Walking into our first day of clinicals we were warned that it may be difficult, and it’ll be “quite the show”. My child study student ended up not being there on the first day, and the teaching assistant in the classroom said it was a blessing. I found it shocking to say the least. I was ready to meet this student that was so uncontrollable that teachers looked forward to the days he missed. I spoke with my CT during the interview and asked what she believed to be his specific needs. She explained, “Pete has high behavioral needs where he yells and screams and runs around the room. His current medication is helping with these behavioral needs. He does not like to sit and listen when on the carpet.” After meeting my child study student, it …show more content…
My CT stated in our interview, “Pete is very smart and academically gifted. He can be very compassionate for other students and teachers.” This had not been the initial impression we were told to expect, but after spending time with him it is clear to see he is a lover. I also interviewed his special education teacher and she too stated, “Pete is very high academically. He can be very kind and helpful with peers.” During our interview we spoke about Pete helping another boy with special needs in our classroom every morning. Pete can have outbursts, and sometimes seems uncontrollable, but if you look at all of his assets, teachers should fight over having him in their …show more content…
Those two characters help him push through his day, if he is having a rough time I have seen Mario and Sonic being used to help change his mood. When speaking about other things that have been helpful in working with Pete, the special education teacher stated, “Having him be a helper/leader, giving him expectations prior to transitions, and medication.” My CT said similar answers but she added in that he fills out a behavior chart and for every four squares he fills in he gets a prize. This helps him work hard during class time to ensure that he will get the prize at the end. I have noticed that giving him choice in the prizes that he gets for the day is helpful. For example, during his morning meeting with the special education teacher, she asked him what prize he wanted to work for first and his face lit up when he was able to put “play on the I-pad for 5 minutes” as his first prize. He worked hard for the first four specials of the day and had few outbursts. The choice of prize for him gave him the push to succeed during academic time, and helped regulate his
Mental illness in the classroom has become an issue that is important for teachers, not just parents, to look out for. According to Cinda Johnson, “Studies indicate that 1 in 5 adolescents have some sort of serious emotional, behavioral, or mental health problem”(Johnson). When adolescents spend half of their days in school, it is important that their teachers take the time to notice unusual signs their students may be showing them. Teachers have the opportunity and the influence to help students work toward a better future. In Graziano’s article, however, the teacher’s influence was spun the wrong way and led to mistreatment of the six-year-old boy and his learning disability. Johnson explains, “Effective teachers are “responsive to students’ problems and…emphasize reciprocity and the value of their students’ perspectives and feelings”(Johnson). The issue of disability in the classroom coincides with the issue of teacher and student trust in the classroom. In both articles there...
Although Joey did not want to go to Lancaster County Special Education Center, this allowed him an opportunity to be evaluated by doctors and specialist to help him with behavior issues and find the correct medicine and dosage for Joey to be successful in focusing. He had tests run and they discovered that there was not anything wrong with his brain, so they just adjusted his medication and nearly immediately he was improving. The individualized care he received here made a big difference in Joey’s
I should learn how to understand and get to know the child. There were two mistakes that I was able to identify thanks to the theory of Therapeutic Alliance. It is not just reading the questions and getting answers to complete the assessment. To begin, I needed to build a trustworthy scenario where children will be able to talk and disclose the information easily. Unfortunately, my settings does not allow me to provide the child a private place where they are able to disclose information that they may feel comfortable to discuss any topic. As well I needed to advice and explore with Maria which is the problem and help her to identify how to approach the issue. Mostly important that Maria thought there was no issue. The book Interpersonal Process in Therapy by Edward Teyber “In keeping with Client Response Specificity it will be more challenging for some cultural groups to engage initially because family structure or culture endorses a more hierarchical teacher-student (therapist-directed) interaction. Age, race, economic class,
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
This Semester I observed a three-year-old girl named Allie. Allie attends preschool at Land of Learning; she is diagnosed with cerebral palsy. It was my pleasure observing her and getting to know her. She is a very sweet outgoing girl that doesn’t let her disability get to her. I observed and assisted Allie throughout her days at preschool. I assisted her and observed her with recess activities, eating lunch, and daily school projects. My past observation experiences I observed at Westgate elementary school in a class room mixed with students with learning disabilities, ADHD and also ELL students the class was taught by Ms. Lewis. I observed a second grade ELL classroom and also a fourth grade classroom. I observed these students during school
I grew up in a research and development campus where my father is a scientist. Research and curiosity were constantly encouraged and this prompted me to take up medicine as a career, a field that offers tremendous prospects for research and discoveries. Throughout medical school I tried to be involved in research and attempts at trying out new ideas, be it in the lab or working with human subjects. I carried this through my residency and now my fellowship. The idea of studying a topic or issue that has so far not been treaded upon seems to be extremely exciting and challenging.
Something as simple as taking a walk around the facility can prove to be a battle with patient X. From the day I met patient X it was noticeable that she was lacking her memory. Patient X could no longer tell me her name and everyday it would be different struggle, but for that day it was getting her out of bed to take a walk. From the moment I walked in and introduced myself, patient X could not provide me with her name. Patient X constantly asked if I was her baby, and when dealing with an Alzheimer patient, it’s always best to go along with what that patient is saying. As I got patient X up and out of bed, she started to become violent and resistant. Patient X took forty-five minutes to simply get out of bed and dressed, and that was the very beginning of the battle that would consist all day.
These children had the worst histories I have seen in mental health nursing. The opportunity to work with this population was the most difficult and honorable thing I have done in my life. Part of my goal as a nurse practitioner will be to work with the underserved and difficult populations that others are not willing to work with. The next four years I spent floating around seven different units at CenterPointe Hospital. Some of the units include adult detox unit, geriatrics, acute adult, chemical dependency residential programs, and adolescent units. Child and adolescents are my passion but working with dual diagnosis, acute adults and geriatric/dementia populations gave me a well-rounded experience. I have also worked the last 3 years PRN as an eating disorder nurse. This vast experience working with every psychiatric population has taught me much about psychiatric disorders and provided me with balanced work history. In addition, I have worked as charge nurse of these units and gained leadership skills. I intent to use the experience and knowledge from my nursing career to help me assess, diagnose and treat, as a nurse
I have recently started working as an interpreter at Cleveland Clinic in Cleveland, Ohio. Through this job, I have become my patients' voice. The experience has made me live their pain, feel their sadness, and revel in their willingness to heal; reinforcing, in my eyes, that we are not treating disease but the patient as a
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.
Throughout my final ten weeks at my placement, I have grown and overcome so many obstacles. I have accomplished a wide range of skills since the beginning and have been improving on them as I gained experience. At my placement as a student nurse, I have gained a lot of confidence, skills, knowledge and experiences that have helped me act and work in a professional way. All the experiences I have had during the ten weeks of my student years have helped me in shaping me into a professional.
It was my very first appointment at Shriners Hospital. My mom was struggling to get us there because back then she didn’t know how to drive. And my father had too much work. I remember that me and my mom got on the UTA bus and some nice lady help us get their. As we arrived to my first appointment. It was difficult for my mom to understand what the doctors and nurses were saying because at the time i got sick we had just arrived in America. The doctors did so many test on me that same day, they didn’t know what was wrong with me. I kept visiting the hospital for about more than two weeks. And finally they had to do surgery on me. The day i had to get surgery done was really scary i was feeling really nervous. When it was time for me to go into surgery i was scared to leave my mom i cried alot until they gave me anastesha. The surgery
I interviewed a teacher from the Philadelphia School District and here is the result from my interview. I am a teacher in the head start program of Philadelphia .I have been with the head start program for 10yrs. I see children younger than kindergarteners with special needs. I see this problem not only with education but behavioral. Children with special problems can learn. You have to know how to deal with children period. Regular children and special educational children all learn. Special educational children know exactly what they’re doing just as well as regular children.
In our lives we face multiple challenges. It makes you feel like tomorrow won’t come or that the sun won’t shine again. We wonder when the pain will stop or if the hardest days of our lives will be the last. At a very young age, my journey of hardest days were just about to start for me. This journey of mine began on the day I took my first breath on this beautiful earth. Seconds after that moment, life handed me my first challenge.
He acted out often and needed physical therapy to help him with motor skills and hand-eye coordination. Therapy was a family affair, and the waiting room was filled with children with different kinds of disabilities, from mild