"Disabilities may mean differences but they never mean 'I can't'."
"In many respects, a teacher is like the captain of a ship who needs to get from one port of call to a final destination far away...she is responsible for the well-being of all passengers for the duration of the entire journey...navigating an outside world that can change from glorious to tempestuous and back again in the blink of an eye." (pg 76)
I walked into this book with several pre-conceived notions, most having come working with students that have severe, multiple disabilities, or behavioral issues that have required them to be pulled out into a self-contained environment or school. I have worked with students with disabilities for several years and they have always had a dear, dear place in my heart, which is one of the reasons why I opted to read this book in the first place. I wanted to hear what someone said about their involvement in the Inclusive classroom.
I really appreciated all of the concrete ideas that were offered in some of the chapters that were read—different ways to differentiate and incorporate different learning styles into activities. Practical things for the classroom. I also found it interesting just how little was addressed about specific disabilities themselves. I believe that there is a place for diverse learners both in and out of the classroom but that it is dependent on the teacher, the situation, the child and the content. I have always worked with students who are both pushed in and pulled out of the classroom. After reading this book I am convinced that the more we can push students in to classes and still do them justice the better.
In the beginning of the semester, I was given the opportunity to rate the textbooks in order of my interest. I was torn as to pick something familiar or to choose something new. At first, I thought that I should choose something that I knew nothing about as to learn more about the topic. I then asked our teacher her opinion and it changed my ranking of the texts. She mentioned that I should choose one that I think I know alot about and use the text to find things to add to my schema about the topic or to become an expert in the area. We can never stop learning. I chose the book pertaining to students with disabilities. I am so glad I did!
As I was given the task to read this textbook for class, I immediately started planning of how I wanted to attack the book. I skimmed the material, noted how long it was and counted how many chapters. I looked at this text using a strategic approach. I was so nervous about how to set up, edit and publish my blog that I didn't even think about the actual book until I began to read. Using the format of the literature circle significantly assisted with my engagement with the text. I felt as if I was being forced to look at the text through different eyes each week. I definitely feel that using the literature characters posed more questions for my mind to ponder.
I can really connect to the title, "Rethinking Disabilty". The information in the text introduced me to unfamiliar terms and vocabulary and forced me to examine my strategies that I have used in my teaching. I was not familiar with many strategies noted but saw how resourceful they would be for my students. I think one of the terms in the book that really stood out for me was ableism. Honestly, I had never really heard this term until I began to do research on it, due to the literacy circle requirements. I had to "rethink" my views on disabilities. As a speech therapist, I am constantly observing students and noting the areas that they find more challenging. After reading this book, I have realized how little I really do look at the student's strengths. This was difficult to admit but I looked at it as a stepping stone in growth within myself and my profession.
By reading this book, I have been able to examine old and current stereotypes of people with disabilities in our society and to acknowledge how they affect my teaching. It has brought to light what I truly believe and how I would teach in a diverse classroom. I would begin by identifying the students strengths and using these to assist their weaknesses. This book has given many examples of strategies for teachers to utilize as well as knowledge about how an inclusive classroom benefits all involved. I have told many of my classmates about this book and have mentioned how this is a excellent resource for teachers to work with other teachers, guide students with disabilities, enhance students awareness of disabilities and to academically provide new and innovative strategies to reach all students. I have used the content in this book for my other class many times and believe I will continue to do so in the future.
By reading this book, it has given me a restructured belief that we can work together as professionals in collaboration with our students to spread the knowledge of disabilities using positive language, differentiated instruction strategies and continued learning.
"If there are two teachers in a classroom, everybody knows that somebody has a disability. Everyone is a suspect, but no one is talking. In schools where one class per grade level is designated for co-teaching, everyone knows who stays in those classes from year to year. Sometimes students without disabilities do not want to be in a class that has co-teachers because they fear somebody might think they are the ones who have disabilities." (p190)
There is a large part of me that isn't sure if this is true. I think that as you increase in grade levels it may be a more and more pervasive feeling however at younger ages--I'm thinking 1st-4th grades--I don't think that this is necessarily the case, but perhaps it is just because of the co-teaching classrooms that I have seen and the environments that those teachers have fostered together. If co-teachers are working together because of a highly inclusive classroom there are a variety of tactics that they can use to help and move their inclusive kids along as well and keeping them a part of the main class. Many students in a co-taught classroom simply feel like they have two teachers...and as a kid, how lucky do they feel? =)
"Most of use were taught early on not to point or stare at someone with a disability, much less mention the person's disability--as if he or she might suddenly realize or remember the disability and hold us responsible for having pointed it out. Good manners require that we look away and pretend not to notice. We surely do not want to provoke a person with a disability by doing or saying the wrong thing." (p192)
As someone that has worked with people with disabilities, I count it as a blessing to greet people with disabilities out in public. I can't tell you how apparent the look of relief is when I have to reintroduce myself to a parent of a student from years past because their child has just run up and accosted me in some public arena. In the same way with people that I don't know--I smile at everyone--it's my mission in life to get a smile back, so whether someone has a disability or not, they get a smile as well, and we go from there.
Essence Extractor:
Disabilities may mean differences but they never mean "I can't".
Rigorous Researcher:
"Inclusion needs tending. It is not something that we put into place structurally, then sit back and hope for the best. It is not about a particular teachers practice or a particular child. It is about everyone working consciously and collaboratively toward the common goal of nurturing a vibrant inclusive community." (p207)
Inclusion kind of feels like caring for orchids... My sister and I have about 4 orchids. While they are beautiful flowers whose blooms last for months, they are not lacking for attention. I would love to say you get them to bloom and then just leave them but that is not the case. They are constantly in need of certain temperature or water or light. And, because my sister works night shifts as an RN, and I am at school all day and coaching we must work together consciously toward the goal of keeping them beautiful. Much in the same way teachers of inclusive classrooms must constantly work to maintain and nurture the kind of environment and home that they wish to exist in their classroom.
"To the maximum extent appropriate, children with disabilities (including children in public and private institutions and other care facilities) are educated with children who are non-disabled. Special classes, special schooling, or other removal of children with disabilities from the general education environment occurs only if the nature and severity of the disabilities are such that education and regular classes with the use of services and supplementary aids cannot be achieved satisfactorily." (p212)
Above is the definition for "Least Restrictive Environment". I think that as educatirs as we look at "Problem children" or students that we feel are un-fit for our classroom we often forget what the definition of this is. Each student is entitled to learn in the Least Restrictive Environment whether it is difficult or easy for us as a teacher to pull off for them.
"DISABILITY DOES NOT MEAN INABILITY" (p. 190) (TEXT TO WORLD CONNECTION)
Valle and Connor relate a story that was read to some students where a visually impaired dogsled racer was being excluded because of his impairment. It states how the dogsled racers disability does not interfere with his passion.
There is another story parallel to the story in the book. This boy, in the picture with his mother, has a visual impairment, however, his passion for becoming a lawyer ranked him 4th in his class of 96. Full article can be found at; http://news2.onlinenigeria.com/news/general/65552-Top-marks-boy-proves-disability-not-inability.html
2). Valle and Connor discuss how some students in the past had never been told why they were in a resource room for help or currently why they leave the room and at times may even have an adult "helper" (p. 190). I recently had the experience of working with a 5th grade student with Autism. In collaboration with the general education teacher, paraprofessional and special education teacher, we were discussing his current program and the available self-contained classroom possibly for the next year. At this meeting, I was made aware that the student never had any discussion about his disability. He was unaware of the word Autism and had no idea how it was effecting his life. The parents had decided that they were not going to tell him. I was astonished and saddened. I wondered how it would change his behaviors if he knew why he was feeling like he was and why others didn't have the same challenges as him. This shows how even in this day, people choose not to discuss disabilities because of the negative aspects it may bring.
3). In reading this book about inclusion, collaboration and education, my senses of noticing inclusion in the media and around me has been heightened. Valle and Connor state, "children (and adults) freely use such terms as lame, retard, and spaz because our culture lacks awareness about the use of such language (p. 193). March 2, 2011 was "Spread the Word to End the Word" Day. This is the "R" word related to people with disabilities. I heard of this on the television on March 2nd and looked up the website and found this video of a program offered here in my hometown for students with disabilties called, " Gliding Stars". Students are able to come to the Webster Ice Rink to learn how to ice skate. It is all volunteers offering their assistance.
VOCABULARY VITALIZER (As I become closer to the end of this book, new vocabulary words are not being introduced. I have added some vocabulary as well as new information concerning inclusion that was identified in this chapter)
Institutionalization (p. 191): According to Wikipedia this term means, "the process of commiting a person to a facility where their freedom to leave will be restrained, usually a mental hospital."
Center for Human Policy (p. 195) at Syracuse University: This is an online resource for teachers to use to assist them with the incorporation and implementation of disability studies into the curriculum. (see http://the chp.syr.edu)
Down Syndrome (p. 194): Margaret Muller, an adult with Down Syndrome who is quoted in Turnbull (2010), states, "People with Down Syndrome have 46 chromosomes, which carry all the genetic information about a person , in each of their cells. People with Down syndrome have one extra chromosome.....It occurs in about 1 out of 700 babies (p. 247).
Without Apology(2004) : A documentary "told by filmaker/sibling Susan Hamovitchwo resurrects her own family's dark secret-the disappearance of her only sibling Alan, at the age 8, into an institution for persons with severe disabilities" (p. 191).
Learning Disability: Valle and Connor discuss how students with a learning disabilies used to be percieved as students with an "inability to learn" (p. 190). Today, Turnbull and IDEA identifies a learning disability as " a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written". (p. 126).
IDEA ILLUSTRATOR
Valle and Connor state, "Disable Abelism. It is helpful to keep in mind that most people are unaware of ableist thinking and practices. If we are interested in change, we must ackowledge existing beliefs and work toward raising awareness among faculty and students" (p. 210)
I was watching television this evening after already writing this blog and they were showcasing a blind man painting. What are the odds that this would have been on. I had to blog about it. Oh my goodness, all I can say is...AMAZING! It is so inspiring and shows me how discussing disabilities in the media in a positve manner can lead to positive perceptions (just as mentioned in my 2nd blog)You must watch....
One of the questions posed in this book was,"How is disability represented in picture books?" (p. 195) Each the "Schneider Family Book Award" is given to honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences. Here is the award symbol:
Infusing these traits into the curriculum will assist all students to climb toward their goals with personal, social and academic success.
"Recognizing the importance of Success Attributes in achieving positive life outcomes, we believe we should teach and promote them to the same degree as we are striving to increase our students' potential and academic growth."
-- Dr. Olga Jerman, Director of Research, Frostig Center
1. "...there is always a possibility that two people assigned to work together may be total strangers. Like personal relationships, professional pairings are complex phenomena full of nuances that are best viewed as works constantly in progress." (p. 173)
I have a vivid memory of discovering 4 days before school who I was working with a couple of years ago. It was a name that was familiar to me, but beyond that, I didn't know much more. That was really very intimidating to me. I was so unsure of how the year would go. He and I did a little dance for the first bit of school, feeling each other out and figuring out where each other's strength's and weakness's. But, we ended up being very fortunate and really thoroughly enjoying working with one another.
2. "Sharing a classroom has often been compared to a professional marriage." (p. 166)
I cannot even express how true this is. When you talk about co-teaching with someone it is almost silly how much like marriage it is. There is a give and take, the load is shared, and amongst other things it takes EFFORT to make it work! It means that you have to give respect to your co-teacher and acknowledge that regardless of how well you work together, you may still disagree on how to do everything.
Vocabulary Vitalizer:
1. Pitfalls-
1: trap; snare; specifically : a pit flimsily covered or camouflaged and used to capture and hold animals or men
2: a hidden or not easily recognized danger or difficulty
2. Collaborative-
1: to work jointly with others or together especially in an intellectual endeavor
2: to cooperate with or willingly assist an enemy of one's country and especially an occupying force
3: to cooperate with an agency or instrumentality with which one is not immediately connected
3. Compromise-
1: obsolete : to bind by mutual agreement
2: to adjust or settle by mutual concessions
3a : to expose to suspicion, discredit, or mischief; b : to reveal or expose to an unauthorized person and especially to an enemy; c : to cause the impairment of
4a : to come to agreement by mutual concession b : to find or follow a way between extremes
5: to make a shameful or disreputable concession
4. Relationship-
1: the state of being related or interrelated
2: the relation connecting or binding participants in a relationship: asa : kinship b : a specific instance or type of kinship
3a : a state of affairs existing between those having relations or dealings. b : a romantic or passionate attachment
Idea Illustrator:
The Amazing Race is an award winning show that not only takes people all over the world but also is a testament to relationships. It showcases how people work together and capitalize on one another's strength's to achieve a goal. As people travel and continue they learn more about what does and does not work as is very similar to the relationship of team teachers that requires an ebb and flow.
It is important that we all have different things to contribute...different things in different ways...it may not be right or wrong....each way may touch a different child...
This chapter was very enlightening and positive concerning collaboration and inclusion of students with disabilities. It spoke of the benefits of team teaching for general educators, special educators, general education students and special education students. While reading, it just seemed so wonderful but I kept asking why is it so hard to accompish this task of "collaborative teaching". This entire chapter reminded me that "inclusive practices are grounded in considerations of others......the primary concern are children and youth being educated" (p. 166). Though it seems challenging to collaborate, plan, execute and provide appropriate education for all students, this is what we (teachers) do. We must take this challenge, think of our students and move forward for them.
In speaking of collaborative teaching, "It is recommended that you get to know your partner [in collaborative classroom] before sharing the classroom" (p .179). I found this to be an understatement. It states all the areas that you should discuss such as familiar adaptations used, classroom climate, roles, perceptions and classroom management. Though I believe these to be significant, I believe it takes time to learn these things in practice rather than just through discussion. It may take time to really connect with a teacher but remember not to give up if things don't go well the first, second and mabe even the third time around. The daily "check in" (p. 180) and "ongoing dialogue" are significant to change, planning and the success of a collaborative team. As the relationship grows, so will trust and compromise for the benefit of the students.
The most significant sections of these chapters was the "Benefits of Collaborative Teaching" (p. 167-173). In this section, the benefits of this type of teaching were listed for general education and special education teachers as well as for general and special education students. It sticks out to me because all of the reasons were for success for all students. It gives insight to how others may view co-teaching. I am not a general education teacher though I found it very informative as to how a general education teacher may percieve collaboration. These also may be used to speak with parents of special and general education students to promote this type of collaboration in their child's classroom. A few of the main benefits were;
For the general education teacher: "Awareness of different successful teaching strategies", "More time to focus on content and less on individual problems" and "Twice as much opportunity to assist students." (p. 167)
For the special education teacher: "The opportunity to increase knowledge of one or more specific content areas (p. 168), " Awareness of daily life and expectations in a general education classroom" (p. 168) and "Mutual learning and appreciation of each other's expertise" (p. 169).
For the general education student: " Availability of diverse learning techniques" (p. 170), "More contact time with teachers for school and personal issues" (p. 170) and "More productive learning experiences"(p. 170).
For the special education student: "Improved self-esteem" (p. 171), "Increased independence and responsibility (p. 171) and " Opportunity to grow in the least restrictive environment (p. 172).
ESSENCE EXTRACTOR:
Successful collaborative co-teaching bridges content, process and individual student need.
RIGOROUS RESEARCHER
Gately & Gately developed a "useful framework constisting of 3 broad stages to help understand the process of initiating, developing and maintaining a partnership (p. 173) I researched their progress in this area and found an article, Understanding Co-Teaching Components (Gately & Gately, 2006), concerning an assessment that teachers can use to assess their productivity with their teaching methods. Here is part of the article pertaining to this assessment that I found interesting. It could be used as a useful tool when reflecting on the implementation of strategies within a co-teaching classroom. I have highlighted some interesting and significant points;
"The Coteaching Rating Scale (CtRS): The Coteaching Rating Scale is an informal instrument that coteachers and their supervisors can use to examine the effectiveness of coteaching classrooms. The CtRS can help teachers focus on areas that need improvement. The CtRS can also help teachers determine which of the components of their relationship are contributing to their success. The profile that the CtRS yields can be used by coteachers to develop coteaching goals. By focusing on all aspects of the coteaching relationship, teachers may more quickly move to the collaborative level.
The deployment of two professional staff to teach one classroom is an extremely effective way of providing instruction to increasingly diverse groups of students in general education classrooms. It also is a very costly practice. Administrators and supervisors need to be able to examine the effectiveness of this practice. They can modify the use of the CtRS to use it as part of a supervisory tool for examining the effectiveness of coteaching in their buildings. The CtRS allows the supervisor to focus on specific aspects of the coteaching relationship that may need improvement.
..... Coteachers benefit from completing the CtRS independently and then comparing results with their partners. This can form the beginnings of professional discussions for the coteachers as they evaluate their perspectives of their work in the cotaught classroom.
......Teams need to be assured that truly collaborative partnerships take time and effort to develop. By completing the CtRS, these teachers have taken an initial step in examining their partnership; pinpointing areas of strength and weakness in their relationship; and setting goals that will enable them to work toward a satisfying, rewarding, and collaborative partnership."( Gately & Gately, 2006)
"In other words, they are told what they should be able to do by the end of the lesson as defined but the instructional objective." (pg. 115)
"Once the end result is envisioned and identified, then everything planned for class--big and small--should be geared toward that goal." (pg. 115)
These ideas of knowing what classroom goals are both as a teacher and as a student are so very important. For some students, concepts may be almost impossible to grasp or assign value to if students are not aware of what they are working toward. If they can assign meaning to each lesson as a way of working toward an end goal, it means far more than simply adding information to the last thing that was taught.
As teachers, working backwards from what we would like to see as the end result in our classrooms means that our lessons have more meaning if each one is done with intention working toward our end goal.
"As you come to know each student's areas of strength, it becomes possible to capitalize upon these strengths while working on a students challenges. For example, a child who can memorize intricate rap songs but struggles to recall multiplication tables might learn the tables through rap; a student who is an excellent artist but struggles to write might create the plot of a story through a storyboard." (pg. 143)
I had a wonderfully amazing fourth grade teacher who could have written this quote. She constantly found creative ways for us to actively learn that did not necessarily resemble a traditional teaching or learning approach, but learn we did all the same. It is important as educators that we remember that not all of our teaching needs to occur in the traditional manner. Sometimes the "traditional" teaching may be a detriment to some of our struggling students.
Essence Extractor:
Reaching students requires teaching and assessing both simply and intimately.
Rigorous Researcher:
Chapter 6 probably listed about 2-3 dozen different creative and quick classroom assessment and teaching techniques including but not limited to:
Concept Mapping Brainstorming Readers Theater Story Maps Drawing Interactive Journals Double Entry Journals Role Play Buddy Reading Carousel Graffiti
"Quick Writes usually take one to six minutes and give all students the chance to record their thoughts about a certain topic. These can be used to tap into prior knowledge about a subject soon to be introduced, or in the middle of learning about a topic (sometimes referred to as "stop and jot"), or at the end of learning. Because students are frequently asked to capture their thoughts on paper, they become increasing accustomed to formulating and recording their thoughts." (pg. 118)
"Plus/Minus/Interesting is an approach used to connect students to a text before they start reading. The main idea can be stated, summarized, or quoted, and students are asked to analyze and comment upon the issue (the pluses, the minuses, and general comments)." (pg119)
"Think-Pair-Share is a multi-step, yet simple, approach to encourage the participation of all student in responding to a question posed by the teacher. First, each student is asked to compose his or her thoughts and/or briefly write them down. Second, each student is paired with a peer to share their thoughts with each other. Third, once everyone has shared in pairs they are encouraged to share with the whole group. Teachers can use this method in any content area, and it is an appropriate device for posing higher-order, open-ended questions." (pg. 120)
These different assessment and learning techniques jumped out to me as three exciting ways of working with students in a classroom as a non-threatening way to assess. While this may not be "research" to all, I found this entire section very new and the ideas were eye-opening. As a Physical Educator, none of the assessments that I have given have ever looked anything like this and I must say that these are not the assessments that I remember coming from elementary school. I am excited to think that these are some of the techniques that are being suggested for todays classrooms. How much less nerve-wrecking are these ideas than any pop-quiz a teacher may have given? I can only hope that these are some of the techniques that my children will find in their classroom someday.
1) I was able to connect to the section on "The Art of Lesson Planning" on pages 108-115. Currently in another class, I am learning how to generate a lesson plan using "backward design". Generating objectives using the verbs, "list, compare, describe, analyze and create" as mentioned in this book have also been introduced in my new lessons for my new unit plan. I like the lesson layout in this book and also how it gives examples at different age levels. I will use this as a resource for my other class.
2). I was also able to connect to the terms of "Buddy Reading" (p.120). In my daughter's 1st grade class last year, her teacher introduced buddy reading. The children were able to pick a partner to read with and had individual cards to "read aloud", "check for accuracy","check for fluency", and "check for understanding". I remember coming into the class and thinking that they were too young to understand the vocabulary of fluency, accuracy and comprehension. I was wrong. They all understood the words because their teacher took the time to "teach" the language of the tasks. My daughter carries these words along with her daily in second grade and is able to self-monitor her reading and implement new strategies as she is taught. They have been using "the daily 5" program by Boushey and Moser. I have been very impressed with their methods.
3). In speaking in Chapter 7 (p. 162) about "Teaching to the Test", I find there to be conflict. Of course, any teacher would not want to guide their lessons toward the state tests. However, there is so much pressure on the teacher and the students to perform at test time. Modifications are made for these tests for students with IEP or 504 if needed but really what it comes down to is how they all score. We consistently talk (in this chapter and in schools) about using authenic assessment, portfolios, journals, writing pieces etc to assess the student's academic performance, yet we still come back to the "TEST". It is frustrating as a teacher and as a parent to see students anxiety over one assessment.
VOCABULARY VITALIZER: ( Many of the terms in these chapters are found in many other books that I have read. I have included information from these other books to elaborate on the terminology. These new resources are cited under references on the right side of the blog.)
Norm-Referenced Test (p. 159): Turnbull defines this type of test as, " an achievement test compares a student with his or her age- or grade-level peers in terms of performance. Valle and Connor say that it is worth stating that these tests are," constructed in a way which requires that a certain percentage of students to fail. However, Criterion-Referenced Testing (p.159) is intended to measure how well a person has and has not learned a specific body of knowledge and skills. Anticipation Guides (p. 123): Tomkins states in her book, Literacy for the 21st Century (2010), "These guides are used to activate students' background knowledge before they read content area textbooks and informational books. Teachers prepare a list of statements about the topic for students to discuss. Some of the statements are true and others are incorrect" (p. 428). They need to decide whether they agree with it or not. After they read the reading, they can discuss their opinions to see if they have changed. Ticket to Leave (p. 129): This is a comprehension strategy used for assessing a students knowlege of content. "Everyone must write a response to the teacher's prompt and hand it in before leaving class. The ticket may have academic, social or behavioral objectives. We used this strategy at the end of our last class when we were asked to write down 3 highlighted aspects of the current lecture.
QAR (p. 119) : Refers to Question Answer Relationships. In QAR Now (2006), this has been described as a "comprehension strategy or a metacognitive strategy, but first and foremost it is a language for use in the classroom. It provides a common way of thinking about and talking about sources of information for answering questions " (Raphael, Highfield & AU, p. 18). Using "in the book" and "in my head" strategies, students are able to recall, interpret and evaluate information within reading.
Think-Pair-Share (p. 120): Valle and Connor (2011) state this as "a multistep, yet simple, approach to encourage the participation of all students in responding to a question posed by the teacher. First, each student is asked to compose his or her thoughts and /or briefly write them down. Second, each student is paired with a peer to share their thoughts with each other. Third, once everyone has shared in pairs, they are encouraged to share with the whole group" (p. 120).
IDEA ILLUSTRATOR:
Readers Theater: This is an example of a readers theater;
Reader Theatre Scripts Resources:
Fredricks, A.D. (2007) Nonfiction readers theatre for beginning readers. Portsmouth, NH: Teacher Ideas Press.
Worthym, J. (2005). Readers theatre for building fluency: Strategies and scripts for making the most of this highly effective, motivating, and research-based approach to oral reading. New York: Scholastic.
This book introduced the strategy of using graffiti for free writing about a topic. My thoughts connected using art graffiti in the classroom with the oral explanation. I looked up some images and thought this one to be interesting using the topic of peace, love and the environment. The students were able to use graffiti to express what they had learned on walls, t-shirts and other objects. This could be used as part of an informal assessment of knowledge on a topic. http://www.haringkids.com/lesson_plans/wp-content/uploads/2010/08/wall4.jpg
USING A GRAPHIC ORGANIZER (p. 118) ON 7 GOOD READING HABITS (p.121-122)
"In many respects, a teacher is like the captain of a ship who needs to get from one port of call to a final destination far away...she is responsible for the well-being of all passengers for the duration of the entire journey...navigating an outside world that can change from glorious to tempestuous and back again in the blink of an eye." (pg 76)
Creative Connector:
1. "So, while universal design was originally intended to incorporate people with disabilities, the flexibility it provides benefits everyone. For example, corner curb cuts for wheelchair users help people pushing strollers, rolling luggage, or wheeling large or heavy items." (Pg 77)
In Physical Education we typically use matching equipment colors: a ball, that matches a poly-spot, that matches a cone, and thanks to companies like GOPHER we have plenty of colors to choose from. This is usually done in classes that have students with autism or other processing delays but what we find is that it benefits all of our students whether they weren't listening attentively and have the ability to put two and two together or because it's easier to match the like colors. In either case, something that was put in place to assist students with disabilities really benefits everyone.
2. "Everyone knows everyone else's name." (Pg 79)
So, so, so important to me! It floors me when I fill in for another teacher and I find that the students in the classes don't know each other's names. We make sure that there is such a community in the classroom in elementary school and as students get older and older we ensure that there is less and less of a structure to know one another. I really respect teachers who work to facilitate and environment where everyone knows everyone else regardless of popularity, clicks or peer groups.
3. "Walls can be used to inform children about one another by displaying student work. A rule of thumb: Display student work prominently." (Pg 81)
One of the schools that I work in has 4th grade artwork painted on the ceiling tiles of the upstairs hallway. My favorite part of that is walking by with high school students who did those paintings years ago and still proudly point out which one is theirs.
2. Competency--if we are speaking of our students being competent then we need to know exactly what it means. 1:a sufficiency of means for the necessities and conveniences of life
2:the quality or state of being competent: as
a:the properties of an embryonic field that enable it to respond in a characteristic manner to an organizer
b:readiness of bacteria to undergo genetic transformation
3:the knowledge that enables a person to speak and understand a language
3. Relationship--we refer to having or being "in relationship" with our students. 1: the state of being related or interrelated 2: the relation connecting or binding participants in a relationship: as a specific instance or type of kinship. 3:
a: a state of affairs existing between those having relations or dealingsb: a romantic or passionate attachment
Idea Illustrator:
This chapter discussed all different kinds of learners. The clip below is from the movie coach carter. The significance of this clip is that these boys' basketball coach will not allow them to play until they are all passing. It is not that they cannot pass their courses but that no one has ever taken the time to teach and be patient with the kind of learners that they are. This clip shows these students finally taking pride in basketball, school, and who they are as people.
This next clip is from "The King and I". Our chapter specifically referred to this song. As teachers it's in our job description and a part of our responsibility...getting to know you...
"A rule of Thumb: Display student work prominently!" (pg 81)
Environment: Valle and Connor speak about the importance of "displaying student work". "Work should include samples that indicate varying levels of success" (p. 81). I believe this to be significant to a child's self-esteem and value. They are able to show how their work contributes to the classroom as a community. Displaying different levels gives other readers the opportunity to see the diversity in their works. This will also give students self confidence and self worth. They may feel successful and proud of their accomplishments. I would also suggest that, at times, the student pick one of his/her own works to display. This will give them ownership and some control of the environment.
Tools: I found the "Learning Style" tool to be veryinformative and "eye-opening". Valle and Connor use "five major lenses through which to view a learner along with the considerations each perspective offers" (p. 87-90). They listed these views taken from the teacher's perspective of the child's learning. I have experience using visual, auditory and tactile learning styles to enhance children's learning experiences, however, I have not used these views before. The questions asked under each lens involved the child's classroom environment, "physical body rhythms", visual and auditory processing skills, and organizational preferences. The information taken from these questions would enlighten the teacher learning to adaptations needed for student success.
Backward Planning: I chose this topic because I am currently learning so much about the process of conceptual planning. Starting from the "outset with the big picture in mind" gives the teacher the opportunity to ask, What do I want them to know, understand and do? (p. 92) Valle and Connor state 3 stages to backward planning; identifying desired outcomes, determine what represents acceptable evidence of student competency and to plan instruction and learning experiences (p. 92-93). I am currently writing plans using this design and can already see how my scope of what I want them to ultimately learn has changed. I am sure that as I learn this process, my views and ideas will also change. Using backward planning allows for teachers to bridge core curriculum ideas with differentiated instruction to provide meaningful application for all students.
In this video, the teacher involves the children in their own learning. I love the excitement and fun that they are having while learning the concepts of math. Universal design promotes conceptual learning by "doing". This is a must see!!!
A conceptual design with individual application leads to meaningful learning.
Rigorous Researcher
Benjamin Bloom He was born in 1913 in Pennsylvania. As a child he was always curious about the world, loved to read and was an active researcher. He received his undergraduate degree and Masters degree from Penn State. He then moved to Chicago where he became an instructor of Psychology as he completed his Ph.d. in 1942. "His system of classification soon became the standard for describing objectives and the process of achieving them" (Sprinthall, 2002). His most recent study was on the process of the gifted and talented. Bloom passed away in 1999. He was 86 years old.
I believe this wheel could be used as a useful tool when planning and executing assessments and lesson plans. Bloom's taxonomy gives teachers a resource to assist students to "answer higher level questions and partake in activities that require more than recollection and application" (Valle & Connor, 2011, p. 85).
Source: Sprinthall, Norman and Sprinthall, Richard, Educational Psychology (Dec. 2002)
Valle and Connor relay the origin of "normal" (p. 44). Webster's dictionary had many definitions for "normal" These were a few that I believed pertained to our topic of inclusion;
Definition of NORMAL
adj \ˈnȯr-məl\
1 a: according with, constituting, or not deviating from a norm, rule, or principle b: conforming to a type, standard, or regular pattern
2 a: of, relating to, or characterized by average intelligence or development b: free from mental disorder :sane
John Perry, a professor at Stanford's philosphy department and an on air talk show co-host from Philosphy Talk states on his blog, " What is Normal?" (2010) ;
"It seems that there is nothing very normative about being typical, regular, usual and ordinary; but conforming to a type or standard seems like something one ought to do. We set standards, live up to standards or fail to do so, and the like."
Valle and Connor discuss these next two words, mainstreaming and inclusion, throughout the text. Inclusion was "understood to be an updated term for mainstreaming rather than a significantly different philosophical orientation." (p. 57) These are Webster Dictionary's current definitions;
Definition of MAINSTREAM
verb \ˈmān-ˈstrēm\
transitive verb
1 : to place (as a disabled child) in regular school classes
2: to incorporate in the mainstream
Definition of INCLUSION
noun \in-ˈklü-zhən\
1: the act of including : the state of being included
2: something that is included: as a: a gaseous, liquid, or solid foreign body enclosed in a mass (as of a mineral) b: a passive usually temporary product of cell activity (as a starch grain) within the cytoplasm or nucleus
3: a relation between two classes that exists when all members of the first are also members of the second — compare membership 3
4: the act or practice of including students with disabilities in regular school classes
Valle and Connor use the terms, "Discourse of Disability" (p. 60) and "myth of homogeniety" (p. 52). I am unfamiliar with these terms. I thought I would look further into their meanings.
DISCOURSE OF DISABILITY:
According to Weller, the author of an article titled, The Discourse of Disability (2000) states, "Disability Discourse draws upon personal narratives, rhetoric, material discourse, discourse analysis, cultural representation, ethnography and contextual studies, as international contributors seek to emphasize the multidimensional nature of "disability language" in an attempt to further inform our understanding of disability and to locate disability more firmly within contemporary mainstream social and cultural theory."
MYTH OF HOMOGENEITY:
Webster's Dictionary defines homogeneity as, "the quality or state of being homogeneous". Valle and Connor discuss how therer is an "unending pursuit of new methods for sorting children according to their sameness" (p. 52). In my opinion, this is why it is a myth. We all have differences.
Creative Connector:
Valle and Connor state (p 42), "...it is commonplace in today's culture, for persons with severe disabilities to reside in group homes within their communities". I can connect to this phrase as I have a close family friend who has a 23 year old child with Downs Syndrome. The parents are struggling to let her reside in one of these community homes. They are getting older in years themselves and are challenged with the notion of what will happen to her when they are gone. Still, she lives home with them. There are not many same sex homes but there are resources. I imagine the internal struggle they face daily. It may seem like an easy and logical decision to place this young woman in a group home, however, there are many emotions that are significant when it comes to someone you love.
Another area that I was able to connect with was when Valle and Connor gave the scenerio of a teacher being asked to leave her room in the middle of a lesson by a stranger to go down the hall and notice that all the other teachers are teaching and not being asked to leave. Then continues to tell the story with emotions of the teacher and the uneasiness he/she feels and how the experience makes her feel "less competent than her peer teachers" (p. 46). It brings the teacher through the process of a child being pulled out of his/her room for testing. I wish I could post the entire scenerio because it hit home with me. I pull kids out to test daily as a Speech therapist whether it be formal or informal. Valle and Connor describe the testing experience as "demoralizing" (p. 60). They reference to "lab rats made to run through mazes". It makes me ask the question; When we are "asked to perform in a decontextualized and standardized environment", is that really a true understanding of that student's knowledge? I will keep this in mind when I need to evaluate my students as a whole.
The last connection that I would like to make is in regard to "Inclusion in Action" (p. 68-73). The CTT classroom scenerio displays a classroom that allows all students," regardless of skill level" or disability to participate. I currently push-in to 4 classrooms to provide services and work collaboratively with teachers to plan and execute appropriate and meaningful education for all children. I was astonished in the scenerio that "the speech/language therapist expressed doubt that students with learning disabilities could gain anything valuable by participating in class Read Alouds and recommended instead that they attend pull-out language instruction during that time". This is such a wonderful time to be involved in teaching the vocabulary, assisting with self and world connections to the literature, and to assist the student with communicating their knowledge with peer groups.
