Samantha

Samantha, 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).

Samantha Dugan February 3rd, 2012 Culturally responsive teaching has been described as a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes. But what exactly does that mean? It means that teachers make standards-based content and curricula accessible to students and teach in ways that students can understand. As a future teacher, in order to do this I am going to incorporate relatable aspects of my students' daily lives into the curriculum. Such familiar aspects would include language (which may include jargon or slang), prior knowledge, and extracurricular interests such as music and sports. Once my students feel comfortable with how I talk and discuss academic material, they will start to feel comfortable enough to focus and learn the content. The key point here is to teach my entire class in a way that every student can relate to and understand, using aspects of their cultures with which I am comfortable with as well. For example, incorporating a certain style of music that majority of my students relate to into a lesson is an idea that I will consider to use in my classroom. When teaching complicated mathematical concepts, I think that making analogies to cars, animals, sports, or other topics will excite my student’s interests. I want to try and capture their attention and find interests that are common to as many children in my classroom as possible. When I begin to teach, I want to find what appeals to most of my students and then exploit these commonalities. Any teacher of any race or gender has something in common with or can find something that relates to most of his or her students. If educators do not have some knowledge of their students' lives outside of paper-and-pencil work, and even outside of their classrooms, then they cannot accurately know their students' strengths and weaknesses. Building relationships with your students is also extremely important. When I start teaching, I am going to strive to learn about all of my students. During the first week of school I want my students to fill out surveys and questionnaires so I can learn about some of their interests. I also set aside time to talk with each of my students and encourage them to share information about themselves to me. I want my students to describe their definition of what a "good teacher" does in the classroom, and then ask them to tell me what I can do to be the best teacher for them. Finally, I want to encourage my students to share their negative experiences with previous teachers and give me ideas about how they would like to be taught.

I completely agree when you state that as an instructor we need to utilize culturally responsive teaching. As instructors we need to make the effort to connect with the students and material in order for our classroom to be a place where students can be comfortable and learn effectively. I really appreciate that you went into great detail to explain all the different strategies that you will use. It shows commitment to the students and the understanding of different ways to improve their experience as a student. Not every student is going to connect or understand completely, but if the effort is there, other students will follow and you will stand out as a teacher. -- Lindsey Ciresa

I like the idea of using questionairres and surveys in your class room. I will also incorporated that in my classroom. You stated that you will strive to learn about all of your students. I think that is wonderful. Children know when a person is genuine, they pick up on this. If you open up to them, they will open up to you. Their ideas of a "good teacher" may not be who you are. You will learn to be a "good teacher" as you grow with experience. You may not connect to all of your students but you definately will stand out to some and that's all that matters. You have great ideas, I beleive that you will be a "Great Teacher". Keesha Thomas

Samantha, I commend you on an excellent, detailed and informative commentary. As your classmates have noted, you provided very specific ideas about how you will learn about each of your students and use that information to guide your instruction. I hope other members of our class read your commentary as they can all learn something from the ideas you have shared. Your ability to focus on the interests and needs of your individual students will make you a very successful teacher. While thorough knowledge of the subject matter you teach is critical, it is not sufficient. As you recognize,what is critical is knowing how to engage your diverse learners by appealing to their backgrounds, interests and abilities. Bravo. Regards, Dr. OReilly

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Samantha Dugan February 10th, 2012 Chapter 5 Thoughts Learning disabilities, or learning disorders, are umbrella terms for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information.Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking. Children with learning disabilities can, and do, succeed. They just need to be taught in ways that are tailored to their unique learning styles. When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. As you can see, diagnosing a learning disability isn’t always easy. Diagnosing a learning disability is a process. The Individual Education Plan (IEP) is a specific academic and behavioral plan which addresses specific goals for every child who has a learning disability. The process itself has been revised over and over and today it is fairly standard, varying only slightly from state to state. It involves a system of individuals who meet collectively to provide input into the best ways to help students achieve success. The IEP itself consists of sections which describe the strengths and interests of the child, medications which are taken, educational goals, behavioral interventions, and other information which will help to provide the framework for a plan enabling the student to achieve success. The team shares data about possible accommodations and modifications the student might need to level the playing field for the achievement of maximum success. The parent section is very important, since parents have a unique perspective about their own child and should be able to share information about successes and problems which are encountered in the home setting. An IEP takes place every year as a review, and every four years as a reevaluation. At this second type of meeting, it should be decided in advance if additional educational testing is needed to provide important data or whether a functional behavior assessment could help in giving insights into problem areas the student might be facing. In the case of a severe or profoundly developmentally delayed student, the general or mainstream teacher at that grade level should still be there, to share information about what peers of the same age are supposed to be doing and to compare the district standards and benchmarks of academic and behavioral expectations for peers of the same age. The comparison is very important for forming the basis of goals which the child is expected to meet in an academic year and the benchmarks (or steps leading to these goals) which must be achieved along the way toward meeting the goals.The student should be present to receive praise and reinforcement for each achievement, whether in speech, math, behavior, or reading. Parts of the meeting where problems or accommodations are discussed should be done outside the presence of the child, in order to keep discouragement or the feeling of being different from affecting his or her performance. The team’s teacher and the child’s parent should be able to know what parts of the meeting are vital for the student to attend.The IEP meeting, of course, is just the beginning of the entire IEP process. Once the goals have been discussed and formed, the teacher should be responsible for collecting data each month to show the child’s progress toward meeting each of the IEP goals. If performance is consistently below the goal’s aim line on the IEP graph, the goal and method of instructional delivery should be changed. This change will make the IEP current and consistently meeting the specific needs of every child who has special needs.

I completely agree. Understanding that a student with a disability can learn is half the battle. As you mentioned yes their brains are wired a little bit differently, but that does not mean that they are not capable of learning or that we are incapable of getting through to them. With a good constructed IEP it is possible for a student to be able to learn just as well as a student without an IEP. As teachers if we are able to follow the IEP and make adjustments to our instruction and curriculum these students with disabilities can excel in the classroom just like everyone else. It is all about finding what works for that particular student and applying it in the way the best suits their needs. As a general Ed teacher it is important to understand the various disabilities we could have in our classroom and how to tailor our plans and instruction to accommodate all students.

MIKE MONACO

Samantha, You provided a clear, positive description of students with specific learning disabilities. I am so pleased that your focus was on understanding difference, but expecting achievement. As you note, these students are indeed capable of learning. You also indicated that there is a team of people responsible for developing the IEP. General education teachers sometimes feel they are alone and unsure of how to implement an IEP for a given student. The members of the IEP team are resources for teachers to problem solve and assist by offering specific suggestions and/or demonstrating techniques that a teacher might try. Hopefully, the strategies that you will read about and that we will be learning about in class will also add to your repertoire. You are correct in that you never know who will be in your classroom and therefore, the more you seek out and learn about various ways to appeal to different learning styles and abilities, the more successful you and your students will be. I was also very impressed by your comprehensive description of the content and process of IEP development, including your awareness of progress monitoring. I hope your classmates will have an opportunity to review your commentary. Excellent work. Regards, Dr. OReilly

Chapter 8 Understanding students with attention-deficit/hyperactivity disorder

It is of great significance to be able to understand students with attention-deficit/hyperactivity disorders. Before reading this chapter I wasn’t aware that there are three different types of AD/HD- predominately inattentive, predominately hyperactive impulsive, and the combined type. Each of these three types has different characteristics and impacts each child’s brain differently. The classroom environment can be a challenging place for a child with attention-deficit/hyperactivity disorder. The very tasks these students find the most difficult—sitting still, listening quietly, and concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most these children //want// to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways. Students with AD/HD often have difficulty paying attention so as a future teacher; I will do my best to keep them attentive and involved. One positive way to keep a child's attention focused on learning is to make the process fun. Using physical motion in a lesson, connecting dry facts to interesting trivia, or inventing silly songs that make details easier to remember can help children with AD/HD enjoy learning and even reduce the symptoms of AD/HD. It is a teacher’s duty to realize and understand what needs to be done and how to teach in the classroom to accommodate and relate to students with various severities and the various types of AD/HD. School creates multiple challenges for kids with attention deficit disorder, but with patience and an effective plan to overcome these obstacles, a child with AD/HD can thrive in the classroom.

I also did not realize that there were different types of AD/HD before reading this chapter. It is not easy to modify instruction or IEP’S to accommodate students with AD/HD, but I imagine it is very awarding once it is accomplished and it can be done. As, General education teachers we will definitely have students whom suffer from AD/HD and all of them with different types and severities, Our ability to understand the disorder and make the appropriate accommodations can only benefit us as teachers, but most importantly the children as students. I personally have worked with many students whom have AD/HD and they can learn and focus like any other student if pushed in the right direction and given the proper instruction in a way that best suits their needs.

MIKE MONACO

I agree a lot with you when it comes to how you will would help children focus in your class with the disorder of AD/HD. Making the learning fun, having patience, and understanding your students is the key to a successful classroom. I feel as teachers we must remember that it's not the children's fault and not to judge the student off of there disability, we need to expect the best out of the child no matter what. I also believe that now a days keeping any students attention whether they have AD/HD or not is a task within itself.

Raven Warren

Samantha, I am glad that you recognize now that is behavior is not a choice, but part of the symptoms of this disorder. As these children seem "nornal" in every other way, many teachers mistakenly think inattention or hyperactivity is willful misbehavior. Your suggestions for activities are terrific to raise the engagement and attention of students with AD/HD as well as all other learners. I hope your classmaters will read your ideas as they will definitely benefit. Good work. Regards, Dr. OReilly

Chapter 9 Understanding Students with Intellectual Disability. Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with intellectual disabilities (sometimes called cognitive disabilities or mental retardation) may take longer to learn to speak, walk, and take care of their personal needs. They are more likely to have difficulty learning in school. A child with an intellectual disability can do well in school but is likely to need the individualized help that’s available to them. The level of help and support that’s needed will depend upon the degree of intellectual disability involved. It’s important that students with intellectual disabilities be involved in, and make progress in, the general education curriculum. That is the same curriculum that is learned by those without disabilities. Given that intellectual disabilities affect learning, it’s often crucial to provide supports to students with Intellectual Disability in the classroom. This includes making accommodations appropriate to the needs of the student. It also includes providing what IDEA calls “supplementary aids and services.” Supplementary aids and services are supports that may include instruction, personnel, equipment, or other accommodations that enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. As a result families and teachers should know what changes and accommodations are helpful to students with intellectual disabilities. Many children with intellectual disabilities need help with adaptive skills, which are skills needed to live, work, and play in the community. Teachers and parents can help a child work on these skills at both school and home. It’s extremely important for families and schools to begin planning early for the student’s transition into the world of adulthood. Because intellectual disability affects how quickly and how well an individual learns new information and skills, the sooner transition planning begins; the more can be accomplished before the student leaves secondary school. Teachers need to recognize that they can make an enormous difference in a student with intellectual disabilities life! Teachers need to find out what the student’s strengths and interests are, and emphasize them. They need to create opportunities for success for students. Teachers need to be as concrete as possible and demonstrate what they mean rather than giving verbal directions. Consider showing a picture rather than just relating new information verbally. Provide the students with hands-on materials and the opportunity to try things out.

I agree, it is important to make sure that the proper aids and services are provided for the students with the disability. Making these students feel comfortable and providing them with the necessary resources to learn is essential in advancing their curriculum. It can be an always changing and evolving process, and it is our job as the teacher to notice and see what is or isn’t working for the student with an IEP. Transition planning is very important as well, and the earlier that it is done the more it will benefit the student during that period.

Mike Monaco

Chapter 7 Students with Emotional/Behavior Disorders

When defining students with emotional or behavioral disorders one may encounter difficulties because it is such a broad topic. There are many divisions and subdivisions of this issue. Children are presented with many different disorders and tribulations; however when these disorders are detected early and with immediate attention, their situation may be remedied. A child afflicted with emotional or behavioral disorders may exhibit signs of poor self confidence. This may lead to, but not necessarily related to, social withdrawal, task avoidance, frustration or anxiety. The child may also demonstrate an inability to build or maintain good relationships with peers and teachers. Another sign of this disorder is that the child will display inappropriate behaviors or feelings under normal circumstances. This means that an affected child will act out at inappropriate times when the, so called, normal children are on task and under control. A child with an emotional or behavioral disorder may also demonstrate a general penetrating mood of unhappiness or depression. This may be more difficult to detect, but it is a very important characteristic of the disorder. The child may also have a tendency to develop physical symptoms or fears associated with personal or school problems. This disorder is so powerful that it can surpass the mental state of the child and affect the physical status. There are many kinds of emotional or behavioral disorders. One of the most prevalent disorders is depression. When teaching there are certain factors which may have an impact on the behavior of the classroom which need to be taken into account. Teachers must keep group size and composition in mind when assigning group work. The teacher also has to allow for planning time. Another factor is cultural or linguistic barriers. If there are communication barriers, then misbehavior is more likely to occur. Finally, the lack of resources may influence the child’s behavior. Once the teacher has taken the necessary precautions, and the child has been identified as having an emotional or behavioral disorder, there are certain steps a teacher can take in the classroom to accommodate or adapt to the student’s behavior. The first step in accommodating an emotionally or behaviorally disturbed child is to set realistic, short term goals. The child could even participate in the development of the intervention strategies and goals. This makes the intervention more personally relevant and they understand the repercussions of their actions. The goals should start out small and short term and gradually increase. Initially, teachers may need to accept behavior that would not ordinarily be accepted, but will help to conquer the goal in the long run. For example, a student who exhibits explosive anger may not be punished for screaming or cursing as long as the child is not physically abusive. This is a small first step, but it is a step in the right direction. Another important concept in accommodating these children is to use positive behavioral interventions instead of punishment. The intervention strategy should be based on logical consequences for inappropriate behaviors. For example if a child breaks or destroys property, they should be required to pay for or repair the property. This teaches the child to take responsibility for their actions. Another accommodation is for the teacher to erect a cardboard blockade on the child’s desk who is easily distracted during class time. Another accommodation is for teachers to individualize the curriculum so that it meets the student’s needs in their preferred instructional mode. The child’s learning style and multiple intelligences should be accounted for, and utilized in their curriculum. The other end of the continuum of services would be that the child be educated in an alternative setting. This will allow for structured environment, individualized attention, and behavioral management practices. As a future teacher I am aware that I may encounter children with emotional or behavioral disorders. I was aware of most of the characteristics of emotionally or behaviorally disruptive children, but from reading this chapter it really helped me to know what to do in and when the situation presents itself.

I think it is very important for these emotional/behavioral disorders to be caught at a young age. The younger that the disorder is recognized the quicker the child can receive help and services dealing with their disorder. I agree with you with the example you mentions. If a student breaks property they should be responsible to pay for reparations of that property. At the high school level I think something like this is increasingly important because it forces the student to be responsible for the actions and that is exactly what will be required of them in the real world.

Mike Monaco

"Creating the Culture of Positive Behavior Supports" Video This video does a really great job illustrating the big picture advantages of PBS and how it creates an atmosphere of safety, good citizenship, and character among students. PBS is very beneficial because it establishes consistent discipline among students so learning can take place. Problem behavior is the single most common reason why students are removed from regular classrooms. Using PBS in schools decreases the need for more intrusive or aversive interventions (i.e., punishment or suspension) and can lead to both systemic as well as individualized change. PBS is a great form of intervention for dealing with challenging behavior in children. From watching this video it is obvious that PBS can make a huge difference. The implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of PBS is to establish a climate in which appropriate behavior is the norm. When the students know what is expected, they are aware of what is right and what is wrong. When I start teaching I am definitely going to use the reward system. I believe the best way to motivate children is to provide them with rewards that appeal to them. Having a reward system keeps the students eager to participate and have them on their best behavior. By using the reward system your students start to display a behavior you want to encourage. By encouraging, you build your students confidence and teach them to repeat those positive behaviors. Teaching your student’s positive behavior and having them know what is expected changes the overall learning environment tremendously.

====Autism is a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense. It is a complex neurological disorder that affects the functioning of the brain. As a result, people with autism have problems with social relationships, communication, and behavior. Some people with autism have normal levels of intelligence, while most people with autism have some level of intellectual disability, ranging from mild to severe. This range is often referred to as high-functioning autism to low-functioning autism. Although people with autism share some common features, no two individuals are the same. I believe the best way to teach a student with autism is to use the visual aid approach. Objects are the most simple, concrete form of aid. Visual supports can be used in a variety of ways in the classroom. However, to be successful, they must fit the student’s level of comprehension by being at the appropriate point on the continuum of complexity. You also have to remember to choose visual aids on the basis of an understanding of the student and her or his abilities and responses. Providing precise, positive praise while the student is learning is also very important. You want to give students precise information about what they do right or well; for example, “great coloring,” or “good finishing of that math problem”. Students with autism may learn on one trial, so directing the praise to the very specific behavior is extremely important. ====

I chose the same section of the chapter. It is a disability that is very common in general education classrooms today. The main thing which is truly vial to becoming a general education teacher is to understand the student with Autism. We must understand not just what they can't do but what they can do. By the use of visual aids, teachers can help the Autistic children understand what is being asked of them. Even most general education students have a hard time understanding instruction, and what is being taught to them. Through the utilization of visual aids, ALL students will be able to gain a better understanding of lessons and instruction. Great write up Sam!- Shawna Reynolds

This is great commentary Sam! i enjoyed your relfection of what the disorder entails and how you would accomodate a student with autism in your classroom. Visual aids are a great way to reach students with autism as well as typical students and that is very important. in your lessons, it is important that students with autism are engaged and receive positivve reinforcememnt as you mentioned. I, too, believe that it is important to know the complexity of a students' comprehension levels so that i can make specific accomodations for them to succeed in my classroom. The precise praise not only lets a student know they are doing well but what eactly they are doing well in. I enjoyed your commentary Sam. - Da'Cheray