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.
Friday, October 30, 2015
Saturday, October 24, 2015
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.
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.
Saturday, October 17, 2015
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.
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.
Wednesday, October 14, 2015
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.
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.
Saturday, October 10, 2015
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.
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.
Monday, October 5, 2015
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.
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.
Saturday, October 3, 2015
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.
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.
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