Shawna

Shawna, This is your wiki page for our course. For 2/8/12 I am asking that you write a commentary on Culturally Responsive Instruction - How you might you apply these ideas in your classroom. Include considerations for students with disabilities. (300 words).

Culturally responsive instruction uses the cultural knowledge, past experiences, and learning styles of culturally diverse to help students. It makes learning more effective to through the strengths of the students. Every student has a different type of culture. By using culturally responsive instruction, one teaches appreciation of cultural heritages of different ethnic groups. It also connects home and school experiences as well as connects academics and social cultural. This type of instruction can be used many ways, including all different learning styles.

As I am going to be a history teacher in secondary education, I can see myself using this style quite often. As with teaching Social Studies, comes with the study of different cultures. I will create lesson plans that may reach out to different cultures of students present in my classroom. I see today, that most first year teachers by where I live are placed in more urban teaching areas. This would help me incorporate different types of ethnicities and cultures into my lessons to have the students make a connection as an individual, and as a class. It is empowering to the individual students at the time of learning more about their culture, it also keys a motivation factor. The student may be intrigued with the lesson and will learn. They might possibly then become more fond of other cultures and finding out more information.

Not only does the instruction have to be about a type of ethnicity, but it can also be about a different type of disability. Even if my classroom doesn’t consist of any disabled students, or any with special needs, I will be sure to put in my instruction some figures and people in history who are. I would include figures such as Ever Lee Hairston. She was Black, blind, and very successful in lobbying for the blind. She is also the Vice President of the National Federation of the Blind of New Jersey. This is a figure in history that had a disability, was from New Jersey, and was of African American decent. There are many more figures that I could incorporate into my lessons and I am looking forward to doing so.

Shawna, Shawna, You are correct that history lends itself well to studying different cultures across the year. You idea about biographies of famous people from different ethnic and/or culture backgrounds that also have a disability is a wonderful way to incorporate appreciation of both. You are also correct that studying different cultures is very motivating for students as they can see themselves represented in a respectful way in your classroom. Good work. Dr. OReilly

2/13/12 Chapter 5 Memory Pages 12 There are three types of memory that students with disabilities may struggle with; short term, long term, and working memory. A student with problems concerning short term memory may have problems recalling information shortly after it is given to them. A student with problems concerning long term memory may have issues and difficulty storing information permanently to recall it at a later time. A student with problems concerning working memory may not be able to process the information when it is given to them, so in the future they may not be able to remember it at all. Studies show over the span of two decades that working memory problems are closely related to reading, mathematics, and writing. Students with long term memory problems in reading or math show that there may be a link between the working memory and long term memory. They both recall on the retention of speech-based information. Anything related to memory and cognition (such as reading, writing, critical thinking, problem solving and reading comprehension) asks you to recall information that was once learned or taught to an individual. When there is an issue in that process, then one would be tested for having problems with long term, short term, or working memory.

I specifically chose this section out of the book based on a certain experiences I have had. My freshman year at Bloomfield College I played soccer and in one season had 2 concussion and minor hem raging of my brain. After intense therapy on my brain and body I felt that I was good to go. I took multiple concussion tests and I was physically in shape. It wasn’t until I tried to read a book or write a paper did I realize that something wasn’t right. When I went to the neurologist he put me through another set of tests. We figures out that I have problems with working memory and long-term memory. I also couldn’t write properly for a few months. Last year I also had two seizures as a result of having another concussion during the soccer season prior. I lost ability to write, took weeks for me to be able to read, and a month to get back reading comprehension. This past soccer season I had another concussion making it my fourth in four years. I had to take two weeks off from classes to get my head back into it.

Today I still have challenges with my memory. If I don’t write it down, or record things I will not remember it. I must look over notes an hour before every class or else I will have no idea what I read the night before or during the week. When I read I must take notes on every single page that I read and eventually I can recall some information. There are tests that students may only study for an hour or two; I need to study for double that amount. I began to get the reputation from my friends as a last minute student, who waits till the last minute to do things. The truth is I have to in order to remember it. I am glad that I went through this experience because I know exercises and routines to help students improve their memory, and to be able to cope with them and understand their frustration because I was once too in their shows and a point in life.

It is so unfortunate what you went through these past couple years, but you pushed on and are continuing to fight the battle with strength. Since you have first-handedly went through this process, I am sure you had to find ways of accommodating your struggles to your work. Going through something like memory loss and battling back is something that most educators can grasp, but can not fully comprehend. Since you were involved first hand in memory loss, as an educator you will be able to assess, accommodate, and assist those students that were like yourself. Very easily you can turn a negative into a positive for both you and your students. -Lindsey Ciresa

Shawna, Thank you for sharing your personal story with us and illustrating the difficulties that can arise in processing and retaining information. Your courage in working hard to regain your skills and learning strategies to compensate for remaining difficulties is truly inspiring. Your story helps others understand how much harder a person with a disability has to work in order to attain the same ends. As Lindsey noted, you will serve as an example for your students of how persistence, effort and employing effective strategies can help them succeed too. By sharing your experience with your students, you can help motivate them and teach them other ways to learn. Excellent work. Regards, Dr. OReilly

Chapter 8 Describing the Characteristics of Students With ADD/ADHD

This part of chapter 8 illustrates what a student with ADD/ADHD goes through everyday. It also shows the characteristics of a students with ADD/ADHD. As when someone applies for special education, a student must fit at least two characteristics of ADD/ADHD to be classified. A few characteristics that our book illustrates for ADD are; lack of attention, poor listening skills, unorganized, avoiding tasks dealing with critical thinking, lose of items frequently, and easily distracted. The characteristics found under ADHD are similar; fidgeting, leaving ones seat frequently, difficulty being quite, and can’t control blurting out answers and comments. A student can be diagnosed at all stages in life, not just early childhood. Teachers of all education ages and levels should have a fond awareness of the characteristics, and should have an understanding of ADD/ADHD. We hear today of students who are given medicine to numb them, and to “calm them down”. These types of medication help the students with the disability to concentrate and stay on task. I find if the teacher was better educated on the disorders, they could possibly adjust their curriculum to keep the attention of the students affected. Guaranteed, there are students who have severe ADD/ ADHD, but those with a less severe conditions can be worked with. As a soon to be teacher, I can find myself adapting my curriculum to help aid my students. I want to make sure that when my students walk out of my classroom, each one of them walks out learning something new for that day. I have been in school with students who have ADD/ADHD, and even at Bloomfield College there are students to have it. I can see by observation that when they are involved, or pulled into the lesson of that day, they stay on task. Teachers who just lecture at the front of the class room will not keep their attention, or probably not even keep the attention of their general education students. I will use methods and change ups in curriculum to help my students in the classroom and to keep them on task. I will also make sure that I integrate disabilities into my lesson plans to inform students on what the effects are on a student, as well as how their still a normal person like everybody else. I cannot wait to get into the classroom and to just educate!

Shawna, I commend you for listing the precise and varied behaviors that you might see in a classroom. The need to build in opportunities for active involvement during class time such as discussions, small group activities, individual reflections and hand-on work is critical to supporting their motivation and learning. I look forward to hearing your ideas about how you will structure your classroom and lessons. Good work. Regards, Dr. OReilly

Hello Shawna,

You said "We hear today of students who are given medicine to numb them, and to “calm them down”. These types of medications help the students with the disability to concentrate and stay on task.". I agree with your statement, but there are also complications or negative effects of the “numbing” of a student whom takes medications for their AD/HD. Yes these medications are prescribed to assist students in being calm and not overly active so that they may be able to concentrate, but they have a downside too. You probably already have knowledge of this factor, but after most of these students take their medication they are in no way shape or form to learn, concentrate and participate in the classroom. For these medications help keep them calm, but overly calm to the extent that they have no motivation to learn and are sometimes found asleep in the back of the class room with none of their class work completed. It is very sad that these students behavior have to be tamed or changed in such a way that is impacting their success. One of my students takes medication during the day for her AD/HD. At these times she is removed from the classroom because of the affect that the medication has on her. Betty B Johnson

Shawna, i completely agree with your outlook on children with Add/ADHD. In my response i commented on why medications are not the best route and in your response you elaborated on alternatives that can be very effective. Yes, even general education students will be bored with a teacher that just stands up and lectures. As a college student i have a short attention span when it comes to teachers that teach that way. As future educators we have to come up with ways that are intriguing for our students and keep them actively involved. All students should have the opportunity to receive an exciting, connective, and effective lesson and being sensitive to the needs and learning styles of students, we will be able to positively affect students with disabilities such as ADD and ADHD. -Da'Cheray Thomas

Chapter 9 Students with Intellectual Disabilities

Intellectual disabilities (mental retardation or cognitive disabilities) start at an early age. They can be rated severe or mild. A student with an intellectual disability has limitations in the classroom. This may include limitations to; mental functioning in communication, lack in social skills, and lack of ability to take care of themselves. These limitations can be obvious or hidden depending of the severity of the disability. A student with these limitations is more likely to develop at a slower pace then that of another student. They may not be able to develop their speech skills appropriately, take care of themselves (example being going to the bathroom), or even walk. Students with these disabilities are capable of being educated. Even though they may develop at a different pace than other students, if given the right aid, they can do very well in school. Depending on how severe their disability is depends on the amount of aid they may need. Depending on the degree of the intellectual disability determines the amount of aid and help the student will need in the classroom. If they are given the proper individual help needed, they will be able to make progress in general education classrooms. Through accommodating the student, they will be able to stick to the curriculum in a general education classroom with other non disabled students. Students with intellectual disabilities also have problems with adaptive skills. These skills must be obtained in order to; play, work, live on your own, work, and be an active member in the community. Even though I will be teaching students in higher education, I feel that I can help students with intellectual disabilities help better develop these skills. I would maybe have them write stories about what they personally would do in a social situation, and have them act it out with fellow students. I will find out what interests my students and draw them into the curriculum and get them involved. I could come up with different exercises to make sure that the student leaves my classroom ready to enter the real world. Shawna, Students with intellectual disabilities who are enrolled in general education classes in high school typically need substantial modification of the curriculum in order to participate in a meaningful way. The decisions may involve finding ways to embed "other needs" into content area classes such as working cooperatively with peers in group activities and working on clarity of their speech during discussions. I liked you ideas to personalize assignments and use active learning strategies too. Dr, OReilly

Hey Shawna, i like your approach here and the activities you provided are great ways to help students with intellectual disabilities. Also, i like how you are confident in your future with helping students with disabilities improve their akills. Allowing students to write stories not only helps their disability but allows them to display their creative and unique side, thus exhibiting their intrapersonal skills. You also bring in their interpersonal skills when they act out their stories with their peers. This is a great way to keep them engaged and interested in class. Knowing what your student's interests are is a big factor that will help you to teach them more effectively. - Da'Cheray Thomas

Good idea, Shawna. I think writing is a good way to help students work out some problems. Incorporating interests is a grat for all learners. I like the idea of passing out cards for students to write their interests on in the beginning of the year. This way, you can add that to your lessons. The more we can learn about our students, the better prepared we'll be to build their curriculum and implement modifications. Paul


 * Chapter 7**
 * Understanding Students with Emotional or Behavioral Disorders**

Coming across a student having a behavioral or emotional disorder will be very common in my future as a general education teacher. It is very common today that students in general education classes have such disabilities as; separation anxiety, panic disorders, OCD, and many others. When working with students with disabilities such as these, as a teacher, one must be patient and understand of the student. The teacher must be careful with how they word things around the student, as well as doing whatever is necessary to keep the students behavior classroom appropriate. The behavior is affected with how the student reacts to how they are spoken to, a recent incident which occurred, or how they suddenly feel about something. The student may have mood swings, which may potential disrupt the class. As a teacher, it is absolutely necessary to try to keep control of the situation and to keep the student and class on task. Sometimes, the student with a disorder may not want to follow instruction and counteract in the classroom. The best way to approach a situation such as this is to have an intervention and to resolve the issue to prevent further disruptions in the classroom. When teaching students with behavioral or emotional disorders, I believe there are many things one can implement in their lesson to help those students keep on task. Different things I will incorporate will be to; have pre-established consequences for misbehavior in the classroom, make proper instruction for each students disorder, use time-out sessions to cool off disruptive behavior and as a break if the student needs one for a disability-related reason, praise when the student performs good behavior, and to motivate the student. I know that not all of these methods will work, but I will keep persistent. I will be patient, sensitive, and a good listener for the student, as well as treat the students fair. I will encourage all my students to work to their up most capability and to reach any goal they set for themselves.


 * Response to Video on Positive Behavior and Supports**

The school mentioned in this video appeared to be very successful. The first thing the video mentioned was to teach the students what you want them to do. A teacher should start as early as the first day! If its as a school, or just in a classroom, there should be a list of expectations for the students. Teach the class what behavior is acceptable, and show them how to achieve those expectations. Examples from the video were: respect, responsibility, citizenship, and caring. These expectations can be applied in the classroom, hallways, and even outside of school. They are behavioral expectations that if followed through with, can help the students mature in behavior. Also, the expectations taught to the students should also be followed out by the teachers. The teacher is the prime model in the classroom, and even in the school. Even if a teacher is walking around the halls, they should still keep in mind the behavioral expectations of their students, and exemplify them at all times. Don't just teach the students the behavioral expectations expected of them, make sure they are enforced. The teacher should set the expectations at the beginning of the school year, and stick with them. Don't let up and involve them in the lesson plans. Also, a way of enforcing them is by changing punishment to positive. The film used the example of giving out lottery tickets to the students who demonstrated the proper behavioral expectations asked of them. Through receiving the tickets, they increased their chance of winning the dinosaur which would be placed outside their door. This would show the school that their class was doing the right thing, and won the award. This would appeal to the other students who would then want to show the proper behavior in order to get the lottery tickets. Another way of positive recognition was by giving out prizes to the students who demonstrate the behavior asked of them. The one student greeted his teacher properly when entering the classroom, so he received a ribbon to put on his backpack to show that he models good behavior. Another tool the video demonstrated was a teacher verbally acknowledging the good behavior performed by students in the classroom. All these techniques appeared to be successful in the film due to the successful recults. Their were less office referrals and a better teaching environment. I can see myself personally using positive recognition with my students as well as teaching them what behavior I expect out of them. By showing them what exactly I expect of them the first day of school, they know what behavior is appropriate and inappropriate. By staying positive and enforcing the positive behavior, I don't even have to mention what inappropriate behavior is. I will keep with my set of expectations, and demonstrate them in my lessons, and through my own behavior. I will also use the positive recognition of verbally telling my students what they did was fantastic, and maybe even by giving out a free homework slip. I feel that if I just show, teach, and stick with the expectations of have for my students, they will learn it, they will demonstrate it, and they will do it.

Chapter 11 Understanding Students With Autism

I chose this part of the chapter because it goes along with furthering my research for my lesson plan. I chose to write my lesson plan for a student who has Aspergers Syndrome, which is a form of Autism. With being able to know the disability, one will have to understand it. Autism is a complex neurological disorder which affects the functioning of the brain. It is a disability which prevents the person from fully understanding what they are sensing. This section of the chapter explains that students with Autism have a hard time understanding what they see, hear, and sense. They don’t understand what is going on, and need a thorough explanations in the classroom. This can be something the teacher can do to explain to the class what they want them to do. The teacher can explain the directions to the class, then repeat what she has said and maybe go into more detail. She can even walk around the classroom, and ask each student on a personal level if they understand the assignment, or what was asked of them in class. The text also explains that students with Autism have lifelong problems with social relationships, communication, and behavior. People with Autism can be educated and may have different levels of intellectualism. This ranges from high functioning autism to low functioning autism. Autism is the number one disability found in most schools in the US today. My cousin is 8years old and has Autism, and he is one of 5 children I know of personally who has it. Autism is a disability which is not to hard to attend to in lesson planning. Since there is a high probability that my general education classroom will have a student with Autism, I should be able to provide supports for the students. One support mentioned in the text is the use of visual supports. When I observed a classroom of students with Aspergers, visual aids were a must in the teaching of a lesson. A student with Autism is more likely to gain a better understanding of what is being taught to them if they can visually see it. I see this as an easy adaptation to my lesson to reach out to that student. Also, there are many visual learners who are general education students. This is an aid which can help many students, not just one with Autism.

I am also going to do my student on a child with Aspergers. I have worked with students with Asperers before. It does present its challeneges, but i found it very bennefficial. I agree when students with aspergers can physically see what they are learning it helps them understand what they are being taught.

Mike Monaco

I completely agree with your commentary. Since Autisn affects the functioning of the brian they dont understand what is going. As a teacher you need to be aware of this and need to be thorough as you mentioned. I like your idea of asking each student on a personal level if they understood the assignment. Staying on top of your students progress is extremely important, especially students with autism. To help students with Autism learn I also think its a great idea to use visual supports. Students with autism need to visually see what they are learning. When the learning is visual, they gain a better understanding of what is being taught. -Samantha Dugan

We take our ability to sense and read other's feelings for granted. This chapter offers insight into children with Autism. Good ideas. Paul Tomasheski