Sunday, May 10, 2009
Orthopedic Impairments
Definition
According to the IDEA, an orthopedic impairment is a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments due to the effects of congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments due to the effects of disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
The result of orthopedic problems varies, but generally students may have problems using legs, arms, and hands. Some will use assistive technology to help them function as independently as possible
Teaching Approaches
For these children I would allow more time for them to complete their work. I think its is important that they learn but more important that as they learn they are participating. I would make sure the student is comfortable in his or her desk so this will give them a better opportunity of learning. Also, that give the student a tape recorder to recorder answers if they have a hard time writing. Making the child make is own decision is a big key in helping them learn. I think that if the students picks would he would like to sit or what subject he wants to do next, gives me as a teacher a better idea what he is most interested in and is wanting to learn. If the students feels more comfortable in doing parts of his or her homework outside the classroom I feel that the teacher should allow this.
Also, I’ve heard that giving students lectures on a tape will better help them if they have difficulty in writing or are unable to write.
Specific Technologies
A tape recorder
An Easel
Pointer
Computers
TV’s for the students see visual
Board Markers
Pointers or Lasers
Adaptive Key Boards
Annoted References
1. http://www.napcse.org/exceptionalchildren/orthopedicimpairments.php
a great site for parents that explains this disability in great depth
2. http://www.as.wvu.edu/~scidis/motor.html
a good site for teaching strategies
3. http://www.suite101.com/reference/orthopedic_impairment
good articles for teachers or parents on this disability
4. http://www.aasep.org/professional-resources/exceptionalstudents/orthopedicimpairment/index.html
information for myself as an educator
5. http://www.plsd.k12.pa.us/HighSchool/FineArts/Special%20Needs/musicclassroom/orthopedic_impairment.htm
a website for teachers to help plan a student’s
According to the IDEA, an orthopedic impairment is a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments due to the effects of congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments due to the effects of disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
The result of orthopedic problems varies, but generally students may have problems using legs, arms, and hands. Some will use assistive technology to help them function as independently as possible
Teaching Approaches
For these children I would allow more time for them to complete their work. I think its is important that they learn but more important that as they learn they are participating. I would make sure the student is comfortable in his or her desk so this will give them a better opportunity of learning. Also, that give the student a tape recorder to recorder answers if they have a hard time writing. Making the child make is own decision is a big key in helping them learn. I think that if the students picks would he would like to sit or what subject he wants to do next, gives me as a teacher a better idea what he is most interested in and is wanting to learn. If the students feels more comfortable in doing parts of his or her homework outside the classroom I feel that the teacher should allow this.
Also, I’ve heard that giving students lectures on a tape will better help them if they have difficulty in writing or are unable to write.
Specific Technologies
A tape recorder
An Easel
Pointer
Computers
TV’s for the students see visual
Board Markers
Pointers or Lasers
Adaptive Key Boards
Annoted References
1. http://www.napcse.org/exceptionalchildren/orthopedicimpairments.php
a great site for parents that explains this disability in great depth
2. http://www.as.wvu.edu/~scidis/motor.html
a good site for teaching strategies
3. http://www.suite101.com/reference/orthopedic_impairment
good articles for teachers or parents on this disability
4. http://www.aasep.org/professional-resources/exceptionalstudents/orthopedicimpairment/index.html
information for myself as an educator
5. http://www.plsd.k12.pa.us/HighSchool/FineArts/Special%20Needs/musicclassroom/orthopedic_impairment.htm
a website for teachers to help plan a student’s
Saturday, May 9, 2009
Communication Disorders- Speech and Lanugage
Definition:
Communication disorders- encompasses a wide variety of problems in language, speech, and hearing. Speech and language impairments include articulation problems, voice disorders, fluency problems (such as stuttering), aphasia (difficulty in using words, usually as a result of a brain injury), and delays in speech and/or language.
Speech and language delays may be due to many factors, including environmental factors or hearing loss.Many communication disorders result from other conditions such as learning disabilities, cerebral palsy, mental retardation, or cleft lip or cleft palate.
Three basic types of speech impairment are articulation disorders
-errors in production of speech sounds
-fluency disorders *difficulties with flow or rhythm of speech
-voice disorders *problems with the quality or use of one's voice
Implications in Teaching
I think that Spoken language is very important to do while teaching, it provides the foundation for the development of reading and writing. Spoken and written language have a reciprocal relationship – each builds on the other to result in general language and literacy competence.
I think that when teaching these children it is important that the child knows that he needs to make the corrects sounds as well as possible. Speech pathologist should work with the child on his or her speech. Also, having the child record and listen to himself will help the student see what sounds he is missing. I know it is extremely hard on these students. As a elementary teacher I will give print outs of words and have time to go through each and every letter with the student to help them pronounce the word correctly. If a child cannot speak out I could provide a microphone for him to talk through to amplify his sounds.
Specific Technologies
Voice Recorders- to record their voices so they can replay back to themselves.
Microphones- to amplify their voices.
Speech Recognition Technology to help students be able to learn on the computer.
Hand held speech Devices- talks to students in instructional methods.
Annotated References
1. http://www.comeunity.com/disability/speech/communication.html
great definitions and ways to help these students.
2. http://www.kidsource.com/Kidsource/content2/language_disorders
a website for children’s parents
3. ttp://emedicine.medscape.com/article/317758-overview
has a great deal of information on this disorder.
4. http://www.readingrockets.org/article/5128
answers many different questions on this disorder
5. http://www.gusinc.com/
a site for hand help speech devices
Giftedness and Talented Children
The federal Definition for giftedness is:
Children and whenever applicable, youth, who are identified at the preschool, elementary, or secondary level as possessing demonstrated or potential high performances capabilities in areas such as intellectual, creative, specific academic, or leadership ability or in the performing and visual arts and who by reason thereof require services or activities not ordinarily provided by the school...gifted and talented will encompass a minimum of 3-5 percent of the school population.
"Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination:
· general intellectual ability
· specific academic aptitude
· creative or productive thinking
· leadership ability
· visual or performing arts
· psychomotor ability."
There are many different characteristics of a gifted and talented child. These students can relate one idea to another, make sound judgments, acquire and manipulate abstract symbol systems, solve problems by refraining the question and creating novel solutions, perfection, need to precision, fascination with words and ideas, these children learn in great intuitive leaps, have an intense need for mental stimulation, have early moral and existential concerns, and have tendency toward introversion are a some just to name a few of the characteristics that these type of child perceive.
Implications of Teaching
When it comes to teaching these students. I think if they are easily getting bored in the classroom because they can already complete their work and have a great understand of everything that you are teaching the other students, then this where it is important as a teacher to make extra curriculum in regards to their knowledge. I think having these children learn the same thing as the rest of the child in the classroom but just put more to it. Going the extra step and making them do more in depth learning and studying. I think keeping these children on the same subject as the rest of the class is important if all possible. I know these children can be extremely smart and actually skip a grade but I’m not a believe much in to that.
I think these children need to stay in the appropriate grades. I think there needs to be a extra class where they can go participate with other gifted and talented children but also, be involved in the regular classroom as well. Children in the regular classroom can learn from these students in many different ways. If a teacher isn’t able to get the concept through a child’s mind it may be possible if the gifted student could briefly explain it to them they way the grabbed onto the concept and help out other children.
Overall, it is important that these children aren’t just completing there work and getting bored while in school. It is the teachers responsible to get these children on a higher curriculum where they can be challenged. It is necessarily important for the teacher to make learning fun and but not easy for these children. As a teacher, when I will have a gifted child in my classroom, I will make extra activities and another more difficult curriculum for these children to be taught and go by.
These children will need more challenging activities than the rest of the class.
Technologies:
Smart Boards.
Word Documents- have students type notes after writing them.
The Internet- this give the students ways to go farther into readings and research.
Annotated Reference:
1. http://www.nagc.org/index.aspx?id=1498
This is a great website for parents as well as educators. Also, a website for the child as well.
2. http://specialed.about.com/od/giftedness/a/giftedsteps.htm
A great site for teachers, give different teaching strategies
3. http://www.weac.org/kids/1998-99/march99/differ.htm
a great article for teachers as well as parents on teaching differentiated instruction.
4. http://www.nwrel.org/msec/images/resources/justgood/12.99.pdf
a in depth study. Great reading.
5. http://www.brainy-child.com/expert/giftedness-section.shtml :
a website that has many different ideas on what to do with gifted students.
Monday, April 20, 2009
Other Health Impairments
Definition of Exceptionality
Health Impairments and Physical Impairments
Definition of the IDEA is a severe orthopedic impairment- adversely affects a child's educational performance. Impairments caused by a congenital anomaly, disease, and other causes are included. Orthopedic impairment- skeletal system* bones, joints, limbs, associated muscles.
There is a diverse range of disabilities in this category including such conditions as cerebral palsy, spina bifida, amputations or limb absences, and muscular dystrophy
Attention-Deficit Hyperactivity Disorder (ADHD)Definition: persistent pattern of inattention and / or hyperactivity disorder impulsively that is more frequent and severe than is typically observed in people at a comparable level of development. They must have at least 6 symptoms of either inattention or hyperactivity-impulsively for a period of at least 6 months with the onset of the symptoms before the age of 7.
Implications of Teaching
As an elementary teach which I will be there are many different educational considerations that need to be taken in to place.
A child whom has ADHD have a very difficult time in learning. They easily get bored and uninterested in things. It is best when teaching these children to give little bits of information at a time so they can obtain it. A task needs to be completely finished before moving on to the next. In teaching these students a teacher must have patients and a positive attitude to help these students.
Spending time one on one with these student is great. This is also a time where you could talk about other things outside of school work to help these children get negative thinking and help them to become positive.
Specific Technologies
1. A paraprofessional
2. A specialist in speech if a child has speech problems.
3. Keyboards
4. A pointer for teachers to use so these children can easily follow.
Annotated Reference
1. Student with Physical Disabilities and Health Impairments.
http://www.ericdigests.org/pre-9213/health.htm
2. Physical Disabilities in the classroom
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
3. A guide for teachers and parents for ADHD very valuable
http://www.healthline.com/adamcontent/attention-deficit-hyperactivity-disorder-adhd?utm_medium=ask&utm_source=smart&utm_campaign=article&utm_term=ADHD&ask_return=Attention+Deficit+Hyperactivity+Disorder+
4. Teaching Student with these disabilities
http://codi.buffalo.edu/archives/colleges/.gasouth/.physical
5. Great articles on orthopedic impairment.
http://education.gsu.edu/PhysicalDis/news.html
Health Impairments and Physical Impairments
Definition of the IDEA is a severe orthopedic impairment- adversely affects a child's educational performance. Impairments caused by a congenital anomaly, disease, and other causes are included. Orthopedic impairment- skeletal system* bones, joints, limbs, associated muscles.
There is a diverse range of disabilities in this category including such conditions as cerebral palsy, spina bifida, amputations or limb absences, and muscular dystrophy
Attention-Deficit Hyperactivity Disorder (ADHD)Definition: persistent pattern of inattention and / or hyperactivity disorder impulsively that is more frequent and severe than is typically observed in people at a comparable level of development. They must have at least 6 symptoms of either inattention or hyperactivity-impulsively for a period of at least 6 months with the onset of the symptoms before the age of 7.
Implications of Teaching
As an elementary teach which I will be there are many different educational considerations that need to be taken in to place.
A child whom has ADHD have a very difficult time in learning. They easily get bored and uninterested in things. It is best when teaching these children to give little bits of information at a time so they can obtain it. A task needs to be completely finished before moving on to the next. In teaching these students a teacher must have patients and a positive attitude to help these students.
Spending time one on one with these student is great. This is also a time where you could talk about other things outside of school work to help these children get negative thinking and help them to become positive.
Specific Technologies
1. A paraprofessional
2. A specialist in speech if a child has speech problems.
3. Keyboards
4. A pointer for teachers to use so these children can easily follow.
Annotated Reference
1. Student with Physical Disabilities and Health Impairments.
http://www.ericdigests.org/pre-9213/health.htm
2. Physical Disabilities in the classroom
http://specialed.about.com/od/physicaldisabilities/Physical_Disabilities.htm
3. A guide for teachers and parents for ADHD very valuable
http://www.healthline.com/adamcontent/attention-deficit-hyperactivity-disorder-adhd?utm_medium=ask&utm_source=smart&utm_campaign=article&utm_term=ADHD&ask_return=Attention+Deficit+Hyperactivity+Disorder+
4. Teaching Student with these disabilities
http://codi.buffalo.edu/archives/colleges/.gasouth/.physical
5. Great articles on orthopedic impairment.
http://education.gsu.edu/PhysicalDis/news.html
Autism
Definition of Exceptionality
Autism Spectrum Disorder
Autism is a neurobehavioral syndrome marked by qualitative impairments of social interaction and communication, an by restricted reptetive, and stereotyped patterns of behavior.
Characteristics:
Difficulty relating to others in a typical manner
Extreme aloneness
Resistance to being picked up or held by parents
Significant speech deficits
Good rote memory
Early specific food preferences
Obsessive desire for sameness
Bizarre, repetitive behavior, such as consistently moving back and forth
Lack of imagination
Normal physical appearance
Definition of Autism from the IDEA. Autism means a developmental disability affecting verbal and nonverbal communication and social interacting, generally evident before agree three, that adversely affect a child’s educational performance. Other characteristics often associated with autism and engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, and unusual responses to sensory experience. Autism doesn’t apply not apply if a child’s educational performance is adversely affected primarily because the child has a serious emotional disturbance. A child who manifest the characteristics of autism after age 3 could be identified as having autism.
Autism is reported higher in males than females to a 4:1 ratio.
Implications of Teaching
Teaching student with autism isn’t easy but can be very successful. As an elementary teacher I will use educational approaches.
I think that using visual supports can be used in a variety of ways in the classroom. Visual supports can be very useful and help keep the child on task and stay organized. Ways in which you can use these visual supports are in labeling. Such as containers, signs, charts, and ect. This can help the child learn and understand organization. Being able to post rules and a schedule of a daily routine will help the students to stay on track and know when one lesson starts and another will end.
It is important to provide age appropriate materials. It is important when given oral instructions to make them simple. Teachers should avoid long instructions and when possible give visual aids to help these students not become overwhelm with the information.
Specific Technolgoies
1. Visual Pictures
2. Recorders
3. Schedules
4. Personal white boards or chalk boards to help draw pictures for students who have trouble in communicating.
Annotated References
1. One thing these student need most is PRAISE. Make sure you are giving them praise on things that they are doing well. These students become discourage easily so giving them praise gives them a sense of accomplishment.
2. Teaching Students with Autism- excellent study that was done great source
http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
3. A guide for Educators
http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=190,211,107,81,1,Documents&MediaID=1376&Filename=Autism.pdf
4. Autism Fact Sheet
ttp://www.ninds.nih.gov/disorders/autism/detail_autism.htm.
5. Autism Society of American
http://www.autism-society.org/site/PageServer?pagename=research_home
6. Excellent Site for teaching students with Autism.
http://www.polyxo.com/
Emotional and Behavioral Disorders
Definition of Exceptionality
Emotional and Behavioral Disorders
The IDEA defines emotional or behavioral disorder as a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age cultural, or ethnic norms that the responses adversely affect educational performance. In response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related, and unresponsive to direct intervention in general education or the condition of the child is such that general education interventions would be insufficient. This term also includes such disabilities that co-exist with other disabilities. Includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affecting a child if the disorder affects educational performance.
When a student has a emotional or behavior disorder they tend to have difficulties in the transitions. When these children are in any type of transitions the must have complete support from the parents as well as the students. They children often become depressed.
Implications of Teaching
When teaching student whom suffer from Emotional and Behavioral Disorders you must Abe very patient and through. These children tend to be slower learner than others. As an elementary teacher in which I will be teaching I feel that you must set the rules up front and be consistent with them. It is my job to keep these students engaged in activities and if any inappropriate behavior arises there will be consequences which were set up before. Also, it is important with all students but especially to let them know when they are doing a good job in behaving and also in their school work.
These children also are very interruptive. As a teacher we must be ready to deal with the inappropriate behaviors. These children are easily discouraged and as a teacher I must help them to stay positive and stay on track to be successful.
I think a good way for elementary student to be rewarded is starting a reward system. For everyday they’ve were behaving properly give them a reward. I know a classroom in which I observed did this, they all had piggy banks. For every day that you were going you got a coin to put in your piggy. Once you earned so many coin you got to choose from the prize box. This really encouraged the students to do their best and behave properly. Also, I could encourage that if a child did something extremely well they the could possibly earn extra coins. Also, with this reward system you may also reverse it where as if they had extreme behavior then a coin may be taken away. You must know each and every student to know what you should expect out of them. Some will behavior much better than others.
Specific Technologies
Written classroom rules and expectations
Like I said above some type of behavior reward system.
Hand Outs
Overheads so that it engages the students attention to focus on something instead of sitting there were as they would be more likely to get into trouble.
Annotated Reference
1.Special Education- great resource and emotional disorders
http://www.gradebook.org/Emotional%20Disability.htm
2. Best practice for Behavior in the Classroom
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
3. Disability Services for students- help get to know what the child is experiencing
http://www.socc.edu/serv_resrc/disability/faculty/emotional.htm
4. Stratigies for teaching Students whom having Emotional and behavioral Disorders.
http://www.as.wvu.edu/~scidis/behavior.html
5. American Academy of Special education Processionals
http://aasep.org/professionial-resources/exceptionalstudents/emotional
Emotional and Behavioral Disorders
The IDEA defines emotional or behavioral disorder as a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age cultural, or ethnic norms that the responses adversely affect educational performance. In response to stressful events in the environment; consistently exhibited in two different settings, at least one of which is school-related, and unresponsive to direct intervention in general education or the condition of the child is such that general education interventions would be insufficient. This term also includes such disabilities that co-exist with other disabilities. Includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affecting a child if the disorder affects educational performance.
When a student has a emotional or behavior disorder they tend to have difficulties in the transitions. When these children are in any type of transitions the must have complete support from the parents as well as the students. They children often become depressed.
Implications of Teaching
When teaching student whom suffer from Emotional and Behavioral Disorders you must Abe very patient and through. These children tend to be slower learner than others. As an elementary teacher in which I will be teaching I feel that you must set the rules up front and be consistent with them. It is my job to keep these students engaged in activities and if any inappropriate behavior arises there will be consequences which were set up before. Also, it is important with all students but especially to let them know when they are doing a good job in behaving and also in their school work.
These children also are very interruptive. As a teacher we must be ready to deal with the inappropriate behaviors. These children are easily discouraged and as a teacher I must help them to stay positive and stay on track to be successful.
I think a good way for elementary student to be rewarded is starting a reward system. For everyday they’ve were behaving properly give them a reward. I know a classroom in which I observed did this, they all had piggy banks. For every day that you were going you got a coin to put in your piggy. Once you earned so many coin you got to choose from the prize box. This really encouraged the students to do their best and behave properly. Also, I could encourage that if a child did something extremely well they the could possibly earn extra coins. Also, with this reward system you may also reverse it where as if they had extreme behavior then a coin may be taken away. You must know each and every student to know what you should expect out of them. Some will behavior much better than others.
Specific Technologies
Written classroom rules and expectations
Like I said above some type of behavior reward system.
Hand Outs
Overheads so that it engages the students attention to focus on something instead of sitting there were as they would be more likely to get into trouble.
Annotated Reference
1.Special Education- great resource and emotional disorders
http://www.gradebook.org/Emotional%20Disability.htm
2. Best practice for Behavior in the Classroom
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
3. Disability Services for students- help get to know what the child is experiencing
http://www.socc.edu/serv_resrc/disability/faculty/emotional.htm
4. Stratigies for teaching Students whom having Emotional and behavioral Disorders.
http://www.as.wvu.edu/~scidis/behavior.html
5. American Academy of Special education Processionals
http://aasep.org/professionial-resources/exceptionalstudents/emotional
Sunday, April 19, 2009
Visual Impairments
Definition of Exceptionality
Visual Impairments
The IDEA defines visual impairments as; a an impairment in vision that, even with correction, adversely affects a child's educational performance. This includes both partial sight and blindness.Students who is totally blind receives no useful information through the sense of vision and must use tactile and auditory senses for all learning.Student who is functionally blind has so little vision that she learns primarily through the auditory and tactile senses. she may be able to use her limited vision to supplement the information received from the other senses and to assist with certain tasks. A child with low vision uses vision as a primary means of learning but may supplement visual information with tactile and auditory input
Implications of Teaching
As a regular elementary teacher I will also student who has visual impairments to use voice recorders. This is incase they don’t understand it fully the first time because they aren’t able to see they visual aid, they will be able to replay and obtain a better understanding. I will use contrast papers to help the students who can’t contract when reading. I think it is extremely import to give hand out to these students and make sure that the print on these hand outs is large. I will allow the use of the students who have visual impairments and aren’t completely blind to use a magnifying glass.
Specific Technologies
Braille readers: it can change Braille into spoken language therefore a student can do their work and the teacher is still able to read what they’ve done.
Audio Books- books that are read out by a audio player
Overhead- enlarges transparences so that they are easier to read.
Annotated Reference
1. Text Book
Education the Exceptional Child
Ninth edition
2. To help children’s parents get a better understand of how they are seeing things. http://www.afb.org/Section.asp?sectionid=15
3. American Association of Deaf-Blind
www.lowvision.org/deaf_blind_information.htm
4. Colorado Department of Education
www.cde.state.co.us
5. Foundation Fighting the Blind
http://www.blindness.org/A
Visual Impairments
The IDEA defines visual impairments as; a an impairment in vision that, even with correction, adversely affects a child's educational performance. This includes both partial sight and blindness.Students who is totally blind receives no useful information through the sense of vision and must use tactile and auditory senses for all learning.Student who is functionally blind has so little vision that she learns primarily through the auditory and tactile senses. she may be able to use her limited vision to supplement the information received from the other senses and to assist with certain tasks. A child with low vision uses vision as a primary means of learning but may supplement visual information with tactile and auditory input
Implications of Teaching
As a regular elementary teacher I will also student who has visual impairments to use voice recorders. This is incase they don’t understand it fully the first time because they aren’t able to see they visual aid, they will be able to replay and obtain a better understanding. I will use contrast papers to help the students who can’t contract when reading. I think it is extremely import to give hand out to these students and make sure that the print on these hand outs is large. I will allow the use of the students who have visual impairments and aren’t completely blind to use a magnifying glass.
Specific Technologies
Braille readers: it can change Braille into spoken language therefore a student can do their work and the teacher is still able to read what they’ve done.
Audio Books- books that are read out by a audio player
Overhead- enlarges transparences so that they are easier to read.
Annotated Reference
1. Text Book
Education the Exceptional Child
Ninth edition
2. To help children’s parents get a better understand of how they are seeing things. http://www.afb.org/Section.asp?sectionid=15
3. American Association of Deaf-Blind
www.lowvision.org/deaf_blind_information.htm
4. Colorado Department of Education
www.cde.state.co.us
5. Foundation Fighting the Blind
http://www.blindness.org/A
Hearing Impairments
Definition of Exceptionality
Hearing Impairments
The IDEA defines deafness and hearing impairment as:
Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance. Hearing impairment means an impairment in hearing, whether permanent or fluctuating that adversely affects a child’s education performance, but that is not included under the definition of deafness in this section. There are many indications that a student has hearing loss, they may including straining to hear, intense concentrations on speakers face, use of loud speech or distorted speech, request of repeating or the spelling of word and consistent failure to respond. 1.2 percent of all school aged kids have hearing loss.10 percent of the overall population have hearing loss and 45
Implication of Teaching
When I will be teaching kindergarten students it is very important for me to pick up on these features that may indicate a student who is hard of hearing. As a teacher I must have other reference available for the student whom has hearing impairments. For this I must have an interpreter or someone who knows sign language. It is extremely important that my interpret whom is doing sign language is getting the correct and ALL the information to the student. Not just parts. If this isn’t obtain the then student is at risk of falling behind and not learning. I think here again it is extremely important to have visual aids. Of course this makes more sense because they aren’t hearing so they learn by seeing. This means colorful and detailed visual aids are a virtual key in teaching children with hearing impairments. I think you are doing sign language it is important to talk as well so that the student is also seeing your lips read in this may help them to learn to pick up on lip reading. If the student isn’t completely deaf the use an FM speaker to help amplify what you are saying so that they can hear you.
Specific Technologies
There are many different technologies out there to help these students in the classroom.
1. Speech to text- this is what you say is being translated into text so that the hearing impairment children can read what is being said.
2. Smart Board- write and illustrate what you are teaching.
3. Overhead with power points- This is another visual aid so that the child can read what you are teaching.
Annotated References
1.ASC
http://www.animatedspeech.com/
2.Great site for to provide to parents so that they can get involved
http://www.nidcd.nih.gov/:
3. Puts words into Sign Language
http://www.handspeak.com
4. Text Book
Education the Exceptional Child
Ninth Edition
5. National Association for the Deaf
www.nad.org
Hearing Impairments
The IDEA defines deafness and hearing impairment as:
Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance. Hearing impairment means an impairment in hearing, whether permanent or fluctuating that adversely affects a child’s education performance, but that is not included under the definition of deafness in this section. There are many indications that a student has hearing loss, they may including straining to hear, intense concentrations on speakers face, use of loud speech or distorted speech, request of repeating or the spelling of word and consistent failure to respond. 1.2 percent of all school aged kids have hearing loss.10 percent of the overall population have hearing loss and 45
Implication of Teaching
When I will be teaching kindergarten students it is very important for me to pick up on these features that may indicate a student who is hard of hearing. As a teacher I must have other reference available for the student whom has hearing impairments. For this I must have an interpreter or someone who knows sign language. It is extremely important that my interpret whom is doing sign language is getting the correct and ALL the information to the student. Not just parts. If this isn’t obtain the then student is at risk of falling behind and not learning. I think here again it is extremely important to have visual aids. Of course this makes more sense because they aren’t hearing so they learn by seeing. This means colorful and detailed visual aids are a virtual key in teaching children with hearing impairments. I think you are doing sign language it is important to talk as well so that the student is also seeing your lips read in this may help them to learn to pick up on lip reading. If the student isn’t completely deaf the use an FM speaker to help amplify what you are saying so that they can hear you.
Specific Technologies
There are many different technologies out there to help these students in the classroom.
1. Speech to text- this is what you say is being translated into text so that the hearing impairment children can read what is being said.
2. Smart Board- write and illustrate what you are teaching.
3. Overhead with power points- This is another visual aid so that the child can read what you are teaching.
Annotated References
1.ASC
http://www.animatedspeech.com/
2.Great site for to provide to parents so that they can get involved
http://www.nidcd.nih.gov/:
3. Puts words into Sign Language
http://www.handspeak.com
4. Text Book
Education the Exceptional Child
Ninth Edition
5. National Association for the Deaf
www.nad.org
Traumatic Brain Injury
Definition of Exceptionality
IDEA defines Traumatic Brain Injury as acquired injury to the brain caused by and external physical force, resulting in total or partial functional disability or psychosocial impairments or both that adversely affects a child’s education performance. If a head traumatic brain injury is present the child may have impairments in one or more of these areas. Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behaviors, physical functions, information processing, and speech. Traumatic brain injuries may be the result of open or closed injuries. The associated disabilities may be obvious or hidden and can fall into three main categories: 1) physical and sensory; 2) cognitive; and 3) social, behavioral and emotional. Many of these children who have TBI will have lifelong disabilities.
Implications of teaching
Children with TBI will experience characteristics of learning and behavioral disabilities. When teaching these children a curriculum based on typical developmental milestones isn’t appropriate for most students with severe disabilities. As a teacher it is very important to carefully choose the IEP objectives and learning activities that will benefit the student and his family the most. It is important to have these students in the classroom and much as possible but it is also important that they are getting the time and resources with inclusion. I think an important thing for these students is parent involvement. These parents need to be aware of how and what their child is learning while in the school setting.
Students whom suffer from TBI often have concealed cognitive difficulties. I think it is so important as a teacher that instructions and information should be broken down to where the child can understand and take in what is needed. It is the teacher responsibility to also help the student connect in evaluation and self monitoring. Instruction needs to slow paced in presented in a low key manner. I will have encourage these students to repeat what was said back to me in his own words to make sure that the student grasp what was being said and getting the main idea and concept.
I think visual aids are so important when teaching. When teaching these children I think making simple and color visual aids will be rewarding to the student. As an elementary teacher when teaching these student with TBI it will be extremely important o use behavior management and techniques, such as positive reinforcement of appropriate behavior. This will help the student to know that he/she is behaving very well. Verbal and Written
Specific Technology
1. Recorders- to help the children if something needs to be repeated.
2. Audio books- help the child to hear it as well as read it.
3. Timers to help know when breaks are needs and can be set to know when its time to move to the next planned activity.
4. Daily Planners- helps keep tack or what they student has done and what will need to be done.
Annotated Reference:
1. Understanding and Teaching Students with TBI
http://www.fldoe.org/ese/pdf/trauma.pdf
2. Traumatic Brain Injury
http://specialed.about.com/od/disabilities/a/tbi.htm
3. National Resource Center for TBI
http://www.neuro.pmr.vcu.edu/
4. Traumatic Brain Injury in the United States
http://www.cdc.gov/ncipc/tbi/tbi_report/index.htm
5. Brain Injury Association of America
http://www.biausa.org/education.htm
6. Text Book- Exceptional Children Ninth Edition.
IDEA defines Traumatic Brain Injury as acquired injury to the brain caused by and external physical force, resulting in total or partial functional disability or psychosocial impairments or both that adversely affects a child’s education performance. If a head traumatic brain injury is present the child may have impairments in one or more of these areas. Cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behaviors, physical functions, information processing, and speech. Traumatic brain injuries may be the result of open or closed injuries. The associated disabilities may be obvious or hidden and can fall into three main categories: 1) physical and sensory; 2) cognitive; and 3) social, behavioral and emotional. Many of these children who have TBI will have lifelong disabilities.
Implications of teaching
Children with TBI will experience characteristics of learning and behavioral disabilities. When teaching these children a curriculum based on typical developmental milestones isn’t appropriate for most students with severe disabilities. As a teacher it is very important to carefully choose the IEP objectives and learning activities that will benefit the student and his family the most. It is important to have these students in the classroom and much as possible but it is also important that they are getting the time and resources with inclusion. I think an important thing for these students is parent involvement. These parents need to be aware of how and what their child is learning while in the school setting.
Students whom suffer from TBI often have concealed cognitive difficulties. I think it is so important as a teacher that instructions and information should be broken down to where the child can understand and take in what is needed. It is the teacher responsibility to also help the student connect in evaluation and self monitoring. Instruction needs to slow paced in presented in a low key manner. I will have encourage these students to repeat what was said back to me in his own words to make sure that the student grasp what was being said and getting the main idea and concept.
I think visual aids are so important when teaching. When teaching these children I think making simple and color visual aids will be rewarding to the student. As an elementary teacher when teaching these student with TBI it will be extremely important o use behavior management and techniques, such as positive reinforcement of appropriate behavior. This will help the student to know that he/she is behaving very well. Verbal and Written
Specific Technology
1. Recorders- to help the children if something needs to be repeated.
2. Audio books- help the child to hear it as well as read it.
3. Timers to help know when breaks are needs and can be set to know when its time to move to the next planned activity.
4. Daily Planners- helps keep tack or what they student has done and what will need to be done.
Annotated Reference:
1. Understanding and Teaching Students with TBI
http://www.fldoe.org/ese/pdf/trauma.pdf
2. Traumatic Brain Injury
http://specialed.about.com/od/disabilities/a/tbi.htm
3. National Resource Center for TBI
http://www.neuro.pmr.vcu.edu/
4. Traumatic Brain Injury in the United States
http://www.cdc.gov/ncipc/tbi/tbi_report/index.htm
5. Brain Injury Association of America
http://www.biausa.org/education.htm
6. Text Book- Exceptional Children Ninth Edition.
Thursday, March 19, 2009
Mental Retardation
According to the Council for Exceptional Children “Mental retardation is a disability characterized by many limitations both in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical adaptive skills.” There are three components when diagnosis these individuals with mental retardation's. First off their IQ score must be 70 or below. Must have deficits in adaptive behavior. And lastly origins of this disability must be present before the age of 18 years old. Mental retardation is broken down into four different levels from most mild form to the most severe. A child’s IQ score of 70 to 55 is considered to have mild retardation. Mild retardation makes up approximately 70 percent of their population. The individuals who fall into this group may be able to live on their own. Moderate retardation is a IQ score from 55 to 35. This group includes about 10 percent of the total mental retardation population. These individuals depending on the severity can often live a somewhat normal life. They usually live in group homes. Severe retardation is having an IQ score of 35 to 20. This group makes up 3 to 4 percent of the mental retardation population. The people in this groups usually live in group homes, but can perform the simple skills in life such as getting dress or cleaning. And the last form of mental retardation is the most severe form and it is known as profound mental retardation. Its IQ score ranges anywhere below 25. The profound level makes up 1 to 2 percents of all mental retardation population. These individuals often have more than one mental disability. They usually have self care skills and basic communication skills.
People whom suffer from mental retardation are less efficient at learning than others. Some areas that suffer deficits are in memory, attention, or language. People who have severe mental retardation are more effect with brain damage that can lead to other physical disabilities. Individuals who have mild mental retardation typically do not have any specific physical or medical cause for limitation in intellectual functioning and adaptive behavior. These cases are to me more likely linked to heredity, early environment, or some combination of both. There is an exception to this, fetal alcohol syndrome these babies are at significantly high risk to be born with mild to severe intellectual impairments as well as other problems. Overall, the more severe the mental retardation is the more likely to have a medical or physical cause.
Implications and Modifications
Implications of teaching Students whom suffer from mental retardation have the ability to learn, to develop , and to grow. Most of the mild population can go on the live a productive life. Appropriate educational services that begin in infancy and continue throughout the developmental period and beyond will enable children with mental retardation to develop to their fullest potential
I’m sure that teaching children who suffer from some sort of mental retardation isn’t easy but this shouldn’t make them any less of a student to teach. As a teacher there are many different criteria and planning the must go into helping these individuals learn. As an Regular Kindergarten Elementary Educator I feel that is extremely important to first identify what the student knows and what areas the student needs help with. I feel that this must be done not by assessments but by following the student’s routine to find those skills that can be applied and those that need more attention.
As the IDEA state all children with Mental Retardation age 3 to 21 is entitled to a free and appropriate education through and IEP. As a teacher I will have to provide the student with general education curriculum. I think this is great so they can learn from typical classmates. The curriculum of course will have to be modified to fit their level. Different instructions will also have to have modifications made to them.
When teaching these children I think it is important to have many visual aids. Although you may say it and they will hear you I think seeing it will stick with them and go farther than just hearing it. A child whom had mild retardation can do well in school but will need individual help. Children with mental retardation will need help in adaptive skills that will help them work, play and live in the community. There are many ways that I can help a individual whom suffers from this disability as well as some of these skills can be worked on at home with the parents. It is important to help the student communicate. Communication is so important in life so working with them on these skills will be very important as the go throughout life. Social skills also fall into this category. Some them how to play a game, working with in a group or even working on knowing the rules of conversation is very important.
I think a very important way of teaching would be to present the information and instructions in small chronological steps and review each step frequently. Say for instance you were teaching the child how to learn the alphabet. First you would say it whole alphabet a couple of times. Then break it down say 5 letters of the alphabet such as ABCDE and repeat until they can remember and understand that this is the first 5 letters of the alphabet. Move on to the next 5 letters FGHIJ and then once they are understanding these go back and the first five and go through the ten of them together. Once they are understand this much add 5 letters at a time and then always go back and add in what they have already learn. I think I would use this maybe even with all my students as a Elementary kindergarten teacher. But I think it is specifically important to make sure they mentally challenged kids get the progress of taking it a little at a time then adding more and more and keep going back and repeating what they’ve already acquired.
Specific Technology
Using bright coloring when teaching, Reward system, A checklist ( must easier for MR student to go through the checklist than to read instructions and follow. Must easier to follow) I’ve also heard of IKEY that is an easier keyboard to use whiling on the computer. Possible a audio recorder and playback. There are endless technologies that can help in teaching these student these are just a few to name.
Annotated References
http://www.people1.org/articles/asst_tech_about.htm - an overview of assistive technology for people with mental retardation
http://www.aamr.org/- give a great definition
www.bestbuddies.com- great website that incorporate person with MR into society.
www.webmd.com- get place to get basic foundation of the mental retardation.
People whom suffer from mental retardation are less efficient at learning than others. Some areas that suffer deficits are in memory, attention, or language. People who have severe mental retardation are more effect with brain damage that can lead to other physical disabilities. Individuals who have mild mental retardation typically do not have any specific physical or medical cause for limitation in intellectual functioning and adaptive behavior. These cases are to me more likely linked to heredity, early environment, or some combination of both. There is an exception to this, fetal alcohol syndrome these babies are at significantly high risk to be born with mild to severe intellectual impairments as well as other problems. Overall, the more severe the mental retardation is the more likely to have a medical or physical cause.
Implications and Modifications
Implications of teaching Students whom suffer from mental retardation have the ability to learn, to develop , and to grow. Most of the mild population can go on the live a productive life. Appropriate educational services that begin in infancy and continue throughout the developmental period and beyond will enable children with mental retardation to develop to their fullest potential
I’m sure that teaching children who suffer from some sort of mental retardation isn’t easy but this shouldn’t make them any less of a student to teach. As a teacher there are many different criteria and planning the must go into helping these individuals learn. As an Regular Kindergarten Elementary Educator I feel that is extremely important to first identify what the student knows and what areas the student needs help with. I feel that this must be done not by assessments but by following the student’s routine to find those skills that can be applied and those that need more attention.
As the IDEA state all children with Mental Retardation age 3 to 21 is entitled to a free and appropriate education through and IEP. As a teacher I will have to provide the student with general education curriculum. I think this is great so they can learn from typical classmates. The curriculum of course will have to be modified to fit their level. Different instructions will also have to have modifications made to them.
When teaching these children I think it is important to have many visual aids. Although you may say it and they will hear you I think seeing it will stick with them and go farther than just hearing it. A child whom had mild retardation can do well in school but will need individual help. Children with mental retardation will need help in adaptive skills that will help them work, play and live in the community. There are many ways that I can help a individual whom suffers from this disability as well as some of these skills can be worked on at home with the parents. It is important to help the student communicate. Communication is so important in life so working with them on these skills will be very important as the go throughout life. Social skills also fall into this category. Some them how to play a game, working with in a group or even working on knowing the rules of conversation is very important.
I think a very important way of teaching would be to present the information and instructions in small chronological steps and review each step frequently. Say for instance you were teaching the child how to learn the alphabet. First you would say it whole alphabet a couple of times. Then break it down say 5 letters of the alphabet such as ABCDE and repeat until they can remember and understand that this is the first 5 letters of the alphabet. Move on to the next 5 letters FGHIJ and then once they are understanding these go back and the first five and go through the ten of them together. Once they are understand this much add 5 letters at a time and then always go back and add in what they have already learn. I think I would use this maybe even with all my students as a Elementary kindergarten teacher. But I think it is specifically important to make sure they mentally challenged kids get the progress of taking it a little at a time then adding more and more and keep going back and repeating what they’ve already acquired.
Specific Technology
Using bright coloring when teaching, Reward system, A checklist ( must easier for MR student to go through the checklist than to read instructions and follow. Must easier to follow) I’ve also heard of IKEY that is an easier keyboard to use whiling on the computer. Possible a audio recorder and playback. There are endless technologies that can help in teaching these student these are just a few to name.
Annotated References
http://www.people1.org/articles/asst_tech_about.htm - an overview of assistive technology for people with mental retardation
http://www.aamr.org/- give a great definition
www.bestbuddies.com- great website that incorporate person with MR into society.
www.webmd.com- get place to get basic foundation of the mental retardation.
Learning Disabilities
To many of the public, learning disability is defined as a general definition, but to professionals it is much more. There are different definitions that professionals use in defining a learning disability. There are many children who suffer from a learning disability. Defined by IDEA a “learning disability is a disorder in 1 or more of the psychological processes involved in understanding or in using language, spoken or written which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.” These disorders include conditions as perceptual disabilities, brain injury, minimal brain dysfunctions, dyslexia, and developmental aphasia. If a person has a learning problem that is a result of visual, hearing, or motor disabilities or mental retardation of emotional disturbance, or environmental, cultural, or economic disadvantage it is not including in the learning disability definition. Students with a learning disability have a very hard time acquiring the basic skills or academic content. Reading, writing, mathematics, and speaking are usually learning disabilities which are a inconsistency with the students ability and their achievement.
In determining if a student has a learning disability is a multi step process. Usually it is noticed first by the parents or the teacher in seeing that the child is having a complicated time in learning skills or understand content that is being taught. After this has been determined then the teacher is to gather information on the students’ performance on certain areas and then meet with teams within the school to help develop a plan within the classroom to help the individual. If this plan is successful and gives a positive effect then they continue out with the plan and the case closes within the team. If perhaps this strategy isn’t successful then the teacher, parent, or even the student can be referred to special education for a evaluation. Then the schools must take the approach within the IDEA and follow the guidelines and procedures. The evaluation that is given assesses on intellectual potential, academic achievement, emotional functioning, hearing and vision, social functioning, and performance in the classroom. After this assessment is complete then it is reviewed with the parents to determine if the child meets the requirements to have a learning disability.
Implications and Teaching Modifications
As a Elementary teacher which one day I will be in kindergarten, I think it is very important in making sure these student whom have a learning disability get the appropriate help and communication they need in receiving their education. All though this is a critical time in these children’s live this is the time that learning disabilities become apparent. As a teacher it is my responsibility to look and evaluate these children’s individual achievements, process, and learning. If I see that a student is falling behind I need to take the appropriate steps in helping this individual getting the achievement needed in education.
I think all parents should be a part of their child’s education but when a child has a learning disability parent involvement is a must! I think one great tool in helping me as a teacher and also keeping the parent involved in knowing what the child has done during the day and also what the child needs to do is a planner. We had these when I went to elementary school and the parent had to sign them every night after reviewing what their child had done that day. I think this is an excellent way of getting the parent involved and having that communication with the teacher. As, I will be teaching kindergarten it is expected that children won’t be able to write in their planner when starting but I think it is extremely important that as a teacher I have these planners especially for the students whom have a learning disability and that I need to communicate with the parents regularly. This will allow me to write what the child has experienced that day, what was accomplished, what they did great on, and also, areas that need to be worked on. Planners are a great communication tool, especially when you require that the child must share with their parent and take them back the next day signed in order to receive a reward, say you would doing stars or a reward system for it.
Let’s say that that I’m having a child whom has a learning disability and is struggling in spelling. As a teacher I think it is all about repetition. I think seeing, saying, writing, and rewriting is very important that a student must do when struggling on spelling. A child will hear you say it, and will see it but writing it and rewriting it is repetition that will stick. I think for all student I will make them write their spelling words say 3 times but for a child with a learning disability in spelling maybe they should have special one on one help and possibly have to write them say 5 or 7 times each to they are seeing, saying, and writing it more.
Specific Technology:
Audio recording are an excellent way for student to hear and also read along with the text. Videos on the material, Electronic Games, Organizers, Overheads projectors, Rhyming, Handouts, Signs, large and colorful posters throughout the room, Computers, tape recorders so they can tape themselves and then play over and over. There are few but I’m sure there is a tons of different specific technology that can be used in helping implementing learning disabilities.
Annotated Reference Materials
Exceptional Children Ninth Edition Textbook- helpful in getting the definition and leading me in the direction to the different learning disabilities.
http://www.cldinternational.org/ - great for learning
www.dldcec.org –great resources on helping student with their homework.
http://www.teachingld.org/understanding/default.htm- very helpful in different questions and answers.
In determining if a student has a learning disability is a multi step process. Usually it is noticed first by the parents or the teacher in seeing that the child is having a complicated time in learning skills or understand content that is being taught. After this has been determined then the teacher is to gather information on the students’ performance on certain areas and then meet with teams within the school to help develop a plan within the classroom to help the individual. If this plan is successful and gives a positive effect then they continue out with the plan and the case closes within the team. If perhaps this strategy isn’t successful then the teacher, parent, or even the student can be referred to special education for a evaluation. Then the schools must take the approach within the IDEA and follow the guidelines and procedures. The evaluation that is given assesses on intellectual potential, academic achievement, emotional functioning, hearing and vision, social functioning, and performance in the classroom. After this assessment is complete then it is reviewed with the parents to determine if the child meets the requirements to have a learning disability.
Implications and Teaching Modifications
As a Elementary teacher which one day I will be in kindergarten, I think it is very important in making sure these student whom have a learning disability get the appropriate help and communication they need in receiving their education. All though this is a critical time in these children’s live this is the time that learning disabilities become apparent. As a teacher it is my responsibility to look and evaluate these children’s individual achievements, process, and learning. If I see that a student is falling behind I need to take the appropriate steps in helping this individual getting the achievement needed in education.
I think all parents should be a part of their child’s education but when a child has a learning disability parent involvement is a must! I think one great tool in helping me as a teacher and also keeping the parent involved in knowing what the child has done during the day and also what the child needs to do is a planner. We had these when I went to elementary school and the parent had to sign them every night after reviewing what their child had done that day. I think this is an excellent way of getting the parent involved and having that communication with the teacher. As, I will be teaching kindergarten it is expected that children won’t be able to write in their planner when starting but I think it is extremely important that as a teacher I have these planners especially for the students whom have a learning disability and that I need to communicate with the parents regularly. This will allow me to write what the child has experienced that day, what was accomplished, what they did great on, and also, areas that need to be worked on. Planners are a great communication tool, especially when you require that the child must share with their parent and take them back the next day signed in order to receive a reward, say you would doing stars or a reward system for it.
Let’s say that that I’m having a child whom has a learning disability and is struggling in spelling. As a teacher I think it is all about repetition. I think seeing, saying, writing, and rewriting is very important that a student must do when struggling on spelling. A child will hear you say it, and will see it but writing it and rewriting it is repetition that will stick. I think for all student I will make them write their spelling words say 3 times but for a child with a learning disability in spelling maybe they should have special one on one help and possibly have to write them say 5 or 7 times each to they are seeing, saying, and writing it more.
Specific Technology:
Audio recording are an excellent way for student to hear and also read along with the text. Videos on the material, Electronic Games, Organizers, Overheads projectors, Rhyming, Handouts, Signs, large and colorful posters throughout the room, Computers, tape recorders so they can tape themselves and then play over and over. There are few but I’m sure there is a tons of different specific technology that can be used in helping implementing learning disabilities.
Annotated Reference Materials
Exceptional Children Ninth Edition Textbook- helpful in getting the definition and leading me in the direction to the different learning disabilities.
http://www.cldinternational.org/ - great for learning
www.dldcec.org –great resources on helping student with their homework.
http://www.teachingld.org/understanding/default.htm- very helpful in different questions and answers.
Sunday, January 25, 2009
Biography
I am 21 years old. I was born and raised in Ulysses, KS and still currently living here. It's always been my dream to become a Elementary Teacher since I was a little. I had a teacher who made a BIG different in my life through my Education and I want to do the same from my future students.
I graduated from UHS in 2005 and went to Garden City Community College and recieved my Associate Degree in Elementary Education. I took about a year and half off and decide I was lead to go back to school to pursue my dream i've always have had.
I have two little boys. A four year old who is in preschool and a 7 month old. About A year ago I opened my own daycare and am currently watching 4 preschool age children . I love to see the kids teach and interact with one another. I decided to open a daycare 1) I love children and 2) To stay home with my children while they are little. For they are little only once and you can never go back in time. I have an awesome husband who is currently working in the gas industry. We love to spend time with our children watching them learn and grow each and everyday.
In my spare time...which is little to none :) I am doing homework and loving every minute of my life.
I graduated from UHS in 2005 and went to Garden City Community College and recieved my Associate Degree in Elementary Education. I took about a year and half off and decide I was lead to go back to school to pursue my dream i've always have had.
I have two little boys. A four year old who is in preschool and a 7 month old. About A year ago I opened my own daycare and am currently watching 4 preschool age children . I love to see the kids teach and interact with one another. I decided to open a daycare 1) I love children and 2) To stay home with my children while they are little. For they are little only once and you can never go back in time. I have an awesome husband who is currently working in the gas industry. We love to spend time with our children watching them learn and grow each and everyday.
In my spare time...which is little to none :) I am doing homework and loving every minute of my life.
Saturday, January 24, 2009
*My Philosophy*
My Philosophy on Education is that every child should have the opportunity to get a beneficial education and most of all not just "know" what is being taught but "understand" what is being taught. I think this is up to the Educator (ME) in order to getting the child to understand and benefit from education. In order to do this I will have to meet many different needs for many different children. I also believe that there has to be parent involvement for this all the happen as well. With the involvement of the child's parents their education they will be more achieving.
Children with disabilities should take part in the classroom activities. As long as the are capable of participating I feel that they should be included. These type of children no matter what the disability is should not be treated any different from any other student. I do not like how these children are were being "labeled". It is not fair to the child. It gives the other children ways to look down upon them instead of looking up to them. With IDEA it gives the child with a disability the education resourse they need in order recieve a benefical education. As a teacher I will do everything it takes to help children with disabilities of any sort get a beneficial education and give them the chance to participate in all classroom activities. Although, Inclusion is need in many children with disabilities I think that this is also great so that these children are being taught the material in a different way so they are able to comprehend it.
No matter what or how serve the disability of a child, they should have the same oppertunity to learn and receive an education in which ever way the can most benefit from. I do not look at these children any different from others because these children are the people of our future. :)
Children with disabilities should take part in the classroom activities. As long as the are capable of participating I feel that they should be included. These type of children no matter what the disability is should not be treated any different from any other student. I do not like how these children are were being "labeled". It is not fair to the child. It gives the other children ways to look down upon them instead of looking up to them. With IDEA it gives the child with a disability the education resourse they need in order recieve a benefical education. As a teacher I will do everything it takes to help children with disabilities of any sort get a beneficial education and give them the chance to participate in all classroom activities. Although, Inclusion is need in many children with disabilities I think that this is also great so that these children are being taught the material in a different way so they are able to comprehend it.
No matter what or how serve the disability of a child, they should have the same oppertunity to learn and receive an education in which ever way the can most benefit from. I do not look at these children any different from others because these children are the people of our future. :)
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