"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)
