Week 7: Feb 22-26

This week we focused on planning classroom instruction and learning according to the students needs. The way this can be accomplished is by using the INCLUDE strategy, which stands for:

I-Identify classroom demands
N-Note student learning strengths and needs
C-Check for potential areas of student success
L-Look for potential problem areas
U-Use information to brainstorm ways to differentiate instruction
D-Differentiate instruction
E-Evaluate student progress

Using these strategies, we can help students understand material in individualized and specialized ways because we are catering and specifying the curriculum to the way in which students can grasp the information to the best of their abilities. Personally, I think its all about focusing on the strengths and weaknesses that each student has and helping them improve their weak areas.

In some situations, universal design is the best method and in other circumstances, differentiated instruction is more effective because it allows the teacher to cater the curriculum to the individualized needs of the student. This often works more effectively because students are not left behind and are able to reach their academic goals.

Week 6: Feb 15-19

The chapter we read as preparation for class this week was all about using assessment results to make decisions regarding Special Education. It was interesting learning about what conclusions and inferences we can draw from the assessments that children take and what we can do for that information regarding additional services, modifications, and accommodations. 

There is only so much one can understand and grasp from reading about the subject, because one is envisioning things in their mind rather than seeing concrete objects and evidence. During class on Wednesday, we were able to see real-deal tools that are used for testing different learning disabilities that students may have. Some for spacial memory, others for hand movements, and it was fascinating seeing how the tools provided a measure to assess specific parts of the brain. Now I was able to connect the dots because after assessments are done, then its time to analyze that data and see what the student needs to succeed and reach their academic goals. 

The group presentation from this week was on hearing impairments. I didn't realize that there are different types of these impairments, that are associated with different parts and components of the ear. Regardless of what type of impairment, it's best to catch it early in order to prevent it getting worse. The activity was interesting because it gave us each a test taste of what it would be like to have a hearing impairment and how much they would need to rely on others to help them understand what other people are trying to communicate. 

Week 5: Feb 8-12

We started off the week learning about different Co-Teaching Models that can be used with classrooms that incorporate collaborate efforts. We learned about the different types, which include: 

1. one teach, one observe
2. one teach, one assist
3. station teaching
4. parallel teaching
5. supplemental teaching
6. alternative teaching
7. team teaching

It was interesting learning how to distinguish the differences between each and for which type of classroom each of these models would work better with. 

Reading about an IEP and actually doing a mock one was a lot different. As the Principal of the Elementary School of Esther Ramirez, I was responsible to introduce her mother to everyone at the meeting and make sure that she was fully aware of her rights and responsibilities as a parent of a Special Education student. While conducting the meeting, I tried to make Mrs. Ramirez feel very included and that her opinion was valued and important. However, afterwards I realized that it came across a little but of us versus her, and not as one big team all trying to help Esther. As a group, we talked about ways that we can help parents feel apart of the solution and avoid only focusing on the problem at hand. The chapter 3 reading in our textbook gave me a great background and preparation for understanding how a collaborative meeting is most effective and how to establish team goals all together which help everyone involved to feel shared accountability. 

The group presentation on Specified Learning Disabilities was insightful because the website understood.org allowed us to see first-hand what it would be like to have one of these disabilities. In addition, it provided resources and tools that are very useful with how parents can understand for themselves and talk to their children about the learning disability. As a future general education teacher, I realize the importance of giving parents the tools and resources that will help them not only understand it for themselves but also know how to best talk to their child with that specific learning disability. In addition, the special education teacher will also be able to describe these things in greater detail and know how to best help the child in a specific ways. 

Week 4: Feb 1-5

It's so interesting to be learning about the Special Education law and especially the actual application to real-life students and families in their unique circumstances. We had our mock trial on Monday and it was really unique because we each had different roles and we trying to convince the hearing officer to hear our point of view and agree with our side. I represented Garret's Mother, Mrs. Frey and got really into my character. I came to class prepared with the facts from the actual case and looked at a lot of information online to figure out what information I could present to our family's lawyer and how we could win our argument and case concerning my son's opportunity to receive a free and public education. The mock trial got intense, but it was a wonderful way that we each were able to apply what we have actually been learning from the readings and classroom discussions. It was a successful way to understand the laws themselves and how they are used to apply to real-life special education students and families.

The group presentation from this week was all about Speech and Language Impairments. It was fascinating being able to learn about the difference between the two and hear the audio of the Speech Language Pathologist and have more personal insights about how they help children in their professional career. I had a very high personal interest to this subject because my older brother has a stutter and I remember when our family went to a different part of the state during the summer for a special speech program to help him. He's had it since he was a little boy and my parents got him help early on and it has improved drastically. He's noticed that in moments of stress, exhaustion, or embarassment it's the worst. I respect him very much for not considering it as a weakness, but rather as a strength just like we read in Ether 12:27.