1. According to IDEA, "problem behaviors" include:
a. an unexplained inability to learn
b. inappropriate types of behavior or feelings
c. pervasive unhappiness or depression
d. all of the above
2. Which of the following is an example of externalizing behavior?
a. depression
b. aggression
c. fear
d. anxiety
3. How are Aspergers, Austism, RETT sydrome, PDDNOS, and Childhood Disintegrate Disorder under the Austim Spectrum similar?
a. deficits in social interaction and communication
b. typical language development
c. all developmental domains are impacted
d. not similar at all
Monday, April 2, 2012
Sunday, March 25, 2012
Emotional Behavioral Disorder
This semester I have the opportunity to be a part of the Emotional Support classroom at Highland Elementary School in Ephrata. When reflecting on the chapter, I could easily relate the material discussed in class to my experiences over the past few weeks at placement. I enjoy being able to make these connections and become more knowledgeable about my students to support them in the most beneficial, effective manner.
In Mr. Carver's classroom, there are seven adults including myself and nine students. Therefore, there is almost an adult to each student. Although this can sometimes become overwhelming and a challenge, the amount of adults in the classroom is important in the academic and social development of the students. Each adult carries a clipboard in the classroom that has a chart for each individual student to be filled out throughout the day. There are three students who have a TSS that is filling out these papers along with others throughout the student's school day. These charts are to monitor the student's behavior and actions in different settings throughout the day. The chart also states the goal the student has chosen for the day. The actions and behaviors that they exhibit throughout the day reflect the student's achievement or not of that specific goal. These observations are considered to be direct data on the student. However, indirect data is also extremely important to support the student.
Therefore, Mr. Carver and the other professionals in the classroom are in constant contact with the students' parents and families. Each student's chart is sent home with them at the end of the day for parents and families to review and see their child's behavior during the school day. They also make phone calls of problem behaviors that are persistent and continue to occur for a long time frame. Parents and families communicate to Mr. Carver the behaviors they are seeing at home, switch of medication, and other concerns that they wish to express. They communicate about behavior strategies and expectations for the student as well. This is important to remember because no two students are the same. What triggers the behavior of one may be completely opposite of what triggers another students behavior, as well as, each student's problem behavior is different.
As a future educator it is important for me to make sure that my students are receiving the supports that they need. I must have an understanding for each of my students and respectful of the fact that they are not the same. I must learn what makes the student's behavior occur and how to prevent the trigger from occurring. I must also learn how to interact with the student to calm him or her down. It is also important to pay attention to internalized behaviors because they easily can be misunderstood or overlooked. I learned that collection of data and conducting a behavioral intervention plan must occur to benefit my students. More importantly, I will look at a student's behavior as a sign of communication, rather than an annoyance or acting out.
In Mr. Carver's classroom, there are seven adults including myself and nine students. Therefore, there is almost an adult to each student. Although this can sometimes become overwhelming and a challenge, the amount of adults in the classroom is important in the academic and social development of the students. Each adult carries a clipboard in the classroom that has a chart for each individual student to be filled out throughout the day. There are three students who have a TSS that is filling out these papers along with others throughout the student's school day. These charts are to monitor the student's behavior and actions in different settings throughout the day. The chart also states the goal the student has chosen for the day. The actions and behaviors that they exhibit throughout the day reflect the student's achievement or not of that specific goal. These observations are considered to be direct data on the student. However, indirect data is also extremely important to support the student.
Therefore, Mr. Carver and the other professionals in the classroom are in constant contact with the students' parents and families. Each student's chart is sent home with them at the end of the day for parents and families to review and see their child's behavior during the school day. They also make phone calls of problem behaviors that are persistent and continue to occur for a long time frame. Parents and families communicate to Mr. Carver the behaviors they are seeing at home, switch of medication, and other concerns that they wish to express. They communicate about behavior strategies and expectations for the student as well. This is important to remember because no two students are the same. What triggers the behavior of one may be completely opposite of what triggers another students behavior, as well as, each student's problem behavior is different.
As a future educator it is important for me to make sure that my students are receiving the supports that they need. I must have an understanding for each of my students and respectful of the fact that they are not the same. I must learn what makes the student's behavior occur and how to prevent the trigger from occurring. I must also learn how to interact with the student to calm him or her down. It is also important to pay attention to internalized behaviors because they easily can be misunderstood or overlooked. I learned that collection of data and conducting a behavioral intervention plan must occur to benefit my students. More importantly, I will look at a student's behavior as a sign of communication, rather than an annoyance or acting out.
Sunday, March 18, 2012
Considerations for Learning Disabilities
Throughout the creation of my Wordle, I focused on words and phrases used to characterize students with learning disabilities. My Wordle also expresses false characterizations of students with learning disabilities. I reflected on the information shared in FAT City, class discussions and readings, as well as, hands-on experiences and interactions with students in my field placements. These opportunities have provided me with information that will allow me to help my students and provide them with the most meaningful and effective instruction. It has also given me resources and strategies to support my students and their learning.
Sunday, February 12, 2012
Field Placement, Assessment, and Instruction
This week I had the opportunity to meet Mr. Carver and his nine students at Highland Elementary School in Ephrata. Little did I know, I was going to meet many more people who are going to be teaching me throughout my experience and for that I am very grateful. There are just about as many adults in the classroom as there are students, which is very new for me. Each adult has a clipboard to take notes to assess the student and his or her behavior throughout the day. Each adult also carries blue tickets that are given to a child if he or she is behaving appropriately. Throughout the morning, I found myself looking around the classroom and trying to understand everything. I felt like there was so little time to interact with the students and get to know them. However, when I was leaving I realized I had learned more than I thought I did. I learned that each of the boys had a different goal every day and it was one that they set for themselves in the morning during circle time. I learned that each of the lessons and activities in the classroom were strictly timed. I learned that the ability levels in the classroom are extremely diverse because the students are from all different grade levels and of different ages. Although I learned so much, I know I still have plenty to learn.
While reflecting on my placement and class, I began thinking about assessment and instruction in the classroom. I am not sure how the students are assessed in Mr. Carver's classroom. However, I was able to see that each student was assessed individually based on his abilities and goals. There is a variety of information being collected throughout the day by each of the adults in the classroom. I found this to be extremely important, as they are all unique as well and may expertise in certain areas. There seemed to also be a strong line of communication with parents and families of the students. When students entered the classroom, parents and teachers were able to talk to each other for a few minutes and share how the child was behaving at home prior to school that day or how the child has been behaving in the classroom. The adults in the classroom seemed to have a strong line of communication as well. They were sharing assessments with one another and working closely together with the students. They were eager to take advice from one another and were happy to implement that advice into their instruction. This made me very happy to see that they seemed receptive to constructive criticism and worked as a team for the benefit of the students.
I feel that UDL would be beneficial to implement into Mr. Carver's classroom. Universal Design for Learning would allow him to create a community of learners. It will allow him to make sure that he has all of the supports and resources to accommodate all of the learning styles and abilities of the students in his classroom. It will be beneficial for the students for instruction to be set up this way because they will learn through a variety of ways. Students will want to be engaged in their learning and eager to participate. It will provide options for students to express their thoughts and provide the opportunity to explore. Universal Design for Learning, along with the "Planning Pyramid", will allow Mr. Carver to design a lesson plan for all students, not individuals, just by adding resources and supports that all students can have access to.
Overall, I enjoyed learning throughout my first placement and connecting the material I have learned to my experiences. I look forward to my opportunities throughout the semester in Mr. Carver's classroom that will challenge me and teach me about instructing and assessing my students.
While reflecting on my placement and class, I began thinking about assessment and instruction in the classroom. I am not sure how the students are assessed in Mr. Carver's classroom. However, I was able to see that each student was assessed individually based on his abilities and goals. There is a variety of information being collected throughout the day by each of the adults in the classroom. I found this to be extremely important, as they are all unique as well and may expertise in certain areas. There seemed to also be a strong line of communication with parents and families of the students. When students entered the classroom, parents and teachers were able to talk to each other for a few minutes and share how the child was behaving at home prior to school that day or how the child has been behaving in the classroom. The adults in the classroom seemed to have a strong line of communication as well. They were sharing assessments with one another and working closely together with the students. They were eager to take advice from one another and were happy to implement that advice into their instruction. This made me very happy to see that they seemed receptive to constructive criticism and worked as a team for the benefit of the students.
I feel that UDL would be beneficial to implement into Mr. Carver's classroom. Universal Design for Learning would allow him to create a community of learners. It will allow him to make sure that he has all of the supports and resources to accommodate all of the learning styles and abilities of the students in his classroom. It will be beneficial for the students for instruction to be set up this way because they will learn through a variety of ways. Students will want to be engaged in their learning and eager to participate. It will provide options for students to express their thoughts and provide the opportunity to explore. Universal Design for Learning, along with the "Planning Pyramid", will allow Mr. Carver to design a lesson plan for all students, not individuals, just by adding resources and supports that all students can have access to.
Overall, I enjoyed learning throughout my first placement and connecting the material I have learned to my experiences. I look forward to my opportunities throughout the semester in Mr. Carver's classroom that will challenge me and teach me about instructing and assessing my students.
Sunday, February 5, 2012
American Teacher
After viewing the documentary, American Teacher, I began to think about the outlook the world has on teachers and what I can do to make a difference. I was extremely angered by the information shared in the video and the negativity towards the teaching profession. When I think about teaching, the very last thought I have is about money. Money is the absolute last thing of my concern because teaching is about the lives of students that I am touching every day.
Throughout the viewing of the movie, I couldn't help but think of one of favorite poems, "What Teachers Make" by Taylor Mali. Similar to the documentary, this poem talks about how people view the teaching profession stating, “those who can, do; those who can’t, teach”. The poem also speaks of society asking about how much we make and in response the poem closes by stating, “teachers make a difference, now what about you?” I couldn’t agree more with this statement because that is what I feel my future career is all about. As long as I leave that classroom every day knowing that I have taught my students something about the world, something about themselves, something about one another, than I will be more than happy. My job is to make learning fun, to make kids wonder, question, and explore. My job is to allow my students to be the best they can be and to do what they love. My job is to touch their lives and guide them along the way. My reward is far beyond a paycheck. My reward is seeing the “ah-ha moment”, a smiling face, an eager raised hand, and a unpredictable, bright future.
I was extremely disheartened by the lack of respect for teachers. Where would our society be without teachers? Does anyone ever think about that? It is frustrating that so many people have a tunnel vision of the teaching profession. Several people do not realize how many hours a week we are working and how much money from our own paycheck goes into our classroom and to our students. Several people don't realize that we take on several roles throughout the day and make many decisions to better the lives of our students.
I also felt anger for the males that are aspiring to be educators because the documentary was extremely discouraging to them. A teachers income is not always the second income or the second job in a person's life. As a female, I was frightened to think that I may not have enough money to support myself and my family, let alone, being a male and supporting a family.
Overall, I understand that the documentary was just to make us aware of what we may see in our future career. The viewing of the documentary did anger at reality, however, it also made me feel more proud of my decision to become a teacher. I know that this is what I am meant to do, simply because I absolutely love it and wouldn't imagine doing anything else.
Sunday, January 29, 2012
IRIS Module on RTI
Thoughts [Before completing the module]
1. What procedures do you think Rosa Parks Elementary is using to provide services to struggling students? Why are school personnel dissatisfied with this process?
I believe Rosa Parks Elementary is currently using the "wait to fail" method, meaning students do not receive services until the student is academically failing rather than when the student begins to struggling in an area. Mrs. Hernandez, the first grade teacher, expressed her concern that the students struggling in her class continue to struggle as they progress through each grade. Ms. Jacobs, the special education teacher, stated that struggling students are not identified until third or fourth grade because their skills must fall significantly behind in order to qualify for the services.
School personnel are dissatisfied with this process and with good reason. This method is creating a large achievement gap between the students of Rosa Parks Elementary. It is frustrating for teachers to have to watch their students fail academically in order to receive the help they need to succeed. If struggling students receive additional help earlier than third or fourth grade and prior to academic failure, they wouldn't continuously be trying to catch up to the ability level of their peers and would be more successful in school. In reality, this method is causing a consistent struggle rather than ceasing the problem.
2. What approaches are available to schools to help struggling readers and efficiently identify students who need special education services?
One approach that I have seen implemented in a school to help struggling readers and efficiently identify students who need special education services is Response to Intervention (RTI). This approach seemed to prove effective from my perspective in my junior methods placement. Students received the appropriate services according to the tier they were placed in. If students were not making progress in a specific tier, the school took the necessary actions to make sure that student received the support he/she needed for them to be successful in the classroom. I feel that this approach would be beneficial for Rosa Parks Elementary because it identifies students early on based on their individual strengths and weaknesses and provides students with appropriate support. Students are still actively involved in the classroom and are making progress.
Another approach that is available to schools is the IQ discrepancy model. Unfortunately, I have never seen this approach implemented. However, based on classroom discussion and viewing of research, the IQ discrepancy model has its advantages and disadvantages, just as any other approach.With the IQ discrepancy model, a student's eligibility for special education services is based on the comparison of his or her IQ test results are compared to their academic performance. If there is a large discrepancy between the IQ results and the academic performance, the student receives services to be successful in the classroom.
3. What other information might a school find helpful when choosing which approach to adopt?
When choosing which approach to adopt, a school must consider a variety of information. The school must research and collect data on several approaches.The school should compare and contrast different approaches and list the pros and cons of each based on the needs of their school. The school should consider the cost of the approach,the resources they need, and what resources are already available to them. It is important for the school to take note of the areas that most of their students struggle in, as well as, evaluate their teaching instruction in order to choose the most effective approach.
4. What steps might the S-Team propose to help its struggling readers?
The members of the S-Team agreed that they need to find a better and faster approach to help their struggling readers. Throughout the process there must be open communication among administration, faculty, and student families. The team should begin by evaluating teacher instruction and look for trends among students and grade levels. The team should also have teachers look at each individual student's strengths and weaknesses in the classroom. This information will be extremely helpful when deciding which approach would be most beneficial for their students. The S-Team should also meet frequently to discuss progress and effectiveness.
Response [After completing the module]
1. What are the disadvantages of the IQ discrepancy model and how does RTI address those concerns? What might be difficult in implementing the RTI model?
There are several disadvantages of the IQ discrepancy model. The IQ discrepancy model similarly identifies students after they have failed and fallen too far behind. If a student's results do not show a discrepancy, he or she is not eligible for services. However, that student may need the services. On the other hand, there are students who show discrepancy and receive services that they do not need. This student may be extremely bright, but is a poor test taker. Therefore, the limits and results of the IQ discrepancy model are not valid in eligibility for services. RTI allows for early identification and intervention that allows students to receive services and not fall behind their peers. The use of the three tiers allows RTI to identify students correctly and in proportionate measures. The IQ discrepancy model does not consider the instruction the students are receiving in the classroom. The RTI model evaluates teacher instruction, as well as, provide students with a variety of instruction size, such as large group, small group, or one on one, based on the students needs.
The RTI model may be difficult to implement because it requires change and lots of it. The school must receive training on the model to understand the process and to administer the tests. Additional staff may also be needed to benefit the learning of the students in each tier and the roles of faculty may be adjusted.The school must have all the resources to make students learning successful. Time is necessary for the approach to be implemented effectively as well. Therefore, faculty must be willing to give time, as well as, dedication to provide for these students. Last but not least, patience, as this process is new to the entire school and one that they will be learning together.
1. What procedures do you think Rosa Parks Elementary is using to provide services to struggling students? Why are school personnel dissatisfied with this process?
I believe Rosa Parks Elementary is currently using the "wait to fail" method, meaning students do not receive services until the student is academically failing rather than when the student begins to struggling in an area. Mrs. Hernandez, the first grade teacher, expressed her concern that the students struggling in her class continue to struggle as they progress through each grade. Ms. Jacobs, the special education teacher, stated that struggling students are not identified until third or fourth grade because their skills must fall significantly behind in order to qualify for the services.
School personnel are dissatisfied with this process and with good reason. This method is creating a large achievement gap between the students of Rosa Parks Elementary. It is frustrating for teachers to have to watch their students fail academically in order to receive the help they need to succeed. If struggling students receive additional help earlier than third or fourth grade and prior to academic failure, they wouldn't continuously be trying to catch up to the ability level of their peers and would be more successful in school. In reality, this method is causing a consistent struggle rather than ceasing the problem.
2. What approaches are available to schools to help struggling readers and efficiently identify students who need special education services?
One approach that I have seen implemented in a school to help struggling readers and efficiently identify students who need special education services is Response to Intervention (RTI). This approach seemed to prove effective from my perspective in my junior methods placement. Students received the appropriate services according to the tier they were placed in. If students were not making progress in a specific tier, the school took the necessary actions to make sure that student received the support he/she needed for them to be successful in the classroom. I feel that this approach would be beneficial for Rosa Parks Elementary because it identifies students early on based on their individual strengths and weaknesses and provides students with appropriate support. Students are still actively involved in the classroom and are making progress.
Another approach that is available to schools is the IQ discrepancy model. Unfortunately, I have never seen this approach implemented. However, based on classroom discussion and viewing of research, the IQ discrepancy model has its advantages and disadvantages, just as any other approach.With the IQ discrepancy model, a student's eligibility for special education services is based on the comparison of his or her IQ test results are compared to their academic performance. If there is a large discrepancy between the IQ results and the academic performance, the student receives services to be successful in the classroom.
3. What other information might a school find helpful when choosing which approach to adopt?
When choosing which approach to adopt, a school must consider a variety of information. The school must research and collect data on several approaches.The school should compare and contrast different approaches and list the pros and cons of each based on the needs of their school. The school should consider the cost of the approach,the resources they need, and what resources are already available to them. It is important for the school to take note of the areas that most of their students struggle in, as well as, evaluate their teaching instruction in order to choose the most effective approach.
4. What steps might the S-Team propose to help its struggling readers?
The members of the S-Team agreed that they need to find a better and faster approach to help their struggling readers. Throughout the process there must be open communication among administration, faculty, and student families. The team should begin by evaluating teacher instruction and look for trends among students and grade levels. The team should also have teachers look at each individual student's strengths and weaknesses in the classroom. This information will be extremely helpful when deciding which approach would be most beneficial for their students. The S-Team should also meet frequently to discuss progress and effectiveness.
Response [After completing the module]
1. What are the disadvantages of the IQ discrepancy model and how does RTI address those concerns? What might be difficult in implementing the RTI model?
There are several disadvantages of the IQ discrepancy model. The IQ discrepancy model similarly identifies students after they have failed and fallen too far behind. If a student's results do not show a discrepancy, he or she is not eligible for services. However, that student may need the services. On the other hand, there are students who show discrepancy and receive services that they do not need. This student may be extremely bright, but is a poor test taker. Therefore, the limits and results of the IQ discrepancy model are not valid in eligibility for services. RTI allows for early identification and intervention that allows students to receive services and not fall behind their peers. The use of the three tiers allows RTI to identify students correctly and in proportionate measures. The IQ discrepancy model does not consider the instruction the students are receiving in the classroom. The RTI model evaluates teacher instruction, as well as, provide students with a variety of instruction size, such as large group, small group, or one on one, based on the students needs.
The RTI model may be difficult to implement because it requires change and lots of it. The school must receive training on the model to understand the process and to administer the tests. Additional staff may also be needed to benefit the learning of the students in each tier and the roles of faculty may be adjusted.The school must have all the resources to make students learning successful. Time is necessary for the approach to be implemented effectively as well. Therefore, faculty must be willing to give time, as well as, dedication to provide for these students. Last but not least, patience, as this process is new to the entire school and one that they will be learning together.
Sunday, January 22, 2012
Chapter One: Perspectives on Disability
Chapter one, Perspectives on Disability, brings attention to several important ideas about the history of disability that society should be aware of in the field of special education. I feel that not only should teachers understand the needs of people with disabilities, but society should as well. My reason for feeling this way is because society greatly impacts our lives. The way people look at us, speak to us, think about us, and react towards us all affects who we are and who we become, whether positively or negatively.
When reflecting on the reading, my cousin Michael comes to mind. Michael is now 20 years old and the happiest, sweetest guy I know. Michael was diagnosed with down-syndrome when he was born, but has never let it stop him. Michael has accomplished all of his goals and does so with determination. However, in a conversation with Michael he did share with me where his determination came from. Michael has had people whisper or stare as he walked past them. People laughing at his dreams or goals. People telling him, "Michael, you can't. He has also experienced the positives and negatives of being labeled with down-syndrome. All of which I see the actual power of language. In agreeance with this reading, Michael told me, he wants people to see him for Michael, not for having down-syndrome. He says it does not define him or explain who his is and I could not agree with him more. Although people's words and actions hurt Michael's feelings, he has several people who love Michael for him and support him in all that he does. He said that is what makes him ignore the negativity and to keep believing in himself, because if he doesn't, who will? Several people with disabilities go through this every day and if you get people to think about it, I am sure we have all felt what Michael felt. When you put it that way, we start to realize that we can all relate and are all human. The power of language is extremely strong and we need to think about how we use our words and how they effect others.
Along with our words, we must give thought to classification. In some cases, classification may be extremely beneficial, but in others could cause negative outcomes. I believe that in order for a student receive the appropriate services under IDEA, he or she must be classified. Classification also provides justification and indication of why an individual may be experiencing difficulty in a specific area. However, classification can begin to define an individual and effect people's outlooks on the individuals capabilities. Therefore, we must remember, "classification does not mean that all members of the group are identical, just that they share some specific characteristics or traits." This statement is one to always remember because I believe that although three individuals may have the same disability, they are not the same and do not necessarily have the same needs. Each individual deserves to be noticed and treated individually.
This chapter also focused on the history of disability and allowed me to see how much society has grown. I was shocked while reading, "when allowed to live, persons with developmental disabilities sometimes served as jesters and clowns." I knew that people had always been cruel with words, but never realized that a disability was so frowned upon that individuals with disabilities were seen as not deserving to live. I was appalled and angered at the way that people were treated and looked at upon the years. Although we still experience some negativity, I am pleased to see that several laws and acts have been in place to include individuals with disabilities and provide individuals with the services they need.
Overall, this chapter was extremely eye-opening for me because it allowed me to see what families and students go through emotionally, socially, and physically. As a future educator, it is important for me to understand this and connect to my students and their guardians to provide them with a successful experience. It also brought to my attention the growth of society and our need to keep growing together.
When reflecting on the reading, my cousin Michael comes to mind. Michael is now 20 years old and the happiest, sweetest guy I know. Michael was diagnosed with down-syndrome when he was born, but has never let it stop him. Michael has accomplished all of his goals and does so with determination. However, in a conversation with Michael he did share with me where his determination came from. Michael has had people whisper or stare as he walked past them. People laughing at his dreams or goals. People telling him, "Michael, you can't. He has also experienced the positives and negatives of being labeled with down-syndrome. All of which I see the actual power of language. In agreeance with this reading, Michael told me, he wants people to see him for Michael, not for having down-syndrome. He says it does not define him or explain who his is and I could not agree with him more. Although people's words and actions hurt Michael's feelings, he has several people who love Michael for him and support him in all that he does. He said that is what makes him ignore the negativity and to keep believing in himself, because if he doesn't, who will? Several people with disabilities go through this every day and if you get people to think about it, I am sure we have all felt what Michael felt. When you put it that way, we start to realize that we can all relate and are all human. The power of language is extremely strong and we need to think about how we use our words and how they effect others.
Along with our words, we must give thought to classification. In some cases, classification may be extremely beneficial, but in others could cause negative outcomes. I believe that in order for a student receive the appropriate services under IDEA, he or she must be classified. Classification also provides justification and indication of why an individual may be experiencing difficulty in a specific area. However, classification can begin to define an individual and effect people's outlooks on the individuals capabilities. Therefore, we must remember, "classification does not mean that all members of the group are identical, just that they share some specific characteristics or traits." This statement is one to always remember because I believe that although three individuals may have the same disability, they are not the same and do not necessarily have the same needs. Each individual deserves to be noticed and treated individually.
This chapter also focused on the history of disability and allowed me to see how much society has grown. I was shocked while reading, "when allowed to live, persons with developmental disabilities sometimes served as jesters and clowns." I knew that people had always been cruel with words, but never realized that a disability was so frowned upon that individuals with disabilities were seen as not deserving to live. I was appalled and angered at the way that people were treated and looked at upon the years. Although we still experience some negativity, I am pleased to see that several laws and acts have been in place to include individuals with disabilities and provide individuals with the services they need.
Overall, this chapter was extremely eye-opening for me because it allowed me to see what families and students go through emotionally, socially, and physically. As a future educator, it is important for me to understand this and connect to my students and their guardians to provide them with a successful experience. It also brought to my attention the growth of society and our need to keep growing together.
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