Paul

Paul, 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).

I thought I was in already the other day, but I entered through my other Wikispaces address and could only view the wiki, not edit. So now, I am officially on the page.

Culturally Responsive Instruction Culturally Responsive Instruction is a practice used by teachers to identify the cultural differences that may affect student performance, and differentiate instruction in way that helps overcome the cultural difference to enhance a student’s learning experience. Various ethnic or cultural divides may keep a student from grasping material, or could result in unexpected or unwanted behavior. It is our duty as educators to identify these cultural differences and take steps to alleviate these issues. There are, unfortunately, a disproportionally high number of African Americans in special education classes, and low number of minority students in gifted and talented programs. Factors such as language gaps and poverty attribute to this disparity. These gaps may be the result of educators failing to identify the influence these factors have on the performance of a student. This chapter offers strategies for educators to employ in order to become more culturally responsive. In today’s classrooms there are a many ethnicities and races represented, especially in urban schools where I plan to teach. I have always been immersed in a culturally diverse area of the country, and have been exposed to many different types of people. This has been both a positive experience and a negative experience, as stereotypes have been perpetuated, and misconceptions about certain ethnic groups or races have been part of my life. It is quite easy for me now to identify stereotypes and prejudices are completely without merit, but there are some cultural differences that must be recognized. The text suggests becoming aware of one’s own culture as the first step to becoming culturally responsive. I have become more tolerant of certain behaviors that deviate from what I consider normal. I think the best way to be culturally responsive is to learn as much about the cultures of the students in my class, and also to have an open exchange of ideas and traditions within the classroom to make all students feel at ease with one another, and to get an idea on what parental expectations are. Poverty is a major factor that affects a child’s learning, and teachers can work around this by making the classroom a safe environment for these at risk children. I plan to make my students feel comfortable in my classroom, and make sure all students in my classes respect each other. The best way to keep a culturally responsive environment is to be aware of cultural differences without drawing attention to them, and work with parents and students in a friendly, open exchange of expectations and ideas without preconceived judgments in a respectful and productive manner. Once teacher, parent, and student realize that all are interested in the same goal, it is easy to work around cultural differences. Wanting a bright future based on academic success is something that transcends race or religion.


 * Paul, I see you are a resourceful fellow and glad you were able to get access to our wiki. Yours is the first commentary I have read that talks about the disproportionate representation of African American students and Hispanic students in special education classes and their under-representation in gifted and talented programs. The reasons are deeper than poverty and language gaps. Unfortunately, there a number of teachers whose lack of understanding of difference, leads them to refer students inappropriately to special education without the benefit of interventions within general education. This lack of understanding similarly keeps them from referring students to gifted programs. While I was at the Department of Education, my office worked with districts whose data suggested these problems and sure enough, once the conversations took place, recognition that the problem lay not with the students themselves, but with the practices within the schools. It is not easy to change one's own perspective, I am glad to see that you recognize the importance of learning about other cultures, including student behavior, so that you can learn to accommodate these differences in your classroom. Regards, Dr. OReilly **

The parts of chapter 5 that I found most interesting are “Planning for Universal Design for Learning” and “Planning for Other Educational Needs” on page 141 in the text, //Exceptional Lives: Special Education in Today’s Schools. I// feel this was the most interesting portion of the chapter because it deals with planning lessons and preparing secondary students with special needs for college. Differentiated instruction is the key to learning for all students, but is particularly important for students with special needs. As the text points out in the example of the teachers and students, the special needs student, Laura, benefits from specialized instruction. The other students in Lauren’s classes also benefit from the differentiated instructions. The scaffolding, models, and visual and graphic organizers add to the learning experience for all students. I also feel that the advance organizers sometimes used to help special needs students are a beneficial tool for all students. Just as a college syllabus lays out the curriculum in the beginning of the semester, advance organizers provide a similar roadmap. By giving students an idea on what to expect, I could actually help all of my students develop a schedule to plan out their assignments. This will help everyone by making sure they know what to expect, and eliminate many of the excuses students have for not completing assignments. Planning for the transition to college will be of utmost importance to me as a teacher because I hope most of my students will want to continue their education. The seven skills defined on page 141, with the exception of understanding the disability, can be used for all students. Perhaps the most important step, in my opinion, is to teach students how to form relationships with instructors and mentors. Having a good relationship with the staff in a school can help keep students on track and will prepare them for type of exchanges required with college professors. Taking some of the dislike out of the school experience and removing the frustration experienced by some students may make students want to stay in school. This part of the chapter reinforced what seems to be the key to Bloomfield College’s teaching program: Differentiated Education. It also gave me some excellent ideas about not just teaching my students the curriculum, but offering them some valuable life skills that they can bring with them to college or into the working world.

Paul, I am glad that you noticed the relationship between universal design and differentiated instruction, which you are correct is a strong theme in BC's teacher prep program. There are many frameworks in education that echo the same ideas about making learning accessible and allowing students to demonstrate their knowledge in various ways. You mention some effective, specific strategies that you noticed that are good not only for students with disabilities, but other students in the class as well. That is a BIG IDEA that I want students in this course to recognize. There will be some individual adaptations for specific students that you will definitely need to provide according to their IEP. However, you will find that the more you differentiate your lessons, materials, tasks and assessments, the more you will address the needs of students with disabilities as well as others in the class.

As did several of your classmates, you chose to respond to planning for transition. Your are correct, many students with learning disabilities go on to college in NJ. However, having worked in this area for many years, I know that college is a difficult road for many students, with and without disabilities. Despite wonderful college support services in many places, the level of supports are not the same as in high school. I am pleased that you want to prepare students for the demands of college life by helping them acquire not only the content of your discipline, but also the learning strategies they will need to be successful. Regards, Dr. OReilly

Chapter 8 Some of the important information I found in the chapter on Attention Deficit Disorder was on page 218. ADD seems like a particularly challenging disorder since it is so important for students to be attentive in class. As a teacher, we must be careful when observing our students, and be sure to take proper notes about the behaviors in question, and try to identify the triggers of the behaviors. The text stresses the importance of a proper evaluation, and identifying what other possible disabilities could be present in addition to ADD. Is the child just fidgety, or is there actually a disorder present? Box 8.3 on page 223 is also a very useful part of this chapter. I may not be directly involved in any diagnosis of a disorder or in the design of an IEP, but I will certainly have to make accommodations for students that are classified with this disorder in my classroom. Once again, the accommodations suggested for ADD students are also very useful for most other students. For example, allowing students to move around the class periodically, using organization tools, allowing alternatives to written assignments, or giving students choices will benefit non-exceptional students as well. The information on students with mood characteristics can be applied to all students, especially those in middle school or high school, where students are especially vulnerable and at risk. I think it is very important for teachers to be aware of mood changes or behaviors that are out of character for a student. A good teacher should know when something is bothering a student, or if a student is uncharacteristically sad or angry. The section that addresses secondary students once again appealed to me because that is the level I will be teaching. Teens are prone to impulsive behaviors, and AD/HD intensifies these tendencies. Letting students know that their choices and behaviors have risks and outcomes is a good idea for all students. I think I could help students develop better study habits by putting them into groups, or using examples from my lessons to show the outcome of certain decisions. Another great activity to show the consequences of certain actions is to use counter positives when discussing historical events. Writing a story about a changed battle decision would get students to think critically about the course of history, and analyze how the decision of one person can have many different outcomes. There are many ways to work life lessons into school lessons, and I hope to be able to do this as often as possible to keep all students engaged.

Paul, You raised a number of important and specific points in your commentary this week. AD/HD, though not always, may co-exist with other conditions such as learning disabilities and intellectual disabilities. It can also co-exist with some emotional problems such as depression, anxiety and anger issues. Your point about "noticing" is a critical one for teachers to keep in mind. The big idea about the characteristics we will study for each disability type is sometimes they are shared across categories of disability, frequently those of us who are not diagnosed with a disability share some of these same characteristics, but the difference is in the frequency and intensity of the behavior and how it affects performance. Knowing both the basis for the behavior observed and strategies that you can implement in your classroom for the entire class as well as individual students will help you and your students become successful. I really like your ideas about addressing study habits in your class which would benefit all, but are especially helpful to many students with disabilities who may not be aware or may not have mastered these strategies. I also liked your idea of incorporating the impact of personal decision making into your teaching of historical events - great linkage. Very good commentary. Regards, Dr. OReilly

Chapter 9 It seems that curriculum for a student with intellectual disabilities is often geared more towards preparing him for life and a vocation, rather than preparing them for secondary education. This may be a best case scenario for most, but I’m sure there are others who can advance their education as well. The chapter offers advice on IEP’s and how to design IEP’s for these students. On page 252, the authors discuss supplemental services and aids, and on page 253, the “Velcro effect” is discussed. Unfortunately, many paraprofessionals may inadvertently isolate students with intellectual disabilities. One case is described on page 253 where the aide speaks for the students or, in effect, interprets. The aide may think that this is the right thing to do, but as pointed out in this example, it may not be right. The girl with an intellectual disability in my daughter’s class does not have the benefit of an aide. She interacts with the other students, plays games with them, and participates in as many lessons as possible. I have interacted with her, and although her limitations are apparent, she is able to communicate her ideas if one is patient enough and willing to listen. These children are not going to have the benefit of an aide traveling with them for the rest of their lives, so I believe it is best for the aide to provide only the necessary assistance, and let the student do as much as possible independently. Paul, I strongly echo your sentiments. Dr. OReilly The box on page 263 offers inclusion tips. I like these strategies because they address the natural reaction to intellectually disabled students behaviors, and offer constructive alternatives. I agree strongly with allowing peers to work with these students, and I think encouraging these students and helping them find ways to build skills to deal with the situations is an excellent approach. The goal of inclusion is to include special needs students into the classroom. Very often, the best help for these students seems to come from their peers. In the case of my daughter’s classmate, the students in the school have no preconceived notion of intellectually disabled students, nor do they see her as Mentally Retarded. She is merely Mary (name changed) and “sometimes we help her if she gets stuck”. This is essentially how they all view each other-“sometimes we need to help each other or ask the teacher for help”. As a result, the girl is part of the community, and is not scared of challenges because there is a support system of peers and the help of a teacher to work out any difficulties. I plan to let my students with intellectual disabilities work out as much as they can on their own, and offer assistance when required. The case of Stephen Sabia is a perfect example of what I believe a student with an intellectual disability can accomplish. It may not work for all, but all deserve the chance to see how far they can go. I commend you on a very open, receptive attitude towards individuals with intellectual disabilities. For a long time, we have put limits on expectations for these students and what they can achieve. We are now finding that given the right learning opportunities, supports and higher expectations, they are breaking down old myths. Beginning school in an environment that you describe is extremely important. It is much harder for students who have been educated in separate environments to learn the language, social skills and confidence to interact in integrated settings at a later age. Thank you for sharing your daughter's experience with us. Excellent commentary. Dr. OReilly

Paul, I strongly agree with what you wrote, especially regarding the aides. As I wrote in my wiki, as a younger woman I always focused on what those with intellectual disabilities couldn't do instead of their capabilities. I especially like the last sentence you wrote...all deserve a chance. Kate

Paul, I also strongly agree with your argument. Kate as well I also have always focused more on what the child with a disability could not do rather than what they are able to do. It is crucial that a child has the supplemental aides they need to develop but for the rest of their lives or for most of their lives I do not see the need. These students are very capable and I also believe they all deserve a chance. I thought this post was very interesting because it was a clear example to me.

I found the information on page 191 to be of particular interest. The family considerations can be very important, especially in how we as educators approach the subject of how the child is doing. In parent-teacher conferences, it is important to understand that, as pointed out in the chapter, parents consider children to be a reflection of them. I am reminded of the Kindergarten teacher that did not mesh well with my daughter, who told us that my child was “broken.” It took much restraint to react professionally to this comment, and not tell the teacher how the problems in her class were class management issues. (For the record-the issues were a result of poor class management.) Positive feedback and constructive criticism go a long way. Parents and teachers are part of a team, and shouldn’t be at odds with one another. I also found the descriptions of the various disorders informative. It is unfortunate that so many emotional and behavioral disorders can affect young people. The chapter made me wonder how many classmates I knew growing up that may have suffered these disorders without knowing it. I always got along with most people, even the “weird” kids. It never occurred to me that perhaps these kids were bipolar or depressed. I also noticed certain teachers connected with these kids. It was the one or two teachers that made a difference for them, and some even said they only came to school to hang out at lunch time and for the one or two classes they liked. I hope that I can continue to get along with most people, and hopefully be the one teacher that makes it worth coming to school for. All of the IEP’s, and strategies in the chapter can help educate a child with these behavioral or emotional problems, but an observant teacher is likely more important than any other tips. In my opinion, a teacher that respects the differences of his or students, and treats students, especially teens, in a way that makes them feel their opinion and feelings have some value, will make implementing the IEP and special considerations more successful. The wraparound approach also seems beneficial, since the people who are most involved in the affected student’s life are involved. Paul

The video on Positive Behavior Support shows how a school system implemented a program to improve the overall behavior of the students. It was interesting how one teacher in particular was skeptical, as new programs are always tested, and the “experts” seem to regularly change what they believe is effective. It was stated in the video, and I believe it is true, that children cannot behave properly unless they are taught to. Respect, responsibility, caring, and citizenship, are among the values reviewed through the program. I like this program because it creates a community of mutual respect, and empowers the entire school.

I believe outlining the rules as expectations, and using positive reinforcement instead of punishment, inspire children strive to achieve the goals outlined by the program. Incorporating the expectations into a lesson plan for all students seems highly effective, and has had positive benefits. I particularly liked the idea of “student ambassadors,” which are established students who teach the new students entering the school the rules. Peer to peer teaching brings the values and expectations into the lives of students, and makes the rules appear to be something that peers expect. These older students also serve as a great example for modeling the desirable behavior. I believe this is far more effective because it is not just something teachers are preaching to the students, but a system of positive behavior that is proven by example.

The most surprising and interesting result of this system is that the number of students requiring special education has decreased at almost the same rate as the number of children referred to the principal’s office decreased. There were so many good ideas in this program that it is hard to discuss all of them. I think this program has so many benefits that some type of behavior program should be in place in all schools.

Chapter 11 Chapter 11 discusses students with Autism, and how to accommodate them in an inclusion setting. From the reading, it seem that Autistic students are more likely to be in a self-contained classroom, rather than included in a general education class, but students with Autism and Asperger’s will most likely be included in my classroom at some point. There are a variety of strategies offered including mnemonic strategies. These are great ways to help students with Autism and Asperger’s, and also will be beneficial to a general education student as well. Behavior supports help create a successful school environment. Autistic students need a well designed system of positive behavior supports, and the idea of school wide positive behavior support systems are great for special needs students who need the additional support to curtail negative behaviors. Making the policy school wide will often curb many negative behaviors in all students and prevent many problems from ever occurring. The most important information I found in this chapter was that student-teacher relationships are especially important for students with Asperger’s and Autism. Forming a relationship with a teacher or peers is difficult for some students with Autism, but there are strategies such as those in box 11.5 on page 324 that one can use to make a student’s experience better. I believe that if a student feels comfortable with the teacher and the other students accept everyone and include them in class activities, then many of issues will work themselves out, or never appear in the first place. As teachers we must be ready for the inclusion of any type of student with a disability. Autism appears to be one of the more challenging to work with, but I think working successfully with these students will also be the most rewarding.