Children are like sponges, they absorb everything they see, hear and do. As teachers, our job is to mold them in becoming good citizens in today’s society. We all have that one teacher who motivated, inspired and made learning a fun experience. Those moments have stuck with us throughout life, we have given those teachers a high level of trust by showing us how much they care. Teaching wasn 't my childhood dream, however, life experiences led me to take that path. I currently work as a Sitter for an autistic child. I have been working with him for over two years now. Never have I worked with a child who has a disability. I have seen major improvement since being together, it brings me so much joy to see how much of an improvement he has been …show more content…
Never having to experience an implementation of a mini lesson plan made me love the idea and purpose of it even, how it benefits to the student. There are three categories in a mini-lesson that I found to be very useful: Management, Strategies and Skills and Literacy Analysis. The strategy and skill that stood out to me, was how much readers can make connections by accessing prior knowledge. "While a well-designed worksheet can help children engage in thought reading work."(Chapter 8, p. 129). In my opinion, a worksheet can be useful because it gives them a better understanding and concept of what was read. These skills as designed to improve students reading, become more aware and comprehend the information. As a future teacher, I hope to use this same strategy with my students in order for them to become …show more content…
My first semester in fieldwork, I observed a fifth-grade class, I am not sure if the teacher implemented different valuables in her lesson for the newly ELL students. However, she did assign peer group while associating that child with learning English word of the body parts, clothing, etc. One of my concerns I have is trying to understand how applying these mini lessons and lesson plan apply to other learners with other special needs and how is that going to
“From a holistic constructivist perspective all children simply engage in a process of learning as they can in a particular subject area; how much and exactly what they learn will depend upon their background, interest, and disabilities” (Stainback and Stainback, 1992, pg.72). Inclusion and Full Inclusion you’re getting the best of both worlds. With two teachers who collaborate. Which means” to work together with another person or group in order to achieve or do something”www.merriamwebster.com. Using teachers that are well qualified, understand the students, and meeting the needs of every student. Working together as one, to achieve and meet their goals and objectives. Romans 8:28 says” And we know that all things work for the good to them that love God, to them who are called according to His purpose”wwwbiblegateway.com. We as educators are called for a high level of accountability to teach everyone. Whether its inclusion or full inclusion, giving them the right tools to succeed in life. By getting knowledge which is power to achieve and be successful to make it this life. As an instructional assistant in the public school system, working with students who have disabilities. We have days that are more trying and challenging than
I have always wanted to be a Special Education teacher. I started deciding what I wanted to do in the eighth grade. This was also around the time I was diagnosed with Asperger’s Syndrome. Asperger’s is an autism spectrum disorder; people with it show difficulties in social interactions, and reading body language. For me, I have trouble making friends and having age appropriate conversations. It is difficult to read people’s emotions, which sometimes gets me into trouble. I have been given the gift to be able to help teach other children with special needs how to ride horses, and also learn about how the horses communicate with these riders differently then a “normal” person. Through working with Ian I have been able to obtain a better understanding of my career goals.
The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.
Unfortunately, a lot of parents may have a difficult time accepting their child, and coping with their needs and the responsibilities. From the book “The Elephant in the Playroom,” some families dealt with depression and physical and mental deterioration of their health. These struggles were shown in the story by Laura Cichoracki. Laura’s son’s name was Patrick. Patrick was a 6-years-old boy with autism. “I wasn’t eating right, I wasn’t showering regularly, I wasn’t sleeping well” (Brodey, p. 64). I also read the story told by Susan Marrash-Minnerly, which highlighted emotions that parents face. Susan also shed light on how wonderful children with special needs can be to a family, such as her ten-year-old third grader who had autism. Susan talked about how it was normal to feel angry at times, especially with the ups and downs a child’s disability may come with. “When I look back, I want to tell other parents that a child’s future is worth grieving over – but it’s not the end of the world” (Brodey, p. 75). After reading these stories, it became apparent to me that families who are raising kids with special needs, need support, kindness, and available resources. “I was fortunate to be surrounded by other moms who understood my pain…who could be supportive and emphatic.” (Brodey, p. 67). Overall, educators can use this kind of information that was shared in “The Elephant in the Playroom” about family systems and risk/resiliency by creating lines of open communication between families. This is to connect parents together that share similar struggles. By creating open communication is can allows for the teacher and parents to be on the same page when it comes to the issues affecting special needs students and
The importance of this topic to me is that this is what I want to do when I get older. I enjoy working with these children and helping them to learn while learning myself. I want to do this project because I want to learn more about children with disabilities and "ordinary" children that then of what I already know. I got involved in this subject last year while I was in Government Class with Mrs. Leach. I was looking to do something for my community service hours but I didn't want something boring to do. Mrs. Leach came up to me and asked me if I would be interested in working at William Grace Elementary in the special needs classroom. I said ok, boy am I happy I said yes. That was a great learning experience for me. My interest in working with children has always been there ever since I was little. My mom always tells me that since I was little I had a way with children. No matter if they were older, younger, or even my same age. My topic fits my personality because I love people. I love talking with, listening to, and helping all different types of people with all different types of situations. I work well with all types of different people too so I am usually found to be very friendly. It connects to my life in many different ways. In one way I work at a daycare where I am running into different types of children with all different types of needs almost everyday. Another situation it runs in with is the fact that I want to be a special needs k-8 teacher when I get older and I also be able to work with "ordinary" second grade kids.
Unfortunately, it is not uncommon for children with disabilities in a Least Restrictive Environment to not have their needs met adequately. Some parents think that teachers do not have the proper skills to help their child with disabilities flourish in the classroom. Two concerns/challenges are that typical developing students will imitate inappropriate behaviors made by students with disabilities and students with disabilities could potentially get teased about their disabilities and inappropriate behaviors. As said by Virginia Buysse and Donal B. Baily, Jr. (1993) “… the opportunities for young children with disabilities to interact with peers in integrated settings must be carefully
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
Special Education was one of those things I never truly understood as a student in the public school system. Who were these children that had to be taken out of the class for reading and math or who remained in a separate class all day? What was so “special” about them? Believe me, I could have tried to find out what was different about them and how they were taught anytime I wanted; my mom teaches Elementary Special Education. I always heard her throwing around terms like resource room and inclusion when she talked about work. But being the typical self-involved child that I was, I never listened to what she said about teaching or asked her more about her students. What I do know is that teaching Special Education involved a lot of ups and down. As a Special Education teacher, the specific tasks of my mom’s job change frequently. She has taught full-time special education classes, has worked with individual students in an inclusive setting, and most recently she teaches resource room. Now that I don’t have to listen to her work stories all the time, I find myself wanting to know more about what special education entails. What I discovered is that none of the methods utilized in Special Education are entirely right or wrong in addressing the educational needs of children with LD. Children with learning disabilities should be educated in the most appropriate way to meet their specific educational needs.
In closing, my time in the kindergarten autistic support room has opened my eyes to say the least. I have a greater understanding and respect for these children and teachers. I have seen many teachers and aids with my work as a case manager but I have not seen a better teacher as Mrs. F. I was fortunate and lucky to work with such an experienced professional in the field to help lay my foundation for my future role as a school psychologist.
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
People that are seen as having a disability are often passed through the majority of their classes or are not properly taught. In other words, teachers and professors may expect less from them. This does not benefit the student nor does it show that the teacher is interested in trying to help students with such disorders. In what possible way does it make sense to send someone out into the world without teaching them to the best of their capabilities? The lack of effort in the teacher’s work ethic comes off quite arrogant and selfish. It is the responsibility of a teacher to prepare the student for the real world and give them every piece of knowledge they can
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
Having worked in an Autism program first hand I can tell you these people are doing everything they can to help these kids into functioning members of society. Though some will need to be assisted their entire lives some can lead semi-normal lives. In these classrooms these programs not only focus on learning the fundamentals like all children in school (english, math, science, etc..) they also teach social skills and activities, they teach the kids things like proper etiquette in public places, safety on the phone, all the things that that isn 't 'common sense ' to them because of their disability. They work hard to help the students who are more high functioning to integrate into normal classrooms and the children who are more so low functioning to be able to do the basics and beyond for themselves. These programs are continually developing and reshaping to best fit the needs of their
The past year, I had the experience to volunteer at Mandy Canfora Valley, the autistic program at my middle school. The program was located in a classroom, and had about ten children in it. Frankly, I was apprehensive at first, because I did not have any experience working with autistic children before. On my first day, I entered the room with two other eighth graders and was warmly greeted by the children. We played Pictionary, a game where a designated person draws on a board and someone else guesses what they drew. It was my turn, and I remember that I drew an apple. One of the kids, named Timothy raised his hand and guessed, “A ball? Hm.. an apple?” When I said “Yes!”, his eyes lit up. The happiness I saw radiating through Timothy’s eyes