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social interaction cognitive development
Case studies of preschool children with autism
Case studies of preschool children with autism
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As an intelligent middle aged, blonde haired, blue eyed, bisexual, depressed, Wiccan female student, I bring more to the classroom than meets the eye. I have met adversity and discrimination head on from the very early age of five. One may ask why the age of five, and I will tell you why. In kindergarten I preferred reading books over playing with other students my age. My teachers became concerned that I was autistic, or that I was being abused. Never in my teacher’s wildest dreams did they consider that I preferred books over my classmates because I couldn’t relate to my classmates because my IQ was so high. It took three different professionals evaluating me, testing me and questioning me to satisfy them that this young, blonde hair, blue eyed, little girl of 2 chefs had an IQ of 168, and that I was perfectly normal otherwise. As I continued to grow and develop I would question everything around me, and challenge everything that was said, and look at things in a different light than most people, and it confused and scared them. But I persevered even when emotional and sex...
In this selection, author Mike Rose explains his experiences following his mistaken placement in a bottom tier classes. Through this mistake, Rose begins to realize the different attitudes that accompany this bottom level stigma.
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
As an African American male, I experienced inequality, and judgment from individuals that have no idea what kind of person I truly am. As a youth, I received a lackluster education, which has resulted in me underachieving in a number of my college classes. It has come to my attention that other colored students are currently experiencing and receiving the same inadequate learning environment and educatio...
In schools, teachers inadvertently advertise discrimination. A critical analysis conducted by Debra Ambrosetti confirms that “teacher[s]lack of awareness of their own deep-seated prejudices [is] harmful to the students they will teach”, for they project their prejudices on to their students (Ambrosetti 53). A teacher may dislike African American students in their personal life and may, either subconsciously or deliberately, discriminate against the minority student, affecting the overall quality of education for the pupil. The instructor will begin to call on the African-American student less, and “attractive students may outperform their peers because they are expected and encouraged to do so” (Toledano 684). Thus according to a study conducted by Enbar Toledano, a District Court law clerk, data shows that the teacher will pay more attention to the student she may favor- which will always be the more attractive student. In addition, a recent social experiment found that the “attractiveness of a student was directly related to the teacher’s expectations of the student’s intelligence, popularity and educational motivation” (Ambrosetti 51). However, all of the factors that determine attractiveness in contemporary society depend strictly on looks, as she will not be popular if she is not visually appealing. In schools, those who are unsightly are often bullied. If she is bullied, she will lack motivation, thus the instructor’s perception of her will be
As can be seen, the victories for individuals who are in a certain group or society are so difficult to achieve because there are a lot of stereotypes and limits that others put in place that prevent certain individuals from achieving and pushing through diversity. During High school, I remember being treated harshly when I became pregnant at the age of 16; during the 90’s this was not precisely common for most High school students.
Lacking the necessary support, many start to devalue the importance of doing well in school deciding that perhaps school isn’t part of their identity. In Susan’s case she’s eliciting multiple forms of subordination, and within each dimension she’s being subjective to different types of oppression; racial oppression, gender oppression, and class oppression, she’s experiencing cultural alienation and isolation and is not only based on her ethnicity as a Latina but is also influenced by how she is treated as a female, as a member of a certain socioeconomic class, and in relation to her English language proficiency, and even her perceived immigration status. In this sense, students like Susan experience different forms of discrimination or marginalization that stems from
First, I remember my first experience with oppression. One day my mom and I went to Barnes & Noble so that I could get a book that I had been asking her to buy. While I was looking for the book, I noticed that one of the employees was following me, so I told my mom about it. When my mom confronted the employee she said that she wanted to make sure that I wasn’t stealing anything. Consequently, I started worrying that people wouldn’t treat me fairly because of the color of my skin. Second, as a child, I was marginalized every day. One example was when my 5th grade teacher took us outside to have a foot race and she picked two captains to pick the people they wanted on their team. I was overweight and I couldn’t run fast so my classmates never picked me. I was excluded because I wasn’t small in size and I cried each day and would only eat one meal and drink water to lose weight. Third, I was alienated because I was bullied in the 6th grade. Kids would tease me because of the way my skin looked due to eczema and wouldn’t sit with me during lunch time. Kids would look at me in disgust if I tried to talk to them. I dreaded going to school just to be teased and feel lonely each day. Fourth, I had one experience where I had a position of power. My teacher had to leave the classroom to discuss something with a parent and she put me in charge. She told me to write down the name of any student
...nd then found myself to be distinctively not like the reaction I found myself / the way I found myself reacting to certain situations) and pretend they wouldn't have an issue with this or that but when faced with a reality of embracing the scenario it can be a very different story. And that's through no fault of their own. I included will believe and think I am capable or ready for something I've never experienced before and when I am confronted with the reality I have been very surprised by my own reactions. Reactions that I was not prepared for and however much I may have disliked what I was seeing about my personality through the reaction I couldn't deny that it wasn't happening. My parents could have said they had no problem with other ethnic children but when confronted with the reality they may have learnt that in fact they were not prepared for the situation.
“Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault)
Social identities are important to consider while educating an anti-bias classroom. Anyone can learn to be a skilled teacher who makes a point to be anti-bias. What many people don’t understand, is that even if you think you are completely un-bias, some of our schemas are learned when you are very young.
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
Through my own experiences, and as enforced by others' opinions in the profession, I have found that teaching is one of the most rewarding careers. Not only are you placed in the position of instructing and guiding children and young adults through the life long learning process, but you are able to give back to the schools and communities which have supported your early education and experiences that opened you up to a bright future. In becoming an educator, I hope to someday share the knowledge and lend the helping, supportive hand that I was once given, allowing students to formulate their own perspectives of the multicultural society and world around them. Teaching is a career I have been interested in pursuing throughout high school, and as my experiences and study in the field expands, I feel that my desire to teach will grow stronger and develop more soundly.
When thinking of a philosophy of teaching, four major issues need to be considered. Those issues are one’s views on education, the role of the teacher, teaching and learning, and on the children. This is something that someone entering the teaching profession needs to give serious thought to and realize the importance that this will hold in the future. The following essay will express my philosophy of teaching.
As I scripted these pieces, I began to see the similarities between my position in third grade and my current situation as a server. It is difficult for me to admit, but the resemblances are clear to see. I am, again, falling into a pattern of discrimination that stems from a need to fit in. My Currere has demonstrated to me that I need to make changes in my present before my future is affected. As I conclude, I challenge myself, and others, to rise above using discrimination as a conversation starter or something to bond over. As I walk into work this weekend, I will keep this paper in mind and will work harder towards eliminating discrimination from my word, actions, and
Teaching is a daunting task that I do not intend to take lightly. Becoming a teacher has been a dream of mine for several years. I always knew that teaching would be the career for me, especially when I began working in the school system as a substitute secretary. I loved working in the school environment; coming in contact with children everyday made me realize how much I would enjoy teaching a classroom full of students.