Meeting and understanding Jelly, she needs continuance assist of incontinence products. Jelly is unable to control her bowel movement and often wet or stain her underwear. Due to that reason, she wears diapers / pull-ups daily. Jelly is capable of pulling down and taking off her pants and pull-ups to use the bathroom. However, from time to time, Jelly does not inform any adults beforehand. I had the opportunity to observe Jelly during lunch. She had a great appetite and was able to feed herself and finish her lunch. It was noted that she receives a cold lunch because she has textual sensitivity. Jelly occasionally enjoys a peanut butter and jelly sandwich and yogurt with fruits inside. During the time of observation and interaction, wording is a huge factor in understanding. I asked Jelly for a big bite and she actually took a big …show more content…
bite. As she took a big bite, she spitted it back out because she was unable to chew it. Jelly utilizes the yellow bus to get to and from school every morning and afternoon. She informed me that she enjoys it but dislike waking up early to get ready for school. However, once she arrives, she is excited to see all her friends. She even indicated that since her younger brother will attend in fall 2016, she would have to show him what to do. She used to use JABtalk for her communication needs, but no longer requires it because she is capable of expressing and receiving communication. Though she is capable of having a conversation, she continues to lack eye contact with people and struggles to understand certain social cues. Jelly’s mother prepares her lunch for her. Jelly is able to access her lunch and eat all of them. Jelly is also capable of cleaning up after her lunch. At school, during naptime, Jelly will not take any naps. She is able to lay down on the mat with minimal disruption. At home, Jelly is able to sleep well, with minimal disruption. Often time, Jelly will wet herself in bed. Until she wakes up in the morning, she will not notice that she wet herself in bed. At school, Jelly variates between her special education and regular education classrooms.
However, most of her hours at school is in the regular education classroom. Jelly’s regular education classroom includes a room full of twenty-five to thirty students. The regular education classroom consists of subjects: reading/writing, group time, math, and art. In her special education classroom, Jelly is in class with five to ten other students. She receives additional help in math and reading, as well as participate in art activities one on one. Jelly is able to comprehend self-story telling but requires additional assist in simplistic wordings. For example, “Draw what you will see in a cave.” Jelly could not comprehend and would ask and say, “What do I draw? I don’t know what to draw.” The Occupational Therapist replied, “Okay, let’s start with a cave. What color should it be? How big do you want it? What do you want to see inside the cave? Would it be an animal, a person, a plant, what do you think?” Providing a more accurate cue of words such as animal, person, plant, etc. offered Jelly a more concrete
abstract. Jelly’s work in her school consists a lot of the time that I observed during writing. Writing was an active and reoccurring goal for her participation in school. Jelly is a right hand preference with a four-finger grasp. She is able to print her first name and can be legible if she is not rushing through it. Jelly is also able to copy letters but with additional cues and prompting. When she becomes frustrated, she creates a whining cry and begins to look at the para-professional or the Occupational Therapist for help or verbal assist. While Jelly does great copying from the board, it makes it difficult for her to grasp the model and concept of what needs completed. Often time she would ask, “What letter is that?” Either the para-professional or the Occupational Therapist would reply, “What do you think it looks like?” Jelly would go through her ABC’s and attempt it. Sometimes she gets it and sometimes she does not get it. A goal that they are having worked out is a copy of paper that she needs to copy from in front of her. This will eliminate distraction and allow more opportunity to complete the task without being behind on the work. During art class, Jelly is able to cut simple shapes, but is inconsistent with strokes. She is able to draw herself and identifies the body parts as she draws. At home, mom’s concern with Jelly is that Jelly may have too much homework. The amount of homework hinders her ability to comprehend all of the information, even if it is separated into bits and pieces. Mom mentioned that it usually takes Jelly two hours to complete one worksheet and during that time, Jelly would whine and cry. During play at school, she enjoys going to recess and being with her friends. She did mention that sometimes she is unable to play because of her behavior and would have to stand by the fence and watch her friends play. When she is able to play, she loves tag and running around the playground. During leisure at school, she likes reading books that she checks-out from the library. She also enjoys playing games on the computer. At home, she enjoys using the iPad and watching YouTube. On YouTube, she enjoys watching “surprise eggs.” In social participation / interaction, she appears to be 50/50. Jelly has friends. She is able to identify her friends are and even her best friends. However, she is unaware of social interaction between peers. Jelly does not enjoy people touching her, but she would not mind putting her hand on other peers. She also have hyperactivity in excessive smelling, such as smelling hair, the body, and markers. One thing that Jelly does, not only to her peers, but also to her parents, teachers, Occupational Therapist, and Speech Language Pathologist is perseveration. Jelly often times would continue to ask, “What’s your name?” or to call her a certain name. She would also ask questions that are not socially acceptable such as, “Mrs. X, why is your tummy so big? Are you having a baby?” This potentially could be like any other child who ask these sort of
Lavoie’s workshop provokes an emotional response. After viewing life through the eyes of a child with special needs, I cannot help but have a more significant understanding of what people, especially children with disabilities, must deal with every day, everywhere. During the many years that I have worked with children with various disabilities, I have encountered each of the topics discussed in Lavoie’s workshop and agree with the points he makes regarding children with disabilities. Particularly impacting the way I interact with my students are the topics concerning: anxiety, reading comprehension, and fairness.
Many parents who packs their child’s lunch for school stress about what to make. Parents, rest a sure making your child a peanut butter and jelly sandwich is the simplest and easiest sandwich you can make. Its nutritious with a large amount of calcium and vitamins, which gives your child the energy they need. You don’t have to cook over a stove, all you need is some of the following items in order to create this delicious sandwich: a knife, a spoon, some bread, peanut butter and jelly. It’s a quick and easy sandwich. Try it.
He quickly shows everyone a picture of an uppercase Hearn and tells them to try and reproduce it. He then has two women come to the front and sit down and look into a mirror and try to trace it. Neither of them are successful due to mixed messages between their hands and eyes. This activity shows how difficult it is for a child with a learning disability to write. The eighth activity is oral expression. He starts talking very fast, stuttering, and having trouble finding the right words to say to show how a child with a learning disability would respond when asked a question. Most children with learning disabilities have dysnomia, which is a word finding problem. They have problem with their storage and retrieval systems in the brain, which is what makes it difficult sometimes to retrieve or find the right words. For most people talking is associative, meaning they can do more than just talk at one time. But for children with learning disabilities, its cognitive meaning they can just do that at one time. He plays “popcorn” with the participants and asks them to say a sentence that tells a story and relates to the one in front of it. This was associative for everyone, so to make it cognitive and to show everyone what it’s like to be dysnomic, he tells them to do the same thing
Alison spent 12 years of her life learning how to learn. She was comfortable with conversation, but could not understand directions. This caused her a lot of self-esteem issues as a young child trying to fit in with all the other kids. She felt an enormous amount of pressure at both school and home. At age seven, she finally came to the realization that she just did not understand. That is when she began to develop coping mechanisms like asking others to repeat and clarify directions, spoken or written. She used the cues of those around her, and observed her classmates and reactions...
The visual learners prefer to use pictures, images, maps, colors, and spatial intelligence, which assist them to arrange their information, interact with others and give them a great sense of direction. They are great at accumulating information, curious and inquisitive due to the fact that without adequate information, the portrait of what they are learning will be imperfect. They are also enthusiastic about theory and facts; system diagram helps them to visualize the connection between parts of a system; story method assists them to learn by heart the content that cannot be seen easily. (Garner, 2012)
This paper is based on the life and adventures of forest Gump and how his growth as an individual was affected by his disability. From a small town in Alabama to his time spent in the military, Forrest displays the will and drive we would like to see not only in our students, but in ourselves as well. This paper takes a through look into the changes that could have been made to help forest in and out of the classroom. We will take an in-depth look at his life and what decisions he made that could have been effected by his learning disability.
...f. The first team member described to the second how to set up the dollhouse according to the picture. In the case of of the hearing team, this task was tedious and ultimately not quite successful--the instructions were often verbose, redundant, or unspecific. The deaf describer, on the other hand, was able to orient the furniture in space through the very language he used! The results were both more efficient and more accurate.
Junior was born with disabilities, because he had too much water in his brain. Doctors thought he wouldn’t survive the surgery but in fact he did he got lucky and lived. Junior loves to draw it’s his way of communicating with others. Juniors thinks that a picture can be understood by anyone because it has no words and only drawings. Junior has a best friend who he loves a lot and cares for
For the location of my naturalistic observational study I chose a public park with a splash pad which I frequently visit with my daughter. Since this site is quite popular with locals at any given time of the day there are at least over a dozen people present. As the park is designed for the entertainment of children the age group of the people varies. There are young children accompanied by their parents and grandparents as well as teenagers in groups. Therefore the above discussed park proved to be the greatest preference for me to observe the behavior of people in a natural setting.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
Around the world small, sweet, sugar filled candies bring enjoyment to those who consume them. What are these tiny, pleasure inducing sweets? The answer is jelly beans. Jelly beans are produced in numerous varieties and flavors; therefore, their story is just as diverse and colorful as they are.
Classroom organization was critical to these students’ safety and success. The small group area was centered in the room with their “centers” along the outside of the room, including a swing area with lots of mats, some interactive toys for counting, colors, and sounds. Each student is teamed with an aide, and during the time I was in they were sitting in a row listening to the main teacher read the story, so they could interact with each other when necessary, and with their aides. The classroom setting and layout is focused on the students’ safety first and foremost. The use of materials for these students was very limited, they created a caterpillar out of
Without realizing it, I learned about what a visual learner is and methods I used in school to make sense of the knowledge I obtained. According to Judie Haynes (2009), a visual learner is able to learn best by seeing or observing and includes examples of using computer graphics, cartoons, posters, diagrams, graphic organizers, text with pictures, and maps. Pictures are essential to children’s
Spatial learners are able to visualizing things very easily. They work well with colors and pictures, and using their imagination. These learners are very artistic, but they sometimes find it hard to express themselves. For example, asking them to draw a picture will get their feelings across better than simply asking them what is wrong (Reiff, 1996). It is important to encourage any sort of creative attempt that these learners make. It might seem as though they are wasting time when in actuality they are thinking hard about something that they have not put on paper yet (Mantle, 2002).