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.
Friday, July 30, 2010
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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