Dealing with students in school, there are a lot of different behaviors that can be seen and dealt with. I remember being in elementary school and high school and getting in trouble as well as seeing others get in trouble because of their behavior. Each student is different, and there are definitely more things to deal with when teaching a class of students with disabilities. But I do think it is so important to know different strategies and know how to address each student's needs.
One thing that I learned and thought was interesting and effective is only praising students for what they do well. Occasionally we can find ourselves just praising students even when something is wrong so that we don't offend them or hurt their feelings. But not letting them know is only hurting them more in the long run. It is important to just instruct them and teach them what they need to correct in a loving and patient way. Letting them know that they tried and just helping them to correct what is wrong, then praising them for what they did right.They still have the capacity to learn and grow and they will not learn if they think they are doing everything right.
This week we worked on Case Studies again and the one I worked on was Alex. I learned a lot about non verbal learning disabilities that I didn't know before. I learned that they still excel in many school subjects, yet certain aspects are hard. They have a difficult time picking up on social cues and so they are constantly talking when they aren't supposed to be, they can't comprehend what they read, and different math word problems may be hard for them. Its important to know how to accommodate these students and help them to still succeed even with these learning disabilities.
Saturday, July 16, 2016
Friday, July 15, 2016
Service Learning
For half of my service learning hours I went to the HANDS art class on campus 3 times. I absolutely love going to that art class. I have come to know and love the people that are there and I love serving/making crafts with them. I used to go to HANDS every week during the Fall semester and it always brought me so much peace and joy to be in their presence. They all taught me so much from their happy spirits and their determination to succeed in all that they do.
The first time we painted pictures. I don't remember exactly what it was but I know that we did some sort of craft :) The second time I went was with my roommate and we made masks out paper plates. That one was a lot of fun. It was fun to see the variety of the different masks and see what it was that the students enjoyed to create. That was something I loved about the class. They all have such great imaginations and love to create. The third time I went we painted cups. Even though we do such simple crafts, it is just to just be there with them. I always learn so much from each and every person that goes and that we serve.
The other 2 hours of service learning I did at the Developmental Workshop. I went today and on Wednesday for an hour each. On Wednesday, I went with one of the instructors, Andy and Matty (not their real names) out to the community. We asked Andy where he wanted to go and he said he wanted to go to Wal-Mart to look for a CD. He will be in a talent show in a few weeks and wanted to find a song he could sing. So off we went to Wal-mart. When we got there, Andy didn't know where the CD's were so he needed to go ask an employee. He was really brave and asked an employee without any hesitation. I guess that is one of the things they have to complete if they go to a store or somewhere in the community as practice and learning. So we then found the CD's and helped them both realize that they didn't have enough money to buy one. They each went with $2.00 so they had a limited supply of what they could buy. They then led us to the candy aisle, searching for a snack. Eventually they picked out what they wanted and we went for a drive before heading back to the Developmental Workshop. The purpose of taking them out to the community was so that they could learn to use money and develop their social skills in everyday situations. It was a lot of fun!
Today I volunteered in a class. We first went outside and the instructor asked each student what they like to do to cool off during the summer. One thing I loved was there was a man there that is very hard to understand when he talks. There was a time he was trying to explain something to the instructor and he was getting frustrated with himself because it was difficult for him. But the instructor was very patient with him and encouraged him while he was thinking and attempting to speak. I think that is so important because then they have the courage and motivation to succeed whereas if the instructor were to get frustrated and not let him finish then he would be distraught and not want to speak again.
After we were outside for a bit, we went back inside and played UNO. They love playing Uno. I loved seeing them all interact with each other. They seem to just understand each other and connect on a different level. It is really cool and interesting to see. They were all so happy and joking around as well. I realized too that they are all so kind and so sweet. They really care about other people and think about others more than they think about themselves.
There is so much we can learn from people with disabilities and special needs. They are just like us. In some ways they are even better than us. They are such great examples and I am grateful for the opportunity and time I get to spend with them.
The first time we painted pictures. I don't remember exactly what it was but I know that we did some sort of craft :) The second time I went was with my roommate and we made masks out paper plates. That one was a lot of fun. It was fun to see the variety of the different masks and see what it was that the students enjoyed to create. That was something I loved about the class. They all have such great imaginations and love to create. The third time I went we painted cups. Even though we do such simple crafts, it is just to just be there with them. I always learn so much from each and every person that goes and that we serve.
The other 2 hours of service learning I did at the Developmental Workshop. I went today and on Wednesday for an hour each. On Wednesday, I went with one of the instructors, Andy and Matty (not their real names) out to the community. We asked Andy where he wanted to go and he said he wanted to go to Wal-Mart to look for a CD. He will be in a talent show in a few weeks and wanted to find a song he could sing. So off we went to Wal-mart. When we got there, Andy didn't know where the CD's were so he needed to go ask an employee. He was really brave and asked an employee without any hesitation. I guess that is one of the things they have to complete if they go to a store or somewhere in the community as practice and learning. So we then found the CD's and helped them both realize that they didn't have enough money to buy one. They each went with $2.00 so they had a limited supply of what they could buy. They then led us to the candy aisle, searching for a snack. Eventually they picked out what they wanted and we went for a drive before heading back to the Developmental Workshop. The purpose of taking them out to the community was so that they could learn to use money and develop their social skills in everyday situations. It was a lot of fun!
Today I volunteered in a class. We first went outside and the instructor asked each student what they like to do to cool off during the summer. One thing I loved was there was a man there that is very hard to understand when he talks. There was a time he was trying to explain something to the instructor and he was getting frustrated with himself because it was difficult for him. But the instructor was very patient with him and encouraged him while he was thinking and attempting to speak. I think that is so important because then they have the courage and motivation to succeed whereas if the instructor were to get frustrated and not let him finish then he would be distraught and not want to speak again.
After we were outside for a bit, we went back inside and played UNO. They love playing Uno. I loved seeing them all interact with each other. They seem to just understand each other and connect on a different level. It is really cool and interesting to see. They were all so happy and joking around as well. I realized too that they are all so kind and so sweet. They really care about other people and think about others more than they think about themselves.
There is so much we can learn from people with disabilities and special needs. They are just like us. In some ways they are even better than us. They are such great examples and I am grateful for the opportunity and time I get to spend with them.
Wednesday, July 13, 2016
Learning Disability Simulation
This simulation actually ended up being more difficult than I thought. It was frustrating because there are very few ways to say things without using words with N and L. I never realized how crucial those letters are in our vocabulary and everyday conversation. As I was doing these simulations, I found myself speaking very slowing and taking a lot more time to think and make sure I wasn't using words with those certain letters.
My first experience I went to Deseret Book with my roommates. My sister has been on a mission for a week now and so I decided to ask if they had anything for missionaries. I had to ask slowly and think about what exactly I was asking for. He asked me if there was anything specific for missionaries that I was looking for and I just said that she was at the MTC and so stuff for her. My sentences were very basic and simple. I admit I think I might have accidentally said a word with an N in it. It was hard not to.
My second experience was at Little Caesers. My roommates and I had a free pizza coupon so we decided to use it tonight. I got there and realized that when ordering pizza, there are a lot of words with N and L that are said. So I got to the registers and just said, "Two pizzas!" Luckily he asked me right away if we wanted pepperoni because we did and I wasn't quite sure how I was going to say that. Then he swiped my card and gave me my receit.
I think the hardest thing that I found with this simulation was that I couldn't say please, thank you, I want, I need, I am looking for, etc. I felt rude because I was just like "okay awesome" when they had been so helpful. And I am sure children with these learning disabilities get frustrated and feel depressed and sad because they can't say things like that to people when they really want to. It was a great experience for me to have and now I understand a little bit more what it is like to have a learning disability.
My first experience I went to Deseret Book with my roommates. My sister has been on a mission for a week now and so I decided to ask if they had anything for missionaries. I had to ask slowly and think about what exactly I was asking for. He asked me if there was anything specific for missionaries that I was looking for and I just said that she was at the MTC and so stuff for her. My sentences were very basic and simple. I admit I think I might have accidentally said a word with an N in it. It was hard not to.
My second experience was at Little Caesers. My roommates and I had a free pizza coupon so we decided to use it tonight. I got there and realized that when ordering pizza, there are a lot of words with N and L that are said. So I got to the registers and just said, "Two pizzas!" Luckily he asked me right away if we wanted pepperoni because we did and I wasn't quite sure how I was going to say that. Then he swiped my card and gave me my receit.
I think the hardest thing that I found with this simulation was that I couldn't say please, thank you, I want, I need, I am looking for, etc. I felt rude because I was just like "okay awesome" when they had been so helpful. And I am sure children with these learning disabilities get frustrated and feel depressed and sad because they can't say things like that to people when they really want to. It was a great experience for me to have and now I understand a little bit more what it is like to have a learning disability.
Language Fluency Impairment Simulation
This is the simulation I think I was the most afraid and nervous to do. It was something that was completely out of my comfort zone. But again, I felt like I was humbled and that it was a great experience for me. I have realized that there are so many kind people here that are willing to help those who need it anytime.
The first experience I had was at the library. I went to drop off some books that I had rented for my Children's Literature class. I went to give them to the guy at the desk and he told me to just put them in the drop box. I wasn't going to do it, but then I just forced myself to go to him again and ask him for another book that I needed for that same Children's Literature class. I went to him and asked him if they had "Tttthe Bbbbbronze Bbbow". He said, "Sorry, can you say that again? What was it?". I repeated it to him again with the stutter. He still wasn't exactly sure what I had asked so he asked me to write it down for him. He was really nice about it. While I was writing it down he says to me, "It's okay, English is my second language so sometimes it's hard for me to say some words and things". He then proceeded to find the book for me and check it out for me. He was asking me some questions and I didn't say much of a response because I was nervous still.
My next experience was a little easier and less nerve racking. I found an employee at Wal-Mart and asked her where the CD's were. She was so kind and led me right to them.
I realized how frustrating and hard it could be for a person with this disability because they know exactly what they want to say but have a hard time getting the point across. Then when people can't understand what you are saying and you must repeat it, that is so hard because it was hard enough to say it the first time. As a future teacher, I think it is good to know how they are feeling so that I know to be patient with them and just wait for them to say what they need to. I think it is also important to encourage them to speak. Even though it might be uncomfortable for them, they will be more comfortable as they speak more often.
The first experience I had was at the library. I went to drop off some books that I had rented for my Children's Literature class. I went to give them to the guy at the desk and he told me to just put them in the drop box. I wasn't going to do it, but then I just forced myself to go to him again and ask him for another book that I needed for that same Children's Literature class. I went to him and asked him if they had "Tttthe Bbbbbronze Bbbow". He said, "Sorry, can you say that again? What was it?". I repeated it to him again with the stutter. He still wasn't exactly sure what I had asked so he asked me to write it down for him. He was really nice about it. While I was writing it down he says to me, "It's okay, English is my second language so sometimes it's hard for me to say some words and things". He then proceeded to find the book for me and check it out for me. He was asking me some questions and I didn't say much of a response because I was nervous still.
My next experience was a little easier and less nerve racking. I found an employee at Wal-Mart and asked her where the CD's were. She was so kind and led me right to them.
I realized how frustrating and hard it could be for a person with this disability because they know exactly what they want to say but have a hard time getting the point across. Then when people can't understand what you are saying and you must repeat it, that is so hard because it was hard enough to say it the first time. As a future teacher, I think it is good to know how they are feeling so that I know to be patient with them and just wait for them to say what they need to. I think it is also important to encourage them to speak. Even though it might be uncomfortable for them, they will be more comfortable as they speak more often.
Saturday, July 9, 2016
Student Evaluation and Testing
In this week's reading, we read about evaluating students with special needs. Personally, I have never been a great test taker. At times I can do well on tests, but at times I can know the material but still do horrible on a test. Because of this, I have never been a huge fan of grades and grades determining our knowledge and how "smart" we are or how much we know. I feel that especially for kids with special needs, it is good to evaluate them in different ways than just giving them a test and then a letter grade. That does not reflect what they know at all. Some get anxiety when taking tests and can't remember what they spent hours studying. However, I do recognize that it also takes effort and hard work to get those good grades, and those who don't put in the work (which was me some of the time) won't receive as good of a grade.
Some things that it talked about was preparing the students well prior to the test by giving them study guides and tools to study and remember what they have learned. Then during the test, giving them time and materials to help them be successful. There are also many different types of tests that we can give them that will accurately reflect their accomplishments and what they have learned. For example there are hands on assessments, portfolio assessments, and a few more. Then after the test it is good to figure out how to grade them. I feel like it's good praise them on their accomplishments and let them know their competence rather than just a letter grade. Especially for young students with disabilities, the letter grade may not be helpful at all because they don't know what that means. It may confuse parents as well.
Therefore, it is important that we accommodate each student individually and assess/grade them accordingly. It is legal to change grading and tests if the student has a disability and an IEP requirement that they are set to meet.
Friday, July 1, 2016
Student Independence
This week we have talked/learned a lot about what we as teachers can do to help our students to become independent as they transition to college. Today in class, we had Emily Bowe present to us. She is 15 and has been blind since birth. From her experiences and the things that she shared with the class, I could see that because her mom and teachers had given her freedom and helped her develop the necessary skills, she was independent and able to do a lot of the same things we can do. She doesn't let her disability define her or inhibit her from herself and enjoying life.
Some things that really impressed me about her today was her joy and love for being blind. To me, it frightens me to ever have to live blind and not being able to see anything. It is all she has ever known, but it is something that she loves about herself. She doesn't let her stop her from living and enjoying life either. She still loves to do all the same things that we love to do. After class I was thinking about all my fears that keep me from living and enjoying life. There are a lot of things that I let hinder my chance to develop my talents and create new experiences.
It is great to think that even when students have disabilities, they are still so capable. They shouldn't be treated any differently, but given the correct accommodations and modifications to assist them. That is why it is so important to help students to develop the skills to be independent and succeed on their own because it is possible.
Some things that really impressed me about her today was her joy and love for being blind. To me, it frightens me to ever have to live blind and not being able to see anything. It is all she has ever known, but it is something that she loves about herself. She doesn't let her stop her from living and enjoying life either. She still loves to do all the same things that we love to do. After class I was thinking about all my fears that keep me from living and enjoying life. There are a lot of things that I let hinder my chance to develop my talents and create new experiences.
It is great to think that even when students have disabilities, they are still so capable. They shouldn't be treated any differently, but given the correct accommodations and modifications to assist them. That is why it is so important to help students to develop the skills to be independent and succeed on their own because it is possible.
Wheelchair Simulation
Last week I did the wheelchair simulation and actually really enjoyed it. I was definitely pretty nervous at first, unsure of how people would treat me, how I would complete all of the tasks, and how I would go down the hills without flying and crashing.
When I first got the wheelchair and got myself outside of the Hinckley, I started feeling really excited because it was kind of fun! So I went a little farther and attempted to go down the hill. I didn't realize there were brakes though so I started going pretty fast, trying to stop myself by pull the wheels with my hands. That hurt like crazy. I ended up with some burns on my hands. Just then I heard a girl call from behind me, "Can I help you?!" I was like UM YES of course! She asked me where I was going and willingly pushed me there. She ended up actually being in the class and had already done this simulation, so she was compassionate towards me. I eventually made it to where I was going to meet up with my roommate.
While during the rest of the time, I was able to complete all of the tasks. The hardest one was going to the restroom. I found a restroom that was pretty open an easy to navigate. I did notice throughout the school though that some of the handicap buttons for the doors were not working, the door frames are extremely narrow and not wheelchair friendly, and there are some places that are just inaccessible with a wheelchair.
One of the funniest things to me was when I would run into people that I knew and they were extremely concerned and confused. But then I noticed how other people looked at me and treated me. Many people on campus are very kind and would open the door and hold it open for me every time I needed to go through. Some people would look at me and stare, a bit confused. And a lot of them looked and acted the way that I would have, just unsure of what to do. It is hard seeing someone in a wheelchair not knowing if they need help or not.
Overall it was a really neat learning experience. I really enjoyed being in that situation and having to accomplish tasks that are easy for me, but difficult for someone who is orthopedically impaired. I also remembered that a lot of people in wheelchairs have additional disabilities as well that may make it even harder. I appreciated getting the opportunity to feel how they feel. It made me also realize that just because someone is in a wheelchair, doesn't mean they can't do a lot of things. Because they can. I was determined to open the door by myself and get myself through the door, or get up a hill, or use the restroom. It was a great experience and I learned a lot.
When I first got the wheelchair and got myself outside of the Hinckley, I started feeling really excited because it was kind of fun! So I went a little farther and attempted to go down the hill. I didn't realize there were brakes though so I started going pretty fast, trying to stop myself by pull the wheels with my hands. That hurt like crazy. I ended up with some burns on my hands. Just then I heard a girl call from behind me, "Can I help you?!" I was like UM YES of course! She asked me where I was going and willingly pushed me there. She ended up actually being in the class and had already done this simulation, so she was compassionate towards me. I eventually made it to where I was going to meet up with my roommate.
While during the rest of the time, I was able to complete all of the tasks. The hardest one was going to the restroom. I found a restroom that was pretty open an easy to navigate. I did notice throughout the school though that some of the handicap buttons for the doors were not working, the door frames are extremely narrow and not wheelchair friendly, and there are some places that are just inaccessible with a wheelchair.
One of the funniest things to me was when I would run into people that I knew and they were extremely concerned and confused. But then I noticed how other people looked at me and treated me. Many people on campus are very kind and would open the door and hold it open for me every time I needed to go through. Some people would look at me and stare, a bit confused. And a lot of them looked and acted the way that I would have, just unsure of what to do. It is hard seeing someone in a wheelchair not knowing if they need help or not.
Overall it was a really neat learning experience. I really enjoyed being in that situation and having to accomplish tasks that are easy for me, but difficult for someone who is orthopedically impaired. I also remembered that a lot of people in wheelchairs have additional disabilities as well that may make it even harder. I appreciated getting the opportunity to feel how they feel. It made me also realize that just because someone is in a wheelchair, doesn't mean they can't do a lot of things. Because they can. I was determined to open the door by myself and get myself through the door, or get up a hill, or use the restroom. It was a great experience and I learned a lot.
Wednesday, June 22, 2016
Visual Impairment Simulation
Today I completed the visual impairment simulation. I wasn't too nervous but I knew it was going to be hard, and it was! Within the first 30 minutes I had a headache. However as hard as this experience was, it was also extremely humbling. I, myself, have pretty bad eyesight and I have to wear contacts. Even with contacts and glasses, at times it is hard for me to see things far away. My eyesight has been progressively getting worse since I was in elementary school and I first got glasses. However, after doing this simulation, I am so grateful that I don't have any of those visual impairments. I felt for those who have a hard time seeing, and it made me even more excited to be able to one day help students in my classroom, to make their education experience a little easier.
The first mask that I wore was the peripheral vision one, with the middle of the eye slots blocked. I did this first one while I was mostly in SPED class. So it wasn't too bad. This one was the easiest because my eyes weren't going cross-eyed or anything. I just had to move my eyes to see out of the corners. It was funny walking out of the building though heading to the library. People gave me such funny looks. Mostly because I was wearing this huge weird looking black mask on my face. But I am sure that students with visual impairments get funny looks from others because they are not able to walk normally, or look at things normally. This one was probably the easiest, but it was so frustrating to not be able to just look straight.
The second mask that I wore was the mask with little hole openings. This one gave me such a huge headache and was extremely frustrating. I had to complete an assignment before my class at 10:15. I was reading a talk on my phone with that mask on, and it was hard. I couldn't hardly see anything. I then had to have my roommate lead me to our class or else I would have run into everything and everyone. I had to squint a lot and close one eye at a time because it hurt to look out of the mask with both eyes open.
The third mask I wore was the mask with one eye open and one eye closed. This one wasn't too difficult. However, if I wanted to look to the right, I had to turn my entire head to be able to see out of my open left eye. I found that when I removed that mask and put the last one on, my right eye still had a hard time adjusting and I noticed I was only looking out of my left eye when I could have been looking out of both. The last mask was difficult and also gave me such a huge headache. Occasionally I had to close both my eyes or remove the mask just so that my eyes could adjust really quick before putting it back over my eyes. It was painful. My eyes were going cross eyed. It was hard to see where I was walking or what I was doing. I didn't enjoy this one at all.
Overall, it was such a difficult experience. However, I am grateful for the opportunity to have had that time to see what it is like for people who are actually visually impaired. It made me appreciate my sight and that I am not visually impaired. If they can go through that their entire lives, I can o through it for 4 hours. I look forward to working with students with visual impairments to be able to help accommodate them.
The first mask that I wore was the peripheral vision one, with the middle of the eye slots blocked. I did this first one while I was mostly in SPED class. So it wasn't too bad. This one was the easiest because my eyes weren't going cross-eyed or anything. I just had to move my eyes to see out of the corners. It was funny walking out of the building though heading to the library. People gave me such funny looks. Mostly because I was wearing this huge weird looking black mask on my face. But I am sure that students with visual impairments get funny looks from others because they are not able to walk normally, or look at things normally. This one was probably the easiest, but it was so frustrating to not be able to just look straight.
The second mask that I wore was the mask with little hole openings. This one gave me such a huge headache and was extremely frustrating. I had to complete an assignment before my class at 10:15. I was reading a talk on my phone with that mask on, and it was hard. I couldn't hardly see anything. I then had to have my roommate lead me to our class or else I would have run into everything and everyone. I had to squint a lot and close one eye at a time because it hurt to look out of the mask with both eyes open.
The third mask I wore was the mask with one eye open and one eye closed. This one wasn't too difficult. However, if I wanted to look to the right, I had to turn my entire head to be able to see out of my open left eye. I found that when I removed that mask and put the last one on, my right eye still had a hard time adjusting and I noticed I was only looking out of my left eye when I could have been looking out of both. The last mask was difficult and also gave me such a huge headache. Occasionally I had to close both my eyes or remove the mask just so that my eyes could adjust really quick before putting it back over my eyes. It was painful. My eyes were going cross eyed. It was hard to see where I was walking or what I was doing. I didn't enjoy this one at all.
Overall, it was such a difficult experience. However, I am grateful for the opportunity to have had that time to see what it is like for people who are actually visually impaired. It made me appreciate my sight and that I am not visually impaired. If they can go through that their entire lives, I can o through it for 4 hours. I look forward to working with students with visual impairments to be able to help accommodate them.
Thursday, June 9, 2016
INCLUDE
All this week, the main point has been including students. All students have the right to be included. What does include really mean?
Identify classroom demands
Note student learning strengths and needs
Check for potential areas of student access
Look for potential problem areas
Use information to brainstorm ways to differentiate instruction
Differentiate instruction
Evaluate student progress
Why do we include students? We include students because we are all God's children and all children should feel loved and accepted. When children feel loved and accepted they are most likely to achieve and be successful in school and socially as well. I know in my own life growing up, when I did not feel that love and acceptance from parents or teachers, I didn't want to continue my homework or whatever I was doing. I would become angry or shameful and didn't have the desire to succeed. But when students know they are accepted for doing their best, they will keep trying.
Identify classroom demands
Note student learning strengths and needs
Check for potential areas of student access
Look for potential problem areas
Use information to brainstorm ways to differentiate instruction
Differentiate instruction
Evaluate student progress
Why do we include students? We include students because we are all God's children and all children should feel loved and accepted. When children feel loved and accepted they are most likely to achieve and be successful in school and socially as well. I know in my own life growing up, when I did not feel that love and acceptance from parents or teachers, I didn't want to continue my homework or whatever I was doing. I would become angry or shameful and didn't have the desire to succeed. But when students know they are accepted for doing their best, they will keep trying.
Thursday, May 26, 2016
Teamwork and Collaboration
From the readings this week and class, the main thing that stands out to me and that I learned the most was the importance of teamwork and working with others to develop the best possible plan and solutions for children with special needs in the classroom. I really enjoyed an activity that we did on Monday in class, the Mock MDT meeting. It was cool to pretend to be part of a team that was discussing the needs of Esther Ramirez. My part was the Special Education teacher. It was really cool to see the different roles and how each one of them all contributed to a similar cause, deciding whether Esther qualified for Special Education or not.
Collaboration is key. There are so many different factors that determine special education and all come together for each and every individual student with special needs. One person such as a general education teacher cannot provide the needs that a student needs alone. It is so essential for all the different people involved to actually be involved. Since I am an early childhood special education major and will be specializing in that, I will have to work with the general education teacher as well as the principal and any other professionals involved to provide the students with the services that they need.
I learned this principle a lot on my mission. Us as missionaries could not provide the people with what they needed alone. We most importantly had to collaborate with the Lord through prayer. But we also collaborated with the ward members, the bishopric, the ward mission leader, and other missionaries in the area. When we did this and sought council and advise, the people were able to progress much more because we were teaching them what they needed to know. It is an eternal principle.
Collaboration is key. There are so many different factors that determine special education and all come together for each and every individual student with special needs. One person such as a general education teacher cannot provide the needs that a student needs alone. It is so essential for all the different people involved to actually be involved. Since I am an early childhood special education major and will be specializing in that, I will have to work with the general education teacher as well as the principal and any other professionals involved to provide the students with the services that they need.
I learned this principle a lot on my mission. Us as missionaries could not provide the people with what they needed alone. We most importantly had to collaborate with the Lord through prayer. But we also collaborated with the ward members, the bishopric, the ward mission leader, and other missionaries in the area. When we did this and sought council and advise, the people were able to progress much more because we were teaching them what they needed to know. It is an eternal principle.
Saturday, May 21, 2016
The Rights of Special Education
These past two weeks have been full of so much information and experience about special education. From the reading, I have learned a lot about all the different people involved in a child with special needs' education. To begin, there are many resources and professionals available to help the student to receive the proper education that they need. According to IDEA, they have the right to FAPE (free and affordable public education), LRE (least restrictive environment), zero reject child find, due process, IEP, and non-discriminatory evaluation. With all of these, comes the resources of different teachers and professionals that are available to help the students receive the help that they need.
This week in our mock due process trial, I was the attorney of the family. There was a case that we had studied about a boy named Garrett who had been in a horrible motorcycle accident when he was 4 years old. He didn't have any damage to his brain and didn't have any intellectual problems. However, he was paralyzed and did not have any control over his body. Therefore, he was in need of assistance at school everyday. When he got to fourth grade, his parents desired the school to start paying for a full time nurse to be hired and be there with Garrett everyday at school. He did not need help with anything medical, just needed that extra physical care. The school argued that they did not need to provide a nurse and that the parents should pay for it if they really felt he needed it. The parents did not agree and decided to sue the school.
Because of due process, which is the right to be heard and appeal, the family appealed and it turned into a very lengthy court case. As the attorney of the family, my job was to argue why the school should be paying for the nurse. The main argument was that the needs Garrett was in need of were not medical because they were in need of a nurse, not a physician. Also, because of LRE, Garrett needed to be in the classroom with his fellow peers in order to fully receive the education that he needed and be able to learn the way he needed to. It would be completely ineffective for him to learn at home because the school would not pay for a nurse to help him during school hours. Also according to FAPE, he had the right to receive a free and affordable public education. The parents did not have the money to afford the services that he needed to get an education and be at school.
I enjoyed this practice because it helped me to understand and apply the different principles of IDEA and see how they work in real life cases. I also learned that usually special education teachers are working a lot with general education teachers coming up with strategies and ways to help provide the best education for the kids with special needs.
This week in our mock due process trial, I was the attorney of the family. There was a case that we had studied about a boy named Garrett who had been in a horrible motorcycle accident when he was 4 years old. He didn't have any damage to his brain and didn't have any intellectual problems. However, he was paralyzed and did not have any control over his body. Therefore, he was in need of assistance at school everyday. When he got to fourth grade, his parents desired the school to start paying for a full time nurse to be hired and be there with Garrett everyday at school. He did not need help with anything medical, just needed that extra physical care. The school argued that they did not need to provide a nurse and that the parents should pay for it if they really felt he needed it. The parents did not agree and decided to sue the school.
Because of due process, which is the right to be heard and appeal, the family appealed and it turned into a very lengthy court case. As the attorney of the family, my job was to argue why the school should be paying for the nurse. The main argument was that the needs Garrett was in need of were not medical because they were in need of a nurse, not a physician. Also, because of LRE, Garrett needed to be in the classroom with his fellow peers in order to fully receive the education that he needed and be able to learn the way he needed to. It would be completely ineffective for him to learn at home because the school would not pay for a nurse to help him during school hours. Also according to FAPE, he had the right to receive a free and affordable public education. The parents did not have the money to afford the services that he needed to get an education and be at school.
I enjoyed this practice because it helped me to understand and apply the different principles of IDEA and see how they work in real life cases. I also learned that usually special education teachers are working a lot with general education teachers coming up with strategies and ways to help provide the best education for the kids with special needs.
Wednesday, May 4, 2016
The Who's and Why's of Special Education
After reading Ch. 1, I have learned a lot about who is eligible to receive special education and why we have special education. But first, it is important for us to recognize the law and acts that have been passed to make all of this possible. For example, IDEA, Brown vs. BOE, No Child Left Behind Act, Section 504, and many more. All of these together have made it possible for kids with special needs to have the chance and ability to learn at and attend public schools just like all other children. It protects them from inequality when it comes to education. It allows them to be educated in general classroom settings with the other kids that do not have special needs.
I thought it was so interesting to read about who qualifies for special education. The list goes as follows:
I thought it was so interesting to read about who qualifies for special education. The list goes as follows:
- Learning Disability (LD): when there are difficulties in reading, writing, and computing. It is the most common disability and half of special needs students have LD.
- Speech of language impairment (SLI): difficulty producing the sounds of language or meaningfully using language to communicate.
- Intellectual Disability (ID): limitations in intellectual ability and adaptive behavior.
- Emotional Disturbance (ED): problems in the social-emotional area where learning is affected.
- Autism: a neurological disorder where the person cannot make social interactions and connections and have difficulty in social responsiveness. It may be mild or severe.
- Hearing Impairment (HI): partial or complete hearing loss.
- Vision Impairment (VI): partial or complete vision loss.
- Deaf-Blindness: where there is both significant hearing and vision loss.
- Orthopedic Impairment (OI): physical limitations that makes it difficult to move or complete motor activities.
- Traumatic Brain Injury (TBI): when learning, behavior, social skills, and language are affected due to a serious brain injury.
- Other Health Impairment (OHI): a health disorder that is so significant it affects learning. ex. cancer, sickle-cell anemia, and diabetes.
- Multiple Disabilities: where there are two or more disabilities simultaneously. Usually physical and intellectual.
- Developmental Delay (DD): a category that can be used as an alternative to specific disability labels.
Because of the laws and acts that have been passed, these students are protected and reserve the rights to receive the same education in general education settings coupled with special education classes. It is then the educators responsibility to make modifications and accommodations to the students needs, as created by IDEA. I think its great that these students are receiving education in this way because it allows them to learn to make those social connections and grow rather than just be around other kids with special needs.
Friday, April 29, 2016
All Special To Him
As I ponder on what we have been assigned to read and discuss in class, my mind returns back to the principle and doctrine that we are truly all God's children. He loves us so much and knows us all individually and personally. He sees in us what others and ourselves cannot see. He sees in us the potential that we have to become God's and become like Him one day, because we are His children.
As this is a SPED class and I am an early childhood special education major, and from the talks we were to read for class, I have thought a lot about those choice spirits that have the trial of being handicapped or living with special needs here in mortality. When we understand that we are all children of God and all have a divine destiny and purpose, we can then use that knowledge and understanding to love and serve those around us with special needs. We have to understand that there are people in this world that are different than us. And the Lord is deeply disappointed when we do not treat them the way that they should be treated, with love and respect just like anyone else.
As I was reading the talk, "The Moving of the Water" by Boyd K. Packer, I was struck deeply by what he was talking about and something in particular that he mentioned. He says, "now, in all of this there must be balance, for the handicapped have responsibility to work out their own salvation. The nearer the normal patterns of conduct and discipline apply to the handicapped, the happier they will be". My goal in life is to be a preschool special education teacher. The Lord requires all of His children to work out their own salvation, including the handicapped. I never really knew that until I read this talk and it makes sense. But it also shows how much of a responsibility we have as being fortunate enough to not have special needs, to serve and love these people and help them work out their own salvation. They cannot do it on their own. They need those who are willing to sacrifice, teach, and help them along this path when they are not capable to do it alone considering the circumstances.
I am so excited to one day help these amazing people to progress, grow, and learn to one day make it back to their Father in Heaven. We all have the opportunity to learn, grow, and progress because it is the plan. It is why we are here on the earth in mortality with all its joys and trials. Those who are handicapped and have special needs can still learn and grow and should be included just like everyone else.
As this is a SPED class and I am an early childhood special education major, and from the talks we were to read for class, I have thought a lot about those choice spirits that have the trial of being handicapped or living with special needs here in mortality. When we understand that we are all children of God and all have a divine destiny and purpose, we can then use that knowledge and understanding to love and serve those around us with special needs. We have to understand that there are people in this world that are different than us. And the Lord is deeply disappointed when we do not treat them the way that they should be treated, with love and respect just like anyone else.
As I was reading the talk, "The Moving of the Water" by Boyd K. Packer, I was struck deeply by what he was talking about and something in particular that he mentioned. He says, "now, in all of this there must be balance, for the handicapped have responsibility to work out their own salvation. The nearer the normal patterns of conduct and discipline apply to the handicapped, the happier they will be". My goal in life is to be a preschool special education teacher. The Lord requires all of His children to work out their own salvation, including the handicapped. I never really knew that until I read this talk and it makes sense. But it also shows how much of a responsibility we have as being fortunate enough to not have special needs, to serve and love these people and help them work out their own salvation. They cannot do it on their own. They need those who are willing to sacrifice, teach, and help them along this path when they are not capable to do it alone considering the circumstances.
I am so excited to one day help these amazing people to progress, grow, and learn to one day make it back to their Father in Heaven. We all have the opportunity to learn, grow, and progress because it is the plan. It is why we are here on the earth in mortality with all its joys and trials. Those who are handicapped and have special needs can still learn and grow and should be included just like everyone else.
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