 310 Week 11

The first two days of this week I did not attend class because of the flu. I was really sad to miss out on the case study with my group because they always help me so much in understanding areas I lack in. They were my greatest resource when I came back to class on Friday.
As I was sick I was able to ponder and gather more information for my HWD project. My grandma gave me some amazing insights into PWS as I was able to find more questions as I researched. She helped me realize how much the education system has changed since my Aunt, who had PWS, was a child. She talked about how as a teacher I need to fight for my students to get the services they need and be aware of where to get them. I was able to turn in my HWD project and I am excited to present it to the class. 
Friday we had a presentation from the class about visual impairments. They did a great job helping us do visual simulations with glasses so we could experience what it would be like to have a visual impairment. I was surprised how many people in our classroom have a visual impairment, and I have never had problems with my sight. The whole presentation helped me understand how hard it can be for someone to have a visual impairment to be in  classroom. Sometimes glasses work, and sometimes contacts work, but as teachers we can't assume that if they look normal they aren't struggling with a visual impairment. We must be aware as teachers to see the signs.
We also had a short presentation from Jana about her HWD project on a visual impairment she has been diagnosed with. Her impairment has progressed quickly and she is able to experience the changes and have a new perspective on visual impairments. I like how she told us we can be the difference for our students if we help them and accommodate for them by being their advocate. If we assume, we can't fully understand what that child is going through. Her website is very well designed and has lots of resources for parents and children. We need to BELIEVE our students.

Presentation on Cognitive Impairments

Today in our group myself, Jana, and Heidi, gave a presentation on Cognitive Impairments. We titled our presentation as Intellectual Disability because we felt that was what it is mostly referred to now as we researched. Our lesson deliver went really well. I was surprised and happy with the participation that was reciprocated as we presented and we were able to do our presentation in a timely manner that was well organized.
The evidence we have of effective student engagement was we were able to watch them and see how they talked as groups, they shared thoughts with us and brainstormed strategies as we gave them points to guide their conversation. I loved how everyone thought about their comments and added to the lesson instead of distracting or getting off topic.
If I were to teach this lesson by myself, the only thing I would change would be that we would be able to go more in depth on each impairment that we talked about. I wanted to learn more about the every day life of each of these children. This wasn't any fault of a person in our group it was what we decided was most important that needed to be covered in regards to what we were already learning in class.
In my teaching I think time management and practice is an area of improvement. I had a lot more material prepared than I thought and I wasn't able to go into as much depth as I wanted to. I also took more time than the other girls as I tried to include the class in my topic and also a video. I need to learn how to practice beforehand so I know how much time I need to take on each topic I am teaching.
I would give our group a 10. We were able to apply the the materials to the class course as a whole, and show how they applied to the principles we have learned. We were able to leave time to discuss with the group and as a class and we covered different disabilities to show examples.

SPED 310 Week 10

This week was a really fun week and I was able to apply a lot of what we learned to how I can use it as an educator. We learned about differentiated instruction, and we applied it by teaching. We also had a lesson on Orthopedic Impairments and Traumatic Brain Injuries, as well as giving a presentation on Cognitive Impairments.
When we learned about differentiated instruction we were able to see different teaching styles there are and the things we liked and didn't like about each of them. As we chose a strategy to use we were able to now see how effective they were in our lessons. For my group we chose to teach another group how to make snowflakes. For our teaching strategy we had one teacher who was the head of the lesson, and we combined with each other by having two assistant teachers and one observing teacher. By doing this we were able to assist those who didn't understand the material and also have an observing giving us feed back at the end. I really liked this strategy and it was effective for us because we had a strong lead teacher who was prepared, and we were prepared to assist. We were then taught how to throw pizza dough with towels and we were taught with a visual video and also with assistant teachers. We really liked learning this as a group.
The presentation on Orthopedic impairments and Traumatic Brain Injuries really opened my mind to all of the different kinds there are of each. They can be genetic and acquired and it is important for us to see how this fits into IDEA to see the services we may be able to provide for these students. I wish this would have been discussed more in the presentation, but overall it raised my awareness of the conditions.
For the final day this week I along with my group gave a presentation on Cognitive Impairments. It was fun to see our progression in the learning process as we learned so much about many different kinds of Cognitive Impairments as well as they stigmas and myths we thought. We were able to see how society has evolved in their thoughts about cognitive impairments as well as expand our knowledge of how Cognitive Impairment itself is not a syndrome, but how it is coupled with other syndromes and disabilities. What I liked were the teaching strategies we were able to find in our research so that we can implement them in our classroom.
The resource most helpful to me this week was the wonderful internet. I was able to find so many amazing sites for our presentation and great information for teachers and parents.

SPED 310 Week 9

This week we started out by preparing personally and with our groups for our test. We did a review game in class which really helped us better apply the materials such as case studies and idea laws to children with different specific needs. I really feel like the online reviews were my greatest help and resource this week in preparing for tests.
On Tuesday I met with  my group that I will be presenting on Cognitive Impairments with on November 23rd. It was so great to get together and start to plan how we are going to break it up into categories. We found that most of the time Cognitive Impairments are coupled with another disorder such as Autism, Fetal Alcohol Syndrome, even strokes and accidents that happen after the child is born. At first we thought it was its own specific disorder but we were able to learn a lot about how it is usually accompanied or caused by something else. My group is really excited to present and we have been able to talk about other group's presentations that we liked and can borrow things from and other aspects we didn't like.
Friday was a day full of learning as we were taught signs of sexual abuse, and neglect. It was very interesting to learn about how we need to go with our gut, but also follow clues and not make assumptions. My group was really open in sharing personal stories and stories of others and it was really touching and eye opening to see that this is real stuff. We will see this.
I also turned in my Mid-term HWD report for Prader Willi Syndrome. Learning more about a disorder my hand had to deal with has helped me understand what her life was like and help my grandparents cope with her passing. I found out to day that through my aunts funeral they were able to raise $26,000 for PWS research. Even though a cure may never be found through this research they are able to subdue effects and help these people live more independent lives. That was a huge discovery to me as I looked at some medical journals and talked with my grandparents.
I am excited for my future as an educator learning and furthering awareness of people who have disorders and being their advocate when others may look down on them.

SPED 310 Week 8

This week in Sped we were put into new groups. I was excited about my new group and have seen them contribute valuable insights in class before. This week we talked mostly about Abuse, Neglect, and Poverty. My group was awesome in talking respectfully about recognizing abuse and signs of abuse. This was a hard topic to talk about and the realization that we would have students in this situation became clear. We need to be educated on this as teacher and parents so we can help save a child and provide a safe environment for them in school.
In preparation for Wednesdays class we watched a video about an elementary school in Las Vegas that has most of their student body as homeless. The principle who came into the school took it into her own hands to take care of the students and find ways to provide a better school environment and a better home environment. She realized that if their home environment was bad they would end up not coming to school. She got the whole community involved in donating food, clothing, and school items to the school for children. She made it a small community at school that was safe for the children. This video helped me realize that if we can't get the services we need for our children through the school district, there are ways that are safe to help our children. As teachers we can be the change we want to see.
My favorite day this week and also the hardest day for me to sit through was Wednesday where we talked about poverty. We did a simulation where we had to spread out a small amount of money throughout the month and we had two kids and a job that didn't pay very much. This simulation was all too real for me. My dad and I did live in poverty. We experienced things in the simulation like having our phones turned off, our cars repossessed, and not gas in our home. My dad made the best of it and never told me things were bad. It's all I knew. I think that is how a lot of these children are. They don't know anything else so they accept their circumstances. Their parents are trying and my not have resources to get out of poverty at that moment. They rely on friends and family to help them get through hard times. My grandparents had to drive me places when my dad couldn't but I know that a lot of children don't have the church support and family support I had to help me.
One person in class made a comment to the extent of, "Why are they buying stuff they can't afford, like a car they can't afford." I wanted to answer her statement that she shouldn't be quick to judge. They need a way to get to work, to take their kids to school events and commute. Sometimes public transportation isn't the best option. We need to empathize with our students and their families. We can't judge them, we must simply help them.
This week my greatest resource was my own experiences that can help me see my students in a different light than other teachers. I have been there, and I can help them see the opportunities given to them through school. It is such a blessing to have free public school where teachers can make a difference. They need to choose to make a change.

Wheelchair Simulation 11/5/2015

This week I completed an orthopedic impairment where I spent 2 and a half hours in a wheelchair. With this assignment I was not allowed to tell people I was doing this for my class and I had to do specific assignments.
The first assignment I did was go to another building on campus and ask a question. As I left the third floor the elevator was under maintenance and so I asked a teacher if I could lift the chair and carry it down the stairs and then begin the assignment. She said yes, but I realized someone with a real orthopedic impairment wouldn't be able to do that. As I went down the hill to the Kimball building, It was a breeze and I was able to turn. I went across the cross walk and couldn't get over a bump in the curb that was fairly small. Someone offered to help me which was another part of the assignment to accept help once. I accepted his help and continued to the Kimball and asked about admissions and my track. Then I had another assignment. I needed to open a door by myself without help from the automatic door or a person.
At first when I tried to go through the door by myself, I was struggling so a man opened it for me. On my way out of the room I did it myself but I was bumping into the door and struggled. My next assignment was to use the automatic door and go uphill. I used the automatic door which was much more simple than doing it myself. As I began to go uphill to the Hinkley building I really struggled and realized it would be a while before I made it the short distance up the hill. Many people stopped ans asked to help me up the hill and it was hard to tell them no and also not to tell them it was for a class. Lots of people asked if I was sure I didn't need help because they could probably tell I was struggling. I was very appreciative of their offers, but part of the assignment was to be as independent as possible. My arms hurt so bad and when I was almost to the Hinkley two girls stopped and offered to help. the talked to me like a baby and I told them I was fine. I felt dumb that they talked to my with a tone someone would talk to me as a baby. When I finally got to the top into the Hinkley I was exhausted and sweaty and just stayed outside for a bit to cool off.
When I got inside I had a few more things left to do. I needed to go get a drink form the drinking fountain, and use the restroom in large stall and transfer myself to the toilet and back. When I went tot he drinking fountain I was glad no one was around because the water ran down my face and made a mess. It was really hard to get the right angle without getting in the wheelchair. By this time the elevator was working again so I wiped off my face and went in the elevator which was another part of the assignment. Once I got upstairs I had a hard time opening the door to get into the bathroom and then once in the stall it was very tight. I wasn't allowed to use my legs and my wheelchair didn't have brakes. I got up close to the toilet and bars an pushed myself up. As I finished in the bathroom I went and did homework in the hallway and saw someone else doing the assignment.
As I reflected on my time in the wheelchair I realized how hard it would be to get around if we didn't have simple things like automatic doors, elevators, slanted curbs, and larger stalls in bathrooms. It was very eyeopening to see who some people wanted to help and how I also needed to be independent. It gave me the ability to empathize with those in a wheelchair and see how hard it would be to have people talk to you like a baby all the time. It helped me see how I can help others with orthopedic impairments and also help them be independent.

SPED 310 Week 7

This week we focused a lot on assessments and applying the assessments in our class. In a case study we looked at on Wednesday we tried to pick out where we saw assessments may have been given, and also what type of assessment may have been given. I really liked this because it helped me see what I would do different as a teacher and things I could take from her and use in my classroom. My group really helped me see insight on the case as we talked about their perspectives on the assessments.
The best resource for me this week would have to be a video I watched in preparation for class. It is called Educating Peter. It is about a boy named Peter who has Down's Syndrome and how throughout the year the teacher and class are able to help him function and succeed in a gen ed class. This opened my mind to children who have disabilities being in gen ed as great option for them. At first I didn't like it and thought that he would do better in Sped, but he really progressed more than he would have if he had teachers constantly trying to tend to him.
On Friday we talked about Other Health Impairments that are under IDEA. I liked the presentation because it was very informational on Symptoms and effects of these Other Health Impairments. These included: Asthma, Leukemia, Diabetes, and Epilepsy. The think I wish they would have expounded more on and something I will have to research, is what special ed services they would need under IDEA. I wanted to know more about what services as there special ed teacher I would give them through IEP and not through a 504. A lot of these I felt were more under a 504, but that's because I have little knowledge about how these disabilities can adversely affect their education.
This week as we worked together as a group to explain reasoning and share background, we were able to look at disabilities from a new perspective, and also see how to better look for ways to assess our students as a whole.

SPED 310 Week 6

This week was very eye opening to how I can advocate and really help change the environment in my classroom to help my students. We talked about Classroom Management and assessments that help our students. I liked how in each chapter we read on these, we could use each topic in different categories. Classroom management can help with how we assess our students, and our assessments can help us see how to better manage our classrooms.
In conjunction with these topics we did a case study on a boy named Mark. Mark was diagnosed with a specific learning disability and as we read his teacher's opinions on teaching and how to deal with Mark, they made it seem like they are set in their ways and if he is just being lazy or falling behind then it is his fault. I loved looking for ways using and INCLUDE method that helps us use different ways to manage our classroom than can not only help our student with the LD, but it can benefit all students. My consensus to help mark as the mock music teacher, was to put him in a place where I can individually assess him. I this decision I decided to group all of the students in their instruments and keep Mark in a smaller group where I can watch him. I also decided to give him specific responsibilities to help me in the classroom, and help him stay focused. Another thing I thought would be fun for the class would be to do a beginning activity of freeze dance. Within the first few minutes of class I can assess and calm the class, and see what Mark's attention span is for the day. This activity gave me a lot of insight into how I can be an advocate for all of my students and find ways to help the entire class at a time.
Our last class this week was a presentation given about ADHD. It helped me realize that there is still a lot of controversy about the topic even with all of the technology we have today. ADHD as a disability shows that it is not just a child who can't focus, they have a hard time getting work done and paying attention in class because of genetics or a chemical imbalance. Medication does help. This is something I was not as open to until this class. As a parent I would be apprehensive, but I see now if it is the best chance for my child I should take the chance. We also did a simulation that shows how a person with ADHD can have a wondering mind without being able to control it. They can't control it and as my group and I discussed it, we need to be open minded to helping students who can't help themselves.
My group this week got smaller as a member of our group dropped the class. However, we have been working hard and our discussions push us to think deeper on the topics and as we come prepared to class we are able to bring new insights to each other. We are always asking questions to each other and furthering conversation to more depth. 

SPED 310 Week 5

This week in SPED we learned a lot that can be applicable to our future as teachers. It was a huge learning experience as we were able to do case study on a young girl and do a mock MDT meeting. We were able to discuss whether she was eligible of special education services, or if we needed to find other ways to intervene. We looked at her test scores and were able to determine based on her past history, and her current life in her adoptive family, that she is smart and progressing, and we just need to find a way to get her caught up since she had received no formal education before she was adopted when she was 7. I was able to study what I would do in an MDT meeting if I were the Special Education Supervisor. This was really cool because I was able to keep the meeting on track and following the agenda. If I were a supervisor I would let them know the resources we could provide her if she were eligible for the special education services. I was able to get the feel for how I can advocate for my students and find every way possible to help them. I also got to see how an MDT may work.
Another huge eye opener for me was Friday when we there was a group that presented on Learning Disabilities. They talked about how Dyslexia is a very common learning disability and also the most misdiagnosed. There is also Dyscalculia which is a lot like dyslexia but deals with math and numbers and not being able to grasp simple math concepts. What I liked most about this presentation is we were able to try different simulations online to help us see what it would be like to have a learning disability. There was an organizational, an attention one, writing, reading, and another one that we weren't able to get to because of time restraints. It was so frustrating not being able to do what we wanted to and it was stressful not hearing all the instructions. I only got a glimpse of what it would be like to have a learning disability, but for those few minutes it was so hard! The biggest thing the presenters stressed was making sure as teachers we are able to recognize these disabilities and not let kids slide through the cracks undiagnosed and feeling like failures. I think this is so important that we are able to sympathize with or students and think about their potential if we can help them. 

Learning Disability Simulation

This week in class we were required to do a learning disability simulation. The assignment was to do an activity where we are conversing with someone without using words that have the letters /l/ or /n/ in them. I found this task much more difficult than our stuttering simulation, and I don't know that I fully used all my words without /l/ or /n/, but I tried.
The first task I attempted was to locate a pumpkin patch in Rexburg. When we stopped to ask for directions I had tried to think about what I was going to say first and It was hard. I don't remember my exact words, but this is roughly how the conversation went.  I ask, "do you say where I see patch?" It was hard to keep my composure so I tried to act as confused as the man who was trying to understand me. When I repeated to phrase I tried to think of other things to say but when I said "patch" the man asked, "Pumpkin Patch?" and I replied, "yes" When he told me I asked him if it was a big patch, and he said it was fairly small but good prices. I could say thank you to the man so I said gracias. I felt pretty silly saying that, but it was the first thing that came to my mind. 
The next thing I did was order from Jimmy Johns today. This was really hard because I had to order for my and my husband as well. I said, "I order a 1 pepe" which is their number one sandwich. I then said, "As well, barbecue chips, and Dr. Pepper." Then I said  "pepe tomato at side." I didn't want tomatos but I didn't know how to say no tomatoes. My husband wanted a number sixteen so I said "16 lulu please, with barbecue chips and Dr. Peper." They then asked me if I wanted it for delivery or take out, and I said, "at my home". Luckily they already had my address in the system (I promise I'm not a regular). This time it was easier to keep my composure because it was over the phone, and I was able to think about what I needed to say first, but that is not what always happens.  And I don't like to admit it, but I was even a little embarrassed both times I had to talk to people. I couldn't imagine dealing with this every day.
I wonder if people who have learning disabilities have to think about what they are going to say long and hard like that? Or if they have the words in their mind, but they just don't come out. I can see how it would be so frustrating to carry out daily conversation and socialization with other people.

SPED 310 Week 4

This week was full of a lot of learning. Things we did included our stuttering simulation and also our first test. It was interesting to see how our group taught teach other, but first I will start with Monday. Monday specifically impacted my learning and helped my find more application in what we are learning.
In our book we read about case studies, then in  class we started talking about them and how they have gone to court and helped special education progress. The one I learned the most from was the Daniel R. R. Case where it was decided that the school had done all they could do with their resources and general education setting was not a good place for him. The School won this case, and what I learned from it was we need to use the continuum of Least Restrictive Environment to make sure the students are in a place where they themselves will benefit most. I was able to make a connection of LRE to the case which helped me remember both for the next test and will help me apply this in my classroom.
When we spent time in class going over the cases in our groups, and I just have to say my group is awesome! We help each other and teach each other the cases when we don't know them, and it not only helps me remember them better but we are learning these long term. This week my group was my biggest and most helpful resource. By us teaching each other I was able to find the application for my future students.

Stuttering Simulation

Today in class we were assigned to simulate stuttering to people we didn't know. This is so we can see what it is like to have a disability in our communication.
My husband and I went to Pizza Pie Cafe for dinner, and I went to the cash register first. With my stutter I said, "Two Aaaa...adults please." I then proceeded to ask for drinks and asked about sizes and pricing. As I stuttered the clerk tried to finish my sentence for me, but I finished it. They were also trying to guess what I wanted instead of letting me finish. They looked like they felt bad for me. It was hard to have them look at me like I was helpless when I was perfectly capable of finishing the sentence and I knew what I wanted. I just wasn't telling them as quickly as they wanted.
We then went to Walmart and I asked someone who worked there where I could find some pumpkin in a can. Then I asked if it would work for pies, and cookies. This worker did not react like the clerk at Pizza Pie. They were somewhat patient, and didn't try to finish my sentence, but they made certain to hurry and finish our conversation.
I can see how people who have communication disorders have a hard time keeping their spirits high as they know what they want to say, but they can't in the manner they would like to. It is so amazing to me that they are able to get used to it and find ways to cope. I was watching a video of a man who had a stutter, but he sang beautifully with out one. This was his coping strategy and it made him really happy. I learned a lot from this simulation about how I treat people with disabilities. They are smarter in ways we sometimes do not realize. 

SPED 310 Week 3

This week in SPED 310 we have really been trying to focus on the laws and why they were implemented. This is not only in preparation for our first exam, but to help see the development of special education over time. It has been interesting to me that it wasn't until the mid 1900's, that the government and also parents really started to recognize the needs of those who are disabled and created and giving them rights as human beings who need more help.

We also talked about how we need to know the 13 categories of eligibility for IDEA and the 6 rights that you get under IDEA. I read the book and it is a good resource, but I learned more from my group as we talked about them and did an activity where we categorized different disabilities. We were surprised that some disabilities were not covered under IDEA, but Sister Farely explained to us that they might still be able to be categorized in other areas because of their disability so that they can receive special education.  I would say this week I benefited and learned most from my group and our discussions. I am becoming more prepared for applying this as I understand the laws and see their evolution.

SPED 310 Week 2

This week in Special Education we really dived into the laws behind Special Education in the US, and why we have them. It is so important to make sure that we are following the laws that have been made to help those with special needs. With that, we also need to make sure we are constantly looking for more ways to improve.

 A recourse that really helped me this week was our book. It outlined the laws thoroughly and helped me understand different concepts behind IDEA. The videos about Serbia also helped me realize how much we have changed in our country because of these laws, and how we must fight for those who don't have a voice.
I would say I am pretty well prepared to apply what I have learned this week to the future. I am able to see the changes I can make in a classroom and also in a student's life to help them be more successful by implementing these laws. I want to make sure I understand them all a little better.
My peers and I learned a lot from each other this week. We were able to draw on one another for experiences with those who have special needs. And each of us used different sources which also helped with discussion. Overall this was a very successful week of class. I learned so much.