This semester was my first semester taking any education courses. I did learn a lot about and in the teaching field but because this was my first semester I feel I needed help on a few things. Being this is my first semester I know that I will acquire more information on my way through the teacher-training program. I am very excited and open to learning as much as I can and take in the experiences that are yet to come my way in this journey. One area of needed help would be my nervousness first of all. I don't know how much your program deals with getting students over this.
My service I provided at the site was helping the student’s with different assignments and activities that they was assigned. Nothing disappointed about the my service experience because every questions that I had was answered by observation with the children and my hands on experience with them. I love working with children and it was easy due to the understanding I give them and patience. I love how they should me that my help was appreciated with a smile, hugs, and thanks you. I know that classroom management is big thing and I did take in a many different ideas and ways on how I can provide and promote this, and I would like to obtain more knowledge on how I can be effective in giving the correct discipline when that time comes or if I should have too; so that is something I will have to learn on my own when it comes to children. My career goals haven’t change in the educational dept with my field experience. The only thing I want to do is further my education beyond a bachelor degree to a master’s degree. New skills I learn is not to be afraid to tell the children with explaining how you want thing done in your classroom and what you expect from them with sugar coating words. Self-learning skills are taught to the children from to how write their names, thinking process on activities and how to become independent to solve problems. The were also played an memory strategies to help them rehearsal (mentally repeating information over and over), organization (placing items to be remembered into logical categories), and elaboration (making up imaginary connections when there is no logical link among items).
I enjoyed a lot of my observation because I’ve never had the opportunity to work with children in a classroom setting. I had so much fun working with little kids because they talk and express their ideas in very different ways. The experience was important to me because hands on experience helps me to understand something fully and to gain an understanding on how to apply strategies to help the needs with children so they can become successful in learning skills. I connected everything I learned to my long terms goals by completing my degree to ensure I do my part by teaching, guiding, and help to develop learning skills.
Friday, July 30, 2010
Visual Impairment Education
A specialized educational placement may be due to the presence of additional disabilities that create complex educational needs or to the preference of the student's family. Some specialized schools encourage short-term placements for students with visual impairments who need to work on a specific skill such as orientation and mobility or assistive technologies. This option may be especially worthwhile after a student experiences a decrease in vision and needs an intensive opportunity to learn adaptive skills. Educational summer programs allow students with visual impairments to socialize with peers who have common experiences, these programs remember are valuable in helping them develop an understanding of the effects of their own low vision or blindness.
instruction in skills that are not part of the standard curriculum. Orientation and mobility instruction is vital to teach students to use all senses to identify their position in space and to move to a destination. For many students, efficient travel will include instruction in the use of a long cane to provide information on the immediate environment. Skills in orientation and mobility should be taught by professional orientation and mobility specialists. Other curricular areas important for students who are visually impaired include instruction in daily living skills, career development, communication including literacy, use of assistive technology, use of functional vision, and social skills. Children with visual impairment often require adaptations to access the regular educational curriculum. For the student with low vision, these may include increased contrast and color highlighting, lighting adaptations, varied time requirements, use of optical devices, and auditory materials. A student who is blind may use Braille, tactile adaptations such as raised maps, speech access, use of real objects and materials, and auditory descriptions.
Most students with visual impairments have some usable vision. Their visual learning can become more efficient if they can enhance their skill to use their vision through training or the use of assistive devices. The academic curriculum appropriate for students with visual impairments is determined by their cognitive abilities. The goals and objectives set for students without visual impairments do not need to be changed for a student due solely to a vision problem, though with visual impairments into general education settings As inclusive programs for students with disabilities increase in number, general education teachers will need to understand the effect that disabilities have on students. Such understanding will allow them to make appropriate accommodations and adaptations to design inclusive educations for students with disabilities.
http://www.nad.org
http://www.nfb.org
instruction in skills that are not part of the standard curriculum. Orientation and mobility instruction is vital to teach students to use all senses to identify their position in space and to move to a destination. For many students, efficient travel will include instruction in the use of a long cane to provide information on the immediate environment. Skills in orientation and mobility should be taught by professional orientation and mobility specialists. Other curricular areas important for students who are visually impaired include instruction in daily living skills, career development, communication including literacy, use of assistive technology, use of functional vision, and social skills. Children with visual impairment often require adaptations to access the regular educational curriculum. For the student with low vision, these may include increased contrast and color highlighting, lighting adaptations, varied time requirements, use of optical devices, and auditory materials. A student who is blind may use Braille, tactile adaptations such as raised maps, speech access, use of real objects and materials, and auditory descriptions.
Most students with visual impairments have some usable vision. Their visual learning can become more efficient if they can enhance their skill to use their vision through training or the use of assistive devices. The academic curriculum appropriate for students with visual impairments is determined by their cognitive abilities. The goals and objectives set for students without visual impairments do not need to be changed for a student due solely to a vision problem, though with visual impairments into general education settings As inclusive programs for students with disabilities increase in number, general education teachers will need to understand the effect that disabilities have on students. Such understanding will allow them to make appropriate accommodations and adaptations to design inclusive educations for students with disabilities.
http://www.nad.org
http://www.nfb.org
Teacher Interview: Kelly Roberts
I interviewed a teacher at the school where I did my field experience and asked her why she chose to become a teacher.
I teach as of now third through fourth grades in all subjects(math, reading, history, etc..) in the north forest district in Houston, Texas. I believe that each child, each person, has unique gifts. It's up to the school and educators to engage, motivate and challenge students and families to recognize and build on their strengths and abilities. I believe in providing opportunities for children to find their own ways, their own rhythms and their own strengths. I hope to challenge children to be "possibility thinkers!" to watch students grow and become more aware of their world and their place in it. I also enjoy helping students understand complicated concepts. I love to see how much a student has matured from freshman to senior year and to know that I had a hand in it. I graduated from Mac Author High school, attended Western Kentucky University where I received my B.S. in geology and I received my master in education from T.S.U. The reason why I advance my career was for me to work in an administration area or to work on programs to help students in the curriculum. I encourage other teachers to advance their degree’s to gain more access to materials to help students in educations.
I love teaching for the children. The tall ones, the small ones, the slow ones, the curious ones, the hateful ones and the loving ones. They way they don't believe anything if it doesn't match what they already believe. And I love their survival skills. I love the fact that each day is a wondrous new space of time to fill with good feelings and good activities. I hated meetings administrators called just because they could. I also hated all the paperwork that had nothing directly to do with what I was doing in my classroom. Grading papers was not a part of that. Grading papers did have direct affect on my teaching. I hated the layer upon layer of standardized testing. Students are human beings and they defy standardization. John does not learn the same way Jane does and they should not be tested the same way either, but some senator or such went to school, and so knows everything about it.
When I started teaching, I wish I had known how much I was going to learn from my students. Going in to teaching you think you are the expert and should know everything. But in all reality, for me, I learned as much as I taught every day. I would encourage all new teachers to be open minded, to listen, and to be willing to learn. When a school or district decides to implement education technology into the curriculum, one of its overriding goals must be to create plans and policies for all members of the learning community to have equitable access and use. Appropriate funding and professional development represent the key means of supporting equitable access and use of technology to ensure technology literacy and to support meaningful learning for all students. Technology deployed in education can help remove inequities between the schools of the inner city and the suburbs, between cities, and rural districts. Technology can become the force that equalizes the educational opportunities of all children regardless of location and social and economic circumstance.
To promote student learning, technology must be used in effective, engaging ways. Understanding the impact of technology requires asking the right questions: "Rather than asking how many schools have VCRs, we should ask, 'At any one time, what portion of students are engaged in learning based on the material viewed through video?' " Teachers who promote meaningful, engaged learning through authentic uses of technology are providing students with opportunities to interact with a wealth of resources, materials, and data sets. When educational technology applications such as the Internet, distance learning, CD-ROMs, and video are used at the classroom level to help achieve challenging educational standards, they provide powerful alternatives for creating more effective learning environments and more productive learning opportunities.
My two favorite loves are people and health! I live my life with both as my guiding force! As for my love of people I cherish each and every moment spent with family, friends and students (past and present!). As for my love of health I embrace nature, exercise and a healthy lifestyle! I live each day to its fullest and can never get enough of the three. How I feel about discipline is there are essentially three main types of discipline. There is preventative discipline, supportive discipline, and corrective discipline. Preventative discipline refers to the strategies that teachers use to prevent student misbehaviors. Teachers use supportive discipline when they help students gain back their self-control or when they lead students back in the right direction if they begin to show signs of misbehavior. Corrective discipline involves the implementation of consequences or punishments for students that have misbehaved or broken the rules of the classroom discipline policy.
Teachers make more than a salary they make a difference in their students' lives. The satisfaction of sharing knowledge and mentoring students has called countless teachers to the field. And in coming years, teachers can expect to hear the call of career opportunity. Due to the ""Baby boomers"" teachers are set to retire just as student enrollment soars, creating over a million new teaching jobs within the next decade; so to answer your question no I wouldn’t choose another field as a career.
http://www.mathxl.com/info/MediaPopup.aspx?origin=1&disciplineGroup=5&type=Simulate&loc=mylabschool@iris/clde/chalcycle.htm&width=-1&height=-1&autoh=yes¢erwin=yes
I teach as of now third through fourth grades in all subjects(math, reading, history, etc..) in the north forest district in Houston, Texas. I believe that each child, each person, has unique gifts. It's up to the school and educators to engage, motivate and challenge students and families to recognize and build on their strengths and abilities. I believe in providing opportunities for children to find their own ways, their own rhythms and their own strengths. I hope to challenge children to be "possibility thinkers!" to watch students grow and become more aware of their world and their place in it. I also enjoy helping students understand complicated concepts. I love to see how much a student has matured from freshman to senior year and to know that I had a hand in it. I graduated from Mac Author High school, attended Western Kentucky University where I received my B.S. in geology and I received my master in education from T.S.U. The reason why I advance my career was for me to work in an administration area or to work on programs to help students in the curriculum. I encourage other teachers to advance their degree’s to gain more access to materials to help students in educations.
I love teaching for the children. The tall ones, the small ones, the slow ones, the curious ones, the hateful ones and the loving ones. They way they don't believe anything if it doesn't match what they already believe. And I love their survival skills. I love the fact that each day is a wondrous new space of time to fill with good feelings and good activities. I hated meetings administrators called just because they could. I also hated all the paperwork that had nothing directly to do with what I was doing in my classroom. Grading papers was not a part of that. Grading papers did have direct affect on my teaching. I hated the layer upon layer of standardized testing. Students are human beings and they defy standardization. John does not learn the same way Jane does and they should not be tested the same way either, but some senator or such went to school, and so knows everything about it.
When I started teaching, I wish I had known how much I was going to learn from my students. Going in to teaching you think you are the expert and should know everything. But in all reality, for me, I learned as much as I taught every day. I would encourage all new teachers to be open minded, to listen, and to be willing to learn. When a school or district decides to implement education technology into the curriculum, one of its overriding goals must be to create plans and policies for all members of the learning community to have equitable access and use. Appropriate funding and professional development represent the key means of supporting equitable access and use of technology to ensure technology literacy and to support meaningful learning for all students. Technology deployed in education can help remove inequities between the schools of the inner city and the suburbs, between cities, and rural districts. Technology can become the force that equalizes the educational opportunities of all children regardless of location and social and economic circumstance.
To promote student learning, technology must be used in effective, engaging ways. Understanding the impact of technology requires asking the right questions: "Rather than asking how many schools have VCRs, we should ask, 'At any one time, what portion of students are engaged in learning based on the material viewed through video?' " Teachers who promote meaningful, engaged learning through authentic uses of technology are providing students with opportunities to interact with a wealth of resources, materials, and data sets. When educational technology applications such as the Internet, distance learning, CD-ROMs, and video are used at the classroom level to help achieve challenging educational standards, they provide powerful alternatives for creating more effective learning environments and more productive learning opportunities.
My two favorite loves are people and health! I live my life with both as my guiding force! As for my love of people I cherish each and every moment spent with family, friends and students (past and present!). As for my love of health I embrace nature, exercise and a healthy lifestyle! I live each day to its fullest and can never get enough of the three. How I feel about discipline is there are essentially three main types of discipline. There is preventative discipline, supportive discipline, and corrective discipline. Preventative discipline refers to the strategies that teachers use to prevent student misbehaviors. Teachers use supportive discipline when they help students gain back their self-control or when they lead students back in the right direction if they begin to show signs of misbehavior. Corrective discipline involves the implementation of consequences or punishments for students that have misbehaved or broken the rules of the classroom discipline policy.
Teachers make more than a salary they make a difference in their students' lives. The satisfaction of sharing knowledge and mentoring students has called countless teachers to the field. And in coming years, teachers can expect to hear the call of career opportunity. Due to the ""Baby boomers"" teachers are set to retire just as student enrollment soars, creating over a million new teaching jobs within the next decade; so to answer your question no I wouldn’t choose another field as a career.
http://www.mathxl.com/info/MediaPopup.aspx?origin=1&disciplineGroup=5&type=Simulate&loc=mylabschool@iris/clde/chalcycle.htm&width=-1&height=-1&autoh=yes¢erwin=yes
Speech and Language Prevalence
Speech and language impairments can present as a delay or a disorder, impairments can occur as a primary condition or with secondary conditions, such as, cognitive, autistic, learning, hearing, behavior and emotional impairments. A developmental delay or impairment may result in a speech and language disorder out of line with cognitive ability. Speech and Language Disorder is usually described in terms of ‘speech’ referring to phonetic or phonological impairments and ‘language’ referring to specific language impairments there is delay or disorder. Examples of this include stuttering, speech may be difficult to understand, nasal-sounding, unusual in pitch or and rhythm. Facial grimaces along unusual movements may accompany speech, such as groping to produce sounds, syllables, and words. Difficulty planning and sequencing movements for speech within the brain; speech may be unintelligible and not understandable. Receptive and expressive abilities may be impaired together such as in a disorder called developmental language delay in toddlers and preschoolers or language learning disability in school-aged children.
The prevalence of speech sound disorder in young children is 8 to 9 percent. By the first grade, roughly 5 percent of children have noticeable speech disorders; the majority of these speech disorders have no known cause. By the end of their first year most children have mastered the ability to say a few simple words. By the first grade, roughly 5 percent of children have noticeable speech disorders; 3 percent are male and two percent female. One category of speech disorder is fluency disorder, or stuttering, which is characterized by a disruption in the flow of speech. It includes repetitions of speech sounds, hesitations before and during speaking, and the prolonged emphasis of speech sounds. More than 15 million individuals in the world stutter 9 million males and 6 million females; most of whom began stuttering at a very early age. The majority of speech sound disorders in the preschool years occur in children who are developing normally in all other areas. Speech disorders also may occur in children who have developmental disabilities. Language impairments are diagnosed in people who have clinically significant impairments in their development of spoken language in the absence of sensory or neurodevelopment disorders which comes from birth with the continuation throughout their adulthood. Spoken language in this case includes the ability to understand words, sentences, and connected speech as well as the ability to express messages using appropriate vocabulary, grammar, and discourse. Variation in prevalence also appears to be affected by a pattern of recovery for many children during the early preschool years along with poor speech development. . Most studies reported a greater prevalence of the disability in males than females.
Between 6 and 8 million individuals in the United States have some form of language impairment. Disorders of language affect children and adults differently. For children who do not use language normally from birth, or who acquire an impairment during childhood, language may not be fully developed or acquired. Speech and language impairments affects individuals of all ages but occurs most frequently in young children between the ages of 2 and 6 who are developing language. Boys are 3 times more likely to stutter than girls. Most children, however, outgrow their impairment either by themselves or with speech & language programs.
http://www.kidsource.com/NICHCY/speech.html
The prevalence of speech sound disorder in young children is 8 to 9 percent. By the first grade, roughly 5 percent of children have noticeable speech disorders; the majority of these speech disorders have no known cause. By the end of their first year most children have mastered the ability to say a few simple words. By the first grade, roughly 5 percent of children have noticeable speech disorders; 3 percent are male and two percent female. One category of speech disorder is fluency disorder, or stuttering, which is characterized by a disruption in the flow of speech. It includes repetitions of speech sounds, hesitations before and during speaking, and the prolonged emphasis of speech sounds. More than 15 million individuals in the world stutter 9 million males and 6 million females; most of whom began stuttering at a very early age. The majority of speech sound disorders in the preschool years occur in children who are developing normally in all other areas. Speech disorders also may occur in children who have developmental disabilities. Language impairments are diagnosed in people who have clinically significant impairments in their development of spoken language in the absence of sensory or neurodevelopment disorders which comes from birth with the continuation throughout their adulthood. Spoken language in this case includes the ability to understand words, sentences, and connected speech as well as the ability to express messages using appropriate vocabulary, grammar, and discourse. Variation in prevalence also appears to be affected by a pattern of recovery for many children during the early preschool years along with poor speech development. . Most studies reported a greater prevalence of the disability in males than females.
Between 6 and 8 million individuals in the United States have some form of language impairment. Disorders of language affect children and adults differently. For children who do not use language normally from birth, or who acquire an impairment during childhood, language may not be fully developed or acquired. Speech and language impairments affects individuals of all ages but occurs most frequently in young children between the ages of 2 and 6 who are developing language. Boys are 3 times more likely to stutter than girls. Most children, however, outgrow their impairment either by themselves or with speech & language programs.
http://www.kidsource.com/NICHCY/speech.html
Earlier intervention in special education
Too many children are leaving elementary school with learning skills inadequate for the next level of instruction and there for they are placed into the special education program to provide extra accommodation for the student . Before setting forth the case for early intervention, an important point needs to be clarified. Most children who enter school at risk of difficulties fall into one of two broad groups. Children in the first group enter school with adequate oral language ability but have weaknesses in the learning domain. Early intervention is a valuable asset in remediation and can prevent learning and behavioral problems from appearing in later school years. The best time to improve the chances of low-performing and handicapped children for future school success is from birth to early childhood. Early intervention can significantly alter the abilities and development potential of many children who are “at risk” during their early years. In some cases, total or near remediation of these problems can occur prior to entry into the first grade. Helping children obtain early intervention services can contribute to the eventual reduction of the number of children who experience failure in school and who need special services in later years. It is less costly and usually more effective to prevent academic, developmental and behavioral problems than to remediate them.
To practice preventive, remedial and compensatory we must change the way we teach reading in three ways. First, we must ensure that core classroom instruction in kindergarten through grade three is skillfully delivered with a balanced emphasis on reading comprehension, and mathematic skills (including the intensive build-up of content knowledge). Second, we must have procedures in place to accurately identify children who fall behind in early learning growth, even when they are provided strong classroom instruction. Third, we must provide these children who are behind with reading and math instruction that is more intensive, more explicit, and more supportive than can be provided by one teacher with a class of 20 or 30 children and we should provide that extra support early, preferably in kindergarten and first grade.
Their primary problem in learning to read involves learning to read words accurately, fluently along with solving math problems. In contrast, the second group of children, coming largely from families of lower socioeconomic or minority status, enters school with significant weaknesses in a much broader range of slower learning skills. Not only are their learning and print-related knowledge weak, they have weaker vocabularies, less experience with complicated mathematics, and less general background knowledge all of which are vital for strong learning comprehension at entrance of school grade and beyond. Labeling and classifying young children as handicapped often results in their being viewed in a negative light socially. This classification may result in the development of a self-fulfilling prophecy, where children are marginalized because of the early identification, and viewed by others in terms of their problem instead of as a whole child with many areas of potential. Placement of children into alternative programs rarely addresses the possible effects on the child’s self-esteem or the parents’ perceptions.
Children with these general weaknesses on top of learning weaknesses require a broader range of instructional support and interventions than those who come to school with impairments only in one disability. However, both groups require special support in the growth of early learning skills if they are to make adequate progress in learning to read and calculate numbers; with that support, both can achieve learning skills within the average range without any accommodation.
http://curry.edschool.virginia.edu/go/cise/ose/information/interventions.htm.
To practice preventive, remedial and compensatory we must change the way we teach reading in three ways. First, we must ensure that core classroom instruction in kindergarten through grade three is skillfully delivered with a balanced emphasis on reading comprehension, and mathematic skills (including the intensive build-up of content knowledge). Second, we must have procedures in place to accurately identify children who fall behind in early learning growth, even when they are provided strong classroom instruction. Third, we must provide these children who are behind with reading and math instruction that is more intensive, more explicit, and more supportive than can be provided by one teacher with a class of 20 or 30 children and we should provide that extra support early, preferably in kindergarten and first grade.
Their primary problem in learning to read involves learning to read words accurately, fluently along with solving math problems. In contrast, the second group of children, coming largely from families of lower socioeconomic or minority status, enters school with significant weaknesses in a much broader range of slower learning skills. Not only are their learning and print-related knowledge weak, they have weaker vocabularies, less experience with complicated mathematics, and less general background knowledge all of which are vital for strong learning comprehension at entrance of school grade and beyond. Labeling and classifying young children as handicapped often results in their being viewed in a negative light socially. This classification may result in the development of a self-fulfilling prophecy, where children are marginalized because of the early identification, and viewed by others in terms of their problem instead of as a whole child with many areas of potential. Placement of children into alternative programs rarely addresses the possible effects on the child’s self-esteem or the parents’ perceptions.
Children with these general weaknesses on top of learning weaknesses require a broader range of instructional support and interventions than those who come to school with impairments only in one disability. However, both groups require special support in the growth of early learning skills if they are to make adequate progress in learning to read and calculate numbers; with that support, both can achieve learning skills within the average range without any accommodation.
http://curry.edschool.virginia.edu/go/cise/ose/information/interventions.htm.
My Philosophy of Special Education
I am twenty-five years old, and have only decided to become a teacher within the past two years. I have always wanted to help people in some way, yet I was not sure of what area while at this HCC, two of my professors would continually express their feelings on what an impact I would make as a teacher. This planted the seed. I later became pregnant with and gave birth to my son. When you are pregnant and have children you have many worries and anxieties, including the stress of who will be caring for and teaching your child. I then examined the public school systems, for it is very difficult to ignore the negative media it has received in just the past few years. Something inside of me has told me that this is where I want to be. Somehow I want to make a difference in that child’s life by showing the child that someone does care and that they do have a positive place in the world.
Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. I believe the purposes of education are developing critical thinking skills necessary in challenging student’s minds. I also believe that education will make students understand life in a new perspective. Education can change a student’s view on society or even themselves just by obtaining knowledge in the classroom. A teacher should have certain qualities and behave in certain ways. There are many qualities I think are important to a teacher. For example, I believe a teacher should value the belief of respect in their classroom. The teacher needs to set an example to the students by being illustrating the importance of professional manor. Most importantly, I believe teachers need to be equal to all students. A teacher should not give special treatment to a student-athlete because he/she is the best player on the team.
An education will help further the mind of a student. It is the teacher’s responsibility to help make this happen. Without education, teachers would not even exist. An education is not the easiest goal to obtain in life, but I believe it is the most important goal to obtain in life and I would like to help contribute to students reaching this goal. However, the purpose for education remains the same to assist students in discovering the knowledge that they will need to succeed in life. By giving my best effort, and putting my heart and soul into my classroom, I feel that my students will see that effort and, in return, do the same.
http://www.cec.sped.org
Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. I believe the purposes of education are developing critical thinking skills necessary in challenging student’s minds. I also believe that education will make students understand life in a new perspective. Education can change a student’s view on society or even themselves just by obtaining knowledge in the classroom. A teacher should have certain qualities and behave in certain ways. There are many qualities I think are important to a teacher. For example, I believe a teacher should value the belief of respect in their classroom. The teacher needs to set an example to the students by being illustrating the importance of professional manor. Most importantly, I believe teachers need to be equal to all students. A teacher should not give special treatment to a student-athlete because he/she is the best player on the team.
An education will help further the mind of a student. It is the teacher’s responsibility to help make this happen. Without education, teachers would not even exist. An education is not the easiest goal to obtain in life, but I believe it is the most important goal to obtain in life and I would like to help contribute to students reaching this goal. However, the purpose for education remains the same to assist students in discovering the knowledge that they will need to succeed in life. By giving my best effort, and putting my heart and soul into my classroom, I feel that my students will see that effort and, in return, do the same.
http://www.cec.sped.org
Readiness for school
Children gain the key skills for school readiness through day-to-day experiences that encourage their social growth and learning. Extensive research shows that the relationships children have with their parents and caregivers play a significant role in this growth, since stable and secure relationships are central to healthy human development. Early intervention services exist for infants and toddlers, birth to three, who have a developmental disability and/or delay and their families. Research indicates that early diagnosis and access to services can reduce the intensity of service required later in a child’s life and prevent involvement in special education for some children.The purpose of the Head Start Program, authorized by Congress in the Head Start Act, is “to promote school readiness by enhancing the social and cognitive development of low income children through the provision, to low income children and their families, of health educational, nutritional, social, and other services that are determined based on family needs assessments, to be necessary.
Embedded racial inequities produce disparities in children’s opportunities to be school ready. Some of the factors that we know contribute to these inequities are disproportional rates of poverty, segregation of neighborhoods, and disparate access to community resources. One of the key resources that can promote school readiness is quality child care. Because of economic disparities, people of color are less likely to have access to the highest quality programs and the programs they do access may pose cultural barriers to children’s learning and growth in the program.
Embedded racial inequities produce disparities in children’s opportunities to be school ready. Some of the factors that we know contribute to these inequities are disproportional rates of poverty, segregation of neighborhoods, and disparate access to community resources. One of the key resources that can promote school readiness is quality child care. Because of economic disparities, people of color are less likely to have access to the highest quality programs and the programs they do access may pose cultural barriers to children’s learning and growth in the program.
What is Asperger's Disorder
Asperger’s syndrome is a specific type of “high-functioning autism“(HFA), which is characterized by poor social skills, advanced and overly formal language, and extensive, pervasive interest in a specific subject. It’s said that geniuses and people with asperger’s share same characteristics, because they both have narrow interests and are more focused and persistent on what they are doing than normal people. Asperger’s syndrome and autism are both on the spectrum of Autism Disorder which also includes rett’s disorder, childhood disintegrative disorder; just to name a few of the disorder. All these types of autism disorder present at least some of those symptoms: echolalia (repeating words said by others), abnormal social behavior, restricted range of interest, poor motor coordination and self-stimulating behavior.
Asperger’s syndrome is a mild form of autism. People suffer asperger’s don’t have communication delays as people with other forms of autism have, they function relatively well in terms of intelligence and social functions, and they often manage to go to school, graduate from colleges and live independently. Asperger’s syndrome is a specific type of “high-functioning autism“(HFA), which is characterized by poor social skills, advanced and overly formal language, and extensive, pervasive interest in a specific subject(Heward 261). Asperger can also be found in individuals who display extraordinary skills in areas such as calendar calculating, musical ability, mathematical skills, memorization, and mechanical abilities, but still facing developmental challenges in social and emotional functioning. It’s said that geniuses and people with asperger’s share same characteristics, because they both have narrow interests and are more focused and persistent on what they are doing than normal people
http://www.aspergers.com/aspclin.htm
Asperger’s syndrome is a mild form of autism. People suffer asperger’s don’t have communication delays as people with other forms of autism have, they function relatively well in terms of intelligence and social functions, and they often manage to go to school, graduate from colleges and live independently. Asperger’s syndrome is a specific type of “high-functioning autism“(HFA), which is characterized by poor social skills, advanced and overly formal language, and extensive, pervasive interest in a specific subject(Heward 261). Asperger can also be found in individuals who display extraordinary skills in areas such as calendar calculating, musical ability, mathematical skills, memorization, and mechanical abilities, but still facing developmental challenges in social and emotional functioning. It’s said that geniuses and people with asperger’s share same characteristics, because they both have narrow interests and are more focused and persistent on what they are doing than normal people
http://www.aspergers.com/aspclin.htm
Day 8: 7-26-10
This is my last day in assisting Mr.McCraw with his students( I should say our students). I observed every student and including the classroom all together. How the school provide special accommodation to students with an disorder or behavior issue. How the school expects the parents to reinforce the strategies they use to gain success in school work. And how the student to teacher ratio is a big factor, so every student receive the help that they need.
But what bother me is the labeling and teasing from students and sometimes teachers. When I was in elementary school we all knew that the students taken out of the class each day were special education students. We knew that those students were falling behind in class and did not do the "normal" work that we did. This was the assumption among the majority of the class.
The children taken from my class were not necessarily physically or mentally handicapped. Some did not even have a learning disability. Some of the children simply struggled academically. However, all children "labeled" as special education were removed from the class regardless of severity. We knew that the students were going to receive extra help from the special teachers.
Today special education programs are ran differently. Fewer and fewer students are being taken out of the regular classroom setting to receive extra help. More schools are putting special education teachers into the regular classroom rather than taking the students out. In fact, many children can benefit from having an extra teacher in the room, not just the special education students. While special education students receive the help that they need, special education teachers can also help other students.
I had fun with the students and teacher. I’m going to miss the classroom setting and assisting each student with my help. I really don’t know if I want to teach special education because right now I’m just want to get my teacher degree and become certified. I guess it wouldn’t hurt to become certified in special education along with general education.
I learned a lot from my experience with working with students overall no matter disability or non at all. I became attached to every student in the classroom and Mr.McCraw told me that I can come substitute since I have my associated already from HCC. I might take him upon his offer and advance my skills in the education settings and so I can have my foot in the door already before I graduate with B.S. in education from UHD.
Signing off with Love, Peace, and Happiness to all
Tina Harris
But what bother me is the labeling and teasing from students and sometimes teachers. When I was in elementary school we all knew that the students taken out of the class each day were special education students. We knew that those students were falling behind in class and did not do the "normal" work that we did. This was the assumption among the majority of the class.
The children taken from my class were not necessarily physically or mentally handicapped. Some did not even have a learning disability. Some of the children simply struggled academically. However, all children "labeled" as special education were removed from the class regardless of severity. We knew that the students were going to receive extra help from the special teachers.
Today special education programs are ran differently. Fewer and fewer students are being taken out of the regular classroom setting to receive extra help. More schools are putting special education teachers into the regular classroom rather than taking the students out. In fact, many children can benefit from having an extra teacher in the room, not just the special education students. While special education students receive the help that they need, special education teachers can also help other students.
I had fun with the students and teacher. I’m going to miss the classroom setting and assisting each student with my help. I really don’t know if I want to teach special education because right now I’m just want to get my teacher degree and become certified. I guess it wouldn’t hurt to become certified in special education along with general education.
I learned a lot from my experience with working with students overall no matter disability or non at all. I became attached to every student in the classroom and Mr.McCraw told me that I can come substitute since I have my associated already from HCC. I might take him upon his offer and advance my skills in the education settings and so I can have my foot in the door already before I graduate with B.S. in education from UHD.
Signing off with Love, Peace, and Happiness to all
Tina Harris
Day 7: 7-23-10
Hurray its Friday and we all are ready for the day to come to an end. The children are ready to see their parents and watch tv for the weekend. Some of students are going to the movies to see “Toy Story 3” in 3d and some are going to the beach to lay under the sun. So today we are covering math multiplications along with basic adding and subtraction.
The students have work sheets in front of them and are working out each problem without the teacher help. Mr.McCraw told me to assist James with his worksheet due to his disorder which is dyscalculia. Dyscalculia is a learning disability that occurs when a child struggles in math. Dyscalculia doesn't have a specific area of math that defines its diagnosis. Instead, dyscalculia can occur in any area of the large spectrum that is mathematics It is very individualized, affecting one child in his ability to add numbers and another child in his ability to read the numbers correctly or put them in order. The disability of dyscalculia is often as individual as the child himself.
I had James to use graphing paper to help him organized problems on regular lined paper. Also I was assisting him on different ways to learn math facts, instead of memorizing basic addition facts. Also showed him strategies on how to solve problems quickly. Strategies that help James was drawing tables, circles and the adding the circles together to get the number.
The school accommodated this type of disorder by teaching the child how to estimate. Which is a good way to start solving number problems. Teaching any new concepts by starting with the concrete and slowly moving to more abstract examples. They also show how to use manipulative when teaching new concepts. Students with math disabilities find working with his or her hands helpful in learning a new skill.
The school provide work areas that are quiet and free from distractions when its necessary. Often times, if taking a test, a child with a math disability may be allowed to take the test in the presence of a special education teacher, in a separate room in James case. More time is allowed for students with dyscalculia to work on problems and test.
James was working out his own problem but felt more secure about doing his work with someone by his side. His mother said that she doesn’t really have an issue with him at home when it comes to his homework. She makes sure that she provides her son with all her attention and make sure that the tv or radio is not on. James mother reinforce the same accommodation that the school provides at home, which I believe that those steps are going to make James successful in the long run when it comes to school and life.
The students have work sheets in front of them and are working out each problem without the teacher help. Mr.McCraw told me to assist James with his worksheet due to his disorder which is dyscalculia. Dyscalculia is a learning disability that occurs when a child struggles in math. Dyscalculia doesn't have a specific area of math that defines its diagnosis. Instead, dyscalculia can occur in any area of the large spectrum that is mathematics It is very individualized, affecting one child in his ability to add numbers and another child in his ability to read the numbers correctly or put them in order. The disability of dyscalculia is often as individual as the child himself.
I had James to use graphing paper to help him organized problems on regular lined paper. Also I was assisting him on different ways to learn math facts, instead of memorizing basic addition facts. Also showed him strategies on how to solve problems quickly. Strategies that help James was drawing tables, circles and the adding the circles together to get the number.
The school accommodated this type of disorder by teaching the child how to estimate. Which is a good way to start solving number problems. Teaching any new concepts by starting with the concrete and slowly moving to more abstract examples. They also show how to use manipulative when teaching new concepts. Students with math disabilities find working with his or her hands helpful in learning a new skill.
The school provide work areas that are quiet and free from distractions when its necessary. Often times, if taking a test, a child with a math disability may be allowed to take the test in the presence of a special education teacher, in a separate room in James case. More time is allowed for students with dyscalculia to work on problems and test.
James was working out his own problem but felt more secure about doing his work with someone by his side. His mother said that she doesn’t really have an issue with him at home when it comes to his homework. She makes sure that she provides her son with all her attention and make sure that the tv or radio is not on. James mother reinforce the same accommodation that the school provides at home, which I believe that those steps are going to make James successful in the long run when it comes to school and life.
Day 6: 7-22-10
Ok its Thursday and the children, I, and Mr.McCraw are ready for Friday to get here. We are different learning playing games in the classroom. The learning games are giving to the students to test their knowledge, awareness, and learning strategies. Every students are on a different level from each other. The teacher including me are making notes on each of the students on how they do and also these games tells the instructors if the student is improving or at the same level from the first game that was giving(labeling each students).
Personal I hate labeling children, students, or people period. I’m always torn about place labels on people. I dealt with behavior-disordered and learning disable individuals with in my family, so I aware of how things are done and etc. When we go to recess I see the other students point at my students to tease about going to a special class for the “bad” kids or the dumb so they say. It didn’t help, even when Mr.McCraw requested it be removed , to have the nameplate over his classroom door labeled only with his name and not special education. The label was everywhere; it would followed those students regardless of where they went in the school building. Everyone knew, and the results were not always positive.
From a special education teacher's point of view, labels are technically necessary. First off, students that are in special education must be labeled in order for the state to recognize them. Without that label there would be no extra funding for that student. There would be no additional support staff to help that student at school. There would be no IEP for that student, which is a must in special education. You see; a label is necessary in that manner.
Does it need to follow the child around the school? Does every staff member need to know that child is labeled as special education? Technically yes. Every teacher or staff member in the school that he comes into contact with needs to be aware of the child's behavior or learning plan. Therefore, the label is a must in the school setting.
What about the other students the students in general education? Can we keep them from knowing that a peer of theirs is in a special class? I am finding out that the answer is no. This is where the label can become a negative. Students that are labeled as special education already know they are different, then to top it off, their peers may know and this opens up a whole can of worms. Other students are sometimes not so nice to the kids they know are in special education.
I wish I had ideas on how to keep kids labeled with their specific special education label, but somehow manage to keep it from peers of the students with the label. I believe by doing this, it would save the self-esteem of the special education student and perhaps, allow for an improved school year for all in my opinion.
Personal I hate labeling children, students, or people period. I’m always torn about place labels on people. I dealt with behavior-disordered and learning disable individuals with in my family, so I aware of how things are done and etc. When we go to recess I see the other students point at my students to tease about going to a special class for the “bad” kids or the dumb so they say. It didn’t help, even when Mr.McCraw requested it be removed , to have the nameplate over his classroom door labeled only with his name and not special education. The label was everywhere; it would followed those students regardless of where they went in the school building. Everyone knew, and the results were not always positive.
From a special education teacher's point of view, labels are technically necessary. First off, students that are in special education must be labeled in order for the state to recognize them. Without that label there would be no extra funding for that student. There would be no additional support staff to help that student at school. There would be no IEP for that student, which is a must in special education. You see; a label is necessary in that manner.
Does it need to follow the child around the school? Does every staff member need to know that child is labeled as special education? Technically yes. Every teacher or staff member in the school that he comes into contact with needs to be aware of the child's behavior or learning plan. Therefore, the label is a must in the school setting.
What about the other students the students in general education? Can we keep them from knowing that a peer of theirs is in a special class? I am finding out that the answer is no. This is where the label can become a negative. Students that are labeled as special education already know they are different, then to top it off, their peers may know and this opens up a whole can of worms. Other students are sometimes not so nice to the kids they know are in special education.
I wish I had ideas on how to keep kids labeled with their specific special education label, but somehow manage to keep it from peers of the students with the label. I believe by doing this, it would save the self-esteem of the special education student and perhaps, allow for an improved school year for all in my opinion.
Day 5: 7-21-10
Mr. McCraw had a student who was integrated into the general education classroom after they had exhibited appropriate behaviors in the special classroom. The said it always took a long time before his kids were integrated and they never made the choice in haste, it was well thought out. Many times his students were sent to a general education classroom with the assistance of an associate, or paraprofessional, depending on the behavior type or disorder they have.
It was always inevitable, however, that his students, with this one step forward into general education, would take a big step backwards and have a blow-up in the general class. Let's face it, when his kid's blow, it can be big. They aren't in a classroom for behavior problems for no reason and Mr.McCraw agree with me.
The teacher said that it happened every time one of his students was integrated into general education. It had nothing to do with them not being ready behavior-wise, it had to do with stress and being out of their comfort zone: my classroom. Usually after the one big blow-up, his students did pretty well behaviorally and earned more general education classes. Every once in awhile, he would have a student who they thought was ready and just wasn't. He would return to my class again instead of being integrated.
Children deserve an education free from interruptions or explosions from other students. They think it was a great thing that these special education students were getting a chance to get back to the free and least-restrictive education they were entitled to. I am betting the majority of the parents leaned more towards thinking that their general education student shouldn't have to have his education interrupted because of a student who is in special education.
Parents don’t want their child place into the special education classroom. The parents want them to hurry up with resolving the issue to move back into the general classroom setting. Parents should realize that their a reason why their child is place into a special education classroom. They need special attention that they cant get from a general classroom.
I believe that the student that was place back into the general education classroom is going to do well. The few days I been here his behavior was pretty good as a normal child in his age group. He was very respectable towards others, the teacher and I. He was excelling in his work due to he knew how to maintain his behavior and follow instructions set by his teacher.
It was always inevitable, however, that his students, with this one step forward into general education, would take a big step backwards and have a blow-up in the general class. Let's face it, when his kid's blow, it can be big. They aren't in a classroom for behavior problems for no reason and Mr.McCraw agree with me.
The teacher said that it happened every time one of his students was integrated into general education. It had nothing to do with them not being ready behavior-wise, it had to do with stress and being out of their comfort zone: my classroom. Usually after the one big blow-up, his students did pretty well behaviorally and earned more general education classes. Every once in awhile, he would have a student who they thought was ready and just wasn't. He would return to my class again instead of being integrated.
Children deserve an education free from interruptions or explosions from other students. They think it was a great thing that these special education students were getting a chance to get back to the free and least-restrictive education they were entitled to. I am betting the majority of the parents leaned more towards thinking that their general education student shouldn't have to have his education interrupted because of a student who is in special education.
Parents don’t want their child place into the special education classroom. The parents want them to hurry up with resolving the issue to move back into the general classroom setting. Parents should realize that their a reason why their child is place into a special education classroom. They need special attention that they cant get from a general classroom.
I believe that the student that was place back into the general education classroom is going to do well. The few days I been here his behavior was pretty good as a normal child in his age group. He was very respectable towards others, the teacher and I. He was excelling in his work due to he knew how to maintain his behavior and follow instructions set by his teacher.
Day 4: 7-20-10
Day 4 in Mr. McCraw classroom which we are cover drawing on today. I notice that one of his student as asperger's syndrome. Language frustrated him, and I noticed OCD-type behaviors, like needing to travel the same route around the table to his seat, eat his food from left to right, and line up toys in the classroom. There were sensory issues where his clothing had to be cotton with no tags, and he wanted to wear his underwear inside out from what his parents told us. If things were not the way he needed them to be (or thought they should be) he unraveled and could not get himself back together. He had a look in his eyes of "coming undone." I wouldn't call it defiance, but more like not having things under control. There were lots of melt downs.
He has a sensory integration disorder which he has a hard time understanding other people's perspectives, and impulsive speech is a problem. He blurts out whatever he is thinking. He does not like to be touched or to be in small rooms. He does not make eye contact and adults often think he is being disrespectful.
The teacher has a set schedule for him since he is the only one in the classroom with the disorder. The students knows the schedule, if there are any changes in the routine, the student must know and be prepared for it far in advance. Changes in routine can cause much disruption in the life of a child with asperger's. Therefore, it is best that a teacher prepare students for any upcoming changes. These are some of the accommodations that the school has for students with this type of disorder.
Transition before or after class for a set period of time is allowed for him. For example, a student with asperger's may be allowed to pass through the hallways five minutes before or five minutes after the bell. This helps deal with crowds in the hallway that may be overwhelming and allows for more time to prepare for the next class, or organize materials from the previous class.
Also the students show signs of over-stimulation when there is too much noise in the classroom or recess time. The teacher has things set a side to help drown out the noise as in headphones to block the noise out until the student calms downs. Also he seat is in the front of the classroom next to the top students who can help him and so the teacher can keep on eye on him if he goes through a withdraw stage.
The school accommodations provided for a child with asperger's is well detailed and keep on a set schedule. I see that the school work with parents and the student to find appropriate accommodations that will provide the student with what will hopefully be a successful educational experience. And the parent reinforce the same strategies at home also to keep a set schedule at home too.
http://autism.lovetoknow.com/Aspergers_and_Classroom_Accomodations
He has a sensory integration disorder which he has a hard time understanding other people's perspectives, and impulsive speech is a problem. He blurts out whatever he is thinking. He does not like to be touched or to be in small rooms. He does not make eye contact and adults often think he is being disrespectful.
The teacher has a set schedule for him since he is the only one in the classroom with the disorder. The students knows the schedule, if there are any changes in the routine, the student must know and be prepared for it far in advance. Changes in routine can cause much disruption in the life of a child with asperger's. Therefore, it is best that a teacher prepare students for any upcoming changes. These are some of the accommodations that the school has for students with this type of disorder.
Transition before or after class for a set period of time is allowed for him. For example, a student with asperger's may be allowed to pass through the hallways five minutes before or five minutes after the bell. This helps deal with crowds in the hallway that may be overwhelming and allows for more time to prepare for the next class, or organize materials from the previous class.
Also the students show signs of over-stimulation when there is too much noise in the classroom or recess time. The teacher has things set a side to help drown out the noise as in headphones to block the noise out until the student calms downs. Also he seat is in the front of the classroom next to the top students who can help him and so the teacher can keep on eye on him if he goes through a withdraw stage.
The school accommodations provided for a child with asperger's is well detailed and keep on a set schedule. I see that the school work with parents and the student to find appropriate accommodations that will provide the student with what will hopefully be a successful educational experience. And the parent reinforce the same strategies at home also to keep a set schedule at home too.
http://autism.lovetoknow.com/Aspergers_and_Classroom_Accomodations
Thursday, July 29, 2010
Day 3: 7-19-10
Ok I’m tired but excited to attend today lesson on history with my students( I’m that attached to them). The students wear dressed in costume which represented what the history lesson was going to cover for today. One young man name Rico was dress as Martin Luther King Jr, a young lady was dress as queen Cleoparta and another young man was dress as George Washington Carver. The teacher read from the text book and had the student to act out what he just read as part of a learning fun game.
The all the students were alert and involved every minute of the history lesson. One child was having a tantrum due to he wanted to dress up but it wasn’t his turn. The teacher talked to him and explain that every has a turn and he must wait. He also gave him a choice if he continue he would have to go to another class and miss out on the lesson plan for today. The child thought about his option and clam down and we carried on with our daily routine.
Working in Special Education means you get the opportunity to meet some amazing students with gifts that appear a bit differently than those of mainstream students, and usually in a more intimate setting. It also means you will deal with more paperwork, closer parental involvement, and a wider variety of teaching strategies. Scheduling is always a big task for schools. Many schedules have to be created at the beginning of each school year. The task is even more complicated when material are both forth into the classroom.
My school has nine grade levels. It is very likely that in any given year at least eight of the grades will have one or more special education children. It can be very difficult for one or two special education teachers to service all of the children separately.
My school, has been forced to attempt to group children with special needs together. For example, all children in third grade that are serviced by special education are placed in one classroom. This way the special education teacher or assistant can visit one third grade class instead of three or four.
I can see both pros and cons to this method of grouping students. It would be virtually impossible for the special education program personnel at my school to visit every classroom. However, grouping all special needs children in one classroom can be overwhelming for the teacher. In most cases, the teacher-student ratio in these classes is smaller than the others. This, in addition to having an additional special education person visit the room, can aid the teacher greatly.
http://www.teachernet.gov.us/wholeschool/sen/
The all the students were alert and involved every minute of the history lesson. One child was having a tantrum due to he wanted to dress up but it wasn’t his turn. The teacher talked to him and explain that every has a turn and he must wait. He also gave him a choice if he continue he would have to go to another class and miss out on the lesson plan for today. The child thought about his option and clam down and we carried on with our daily routine.
Working in Special Education means you get the opportunity to meet some amazing students with gifts that appear a bit differently than those of mainstream students, and usually in a more intimate setting. It also means you will deal with more paperwork, closer parental involvement, and a wider variety of teaching strategies. Scheduling is always a big task for schools. Many schedules have to be created at the beginning of each school year. The task is even more complicated when material are both forth into the classroom.
My school has nine grade levels. It is very likely that in any given year at least eight of the grades will have one or more special education children. It can be very difficult for one or two special education teachers to service all of the children separately.
My school, has been forced to attempt to group children with special needs together. For example, all children in third grade that are serviced by special education are placed in one classroom. This way the special education teacher or assistant can visit one third grade class instead of three or four.
I can see both pros and cons to this method of grouping students. It would be virtually impossible for the special education program personnel at my school to visit every classroom. However, grouping all special needs children in one classroom can be overwhelming for the teacher. In most cases, the teacher-student ratio in these classes is smaller than the others. This, in addition to having an additional special education person visit the room, can aid the teacher greatly.
http://www.teachernet.gov.us/wholeschool/sen/
Day 2: 7-16-10
My second day in the classroom which we were coving math counting. The children place on hats, shirts and socks with numbers on them. The numbers on the clothing that the children wore represented different sets of numbers as in the 20’s 10’s 30’s etc. I wish I would have taken my camera to take a picture of the children because they were really have fun while learning.. It gave me an idea to keep with me to have the same math counting strategies as the had set up for them.
I couldn’t pinpoint a child who capture my heart because had a chance to work with all the children in my classroom. I had a chance to bond with the children out on the playground during recess. I observed the children when they play as in who go for the slide or swing. How they respect each other and how the children play with certain other children in their classroom. I watched how the children tested each of the playground equipment and invited other children to come and play along.
The Mr. McCraw told me that some of the students parents are very protective of them and some allow the teacher to do everything without reinforcement at home. Some of the children are very shy when it comes to interacting with their peers. I feel that the parents should become more involved in their child school curriculum. Its important that the learning and development of child is met through the teacher and the parent together.
The students began counting what they was assigned either on the hat, shirt, or socks. Each one of the students successful master the content that was giving to them. The shy students were trying to hide behind the curtain or under the table. The shy students were funny because they were acting like they were invisible to the teacher and their peers.
There was one student James who was completely deaf in one ear and semi in the other. He wore an hearing aid which he kept adjusting around his ear. I thought about the hearing aid that goes inside the ear instead of around the ear. The teacher had to tell the James to stop messing with her ear and place his hands back on his work. James replied back with either his ear is itching or his hearing aid was falling from his ear.
So Mr.McCraw talked to his parent about the issue that is interfering with his school work. And he suggested that they take him back to the doctor for adjustments or to see if the kind that goes in his ear is available for his type of hearing lost. The replied back with the inner ear type of hearing aid is not available for him and they tired everything. Well Mr.McCraw brought a connector that you used for eyewear but in a kid size to keep the hearing aid from falling from James ear. With the parents permission to try this method the teacher adjusted the connector onto both the hearing aids with the connector hanging in the back and it worked; problem solved.
http://www.asha.org/public/hearing/treatment/child_aids.htm
I couldn’t pinpoint a child who capture my heart because had a chance to work with all the children in my classroom. I had a chance to bond with the children out on the playground during recess. I observed the children when they play as in who go for the slide or swing. How they respect each other and how the children play with certain other children in their classroom. I watched how the children tested each of the playground equipment and invited other children to come and play along.
The Mr. McCraw told me that some of the students parents are very protective of them and some allow the teacher to do everything without reinforcement at home. Some of the children are very shy when it comes to interacting with their peers. I feel that the parents should become more involved in their child school curriculum. Its important that the learning and development of child is met through the teacher and the parent together.
The students began counting what they was assigned either on the hat, shirt, or socks. Each one of the students successful master the content that was giving to them. The shy students were trying to hide behind the curtain or under the table. The shy students were funny because they were acting like they were invisible to the teacher and their peers.
There was one student James who was completely deaf in one ear and semi in the other. He wore an hearing aid which he kept adjusting around his ear. I thought about the hearing aid that goes inside the ear instead of around the ear. The teacher had to tell the James to stop messing with her ear and place his hands back on his work. James replied back with either his ear is itching or his hearing aid was falling from his ear.
So Mr.McCraw talked to his parent about the issue that is interfering with his school work. And he suggested that they take him back to the doctor for adjustments or to see if the kind that goes in his ear is available for his type of hearing lost. The replied back with the inner ear type of hearing aid is not available for him and they tired everything. Well Mr.McCraw brought a connector that you used for eyewear but in a kid size to keep the hearing aid from falling from James ear. With the parents permission to try this method the teacher adjusted the connector onto both the hearing aids with the connector hanging in the back and it worked; problem solved.
http://www.asha.org/public/hearing/treatment/child_aids.htm
Day One at Child First Academy 7-15-10
I have the honor to work with the administrator of the school who is also a teacher for the summer program. Mr.McCraw was very nice, understanding and a great teacher to the children. At the academy there are six classroom ranging from the age group and level of comprehension the school curriculum. Two staff were assigned to each classroom of 20 students and each room cover different curriculum each day.
The classroom I was assigned to were cover the reading curriculum from basic to complex words according to the comprehension level. They had flash cards with lots of color and textured shaped next the each of the card to symbolized the level of the word. The children also had books that they had to master before moving on to the next level set of books. Each time they master the reading material he/she would received acknowledgment from their peers and certificate to take home to their parents. I would use these strategies to help my children succeed in my classroom.
My role today was to monitor and observed each children so I can participate tomorrow in assisting in the reading curriculum. Mr.McCraw gave me some notes to take home and study to give me an idea of how to apply strategies and understand the mind frame of a exceptional child; along with how to break the curriculum to basic language. I went to the other children classrooms just to take notes and observed the teacher and what skills they used to help the children understand the materials.
I was not allowed to take pictures due to security reason.
The teacher roles in the school is to assist the student in the material for understanding of what they are reading. The teachers are on a schedule and daily review on how the students are keeping up with the material giving and how the teacher is applying the strategies so the students can gain an understanding. The teachers are flexible about giving the students choices on what strategies they want to use to apply to the reading materials. And the teachers are very committed to the students and the teaching period.
The IEP in the classroom are being meet by having an individualized curriculum that is different from that of same-age. Using a more detailed reading comprehension flash cards is used for students who need more help than others. The teacher use the same curriculum as for non disabled students with modification made for the student as in use of technology and/or more detailed flash cards for reading.
Reference from website
http://www.abcteach.com/directory/reading_comprehension/
Alper,S., & Raharinnirina, S (2006). Assistive technology for individuals with disabilities: A review and synthesis of he literature. Journal of Special Education Technology, 21, 47.…..
Technology is a great tool to use in the classroom for students with or without a disability. Technology helps children feel that they are advancing and help them make their own choice instead of relying on the teacher for answers.
The classroom I was assigned to were cover the reading curriculum from basic to complex words according to the comprehension level. They had flash cards with lots of color and textured shaped next the each of the card to symbolized the level of the word. The children also had books that they had to master before moving on to the next level set of books. Each time they master the reading material he/she would received acknowledgment from their peers and certificate to take home to their parents. I would use these strategies to help my children succeed in my classroom.
My role today was to monitor and observed each children so I can participate tomorrow in assisting in the reading curriculum. Mr.McCraw gave me some notes to take home and study to give me an idea of how to apply strategies and understand the mind frame of a exceptional child; along with how to break the curriculum to basic language. I went to the other children classrooms just to take notes and observed the teacher and what skills they used to help the children understand the materials.
I was not allowed to take pictures due to security reason.
The teacher roles in the school is to assist the student in the material for understanding of what they are reading. The teachers are on a schedule and daily review on how the students are keeping up with the material giving and how the teacher is applying the strategies so the students can gain an understanding. The teachers are flexible about giving the students choices on what strategies they want to use to apply to the reading materials. And the teachers are very committed to the students and the teaching period.
The IEP in the classroom are being meet by having an individualized curriculum that is different from that of same-age. Using a more detailed reading comprehension flash cards is used for students who need more help than others. The teacher use the same curriculum as for non disabled students with modification made for the student as in use of technology and/or more detailed flash cards for reading.
Reference from website
http://www.abcteach.com/directory/reading_comprehension/
Alper,S., & Raharinnirina, S (2006). Assistive technology for individuals with disabilities: A review and synthesis of he literature. Journal of Special Education Technology, 21, 47.…..
Technology is a great tool to use in the classroom for students with or without a disability. Technology helps children feel that they are advancing and help them make their own choice instead of relying on the teacher for answers.
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