Learn N Serve#2

Today learn and serve was very eye opening. I started by helping at 4th grader master his multiplication skills. This classroom is made up of 4th, 5th, and 6th graders. At first, when I went to help the student I stood behind him to see how much he knew. He had no teacher acknowledging him, so the student felt he could copy the answers from the multiplication chart that sits in front of his desk. As soon as I noticed that, I asked the student to try and do the problems without looking at the chart. I then realized how much the student struggled, so I sat with the student and taught him the basics of multiplying numbers. It was very surprising how quickly the student picked up on the skills, and I think if he was given the attention he needs, he would be a much better student.

In the book it states that an intellectual disability has intensity levels and I would put this student into the category of intermittent which refers to support as needed but that is not necessarily present at all times. This student is below average with his adaptive skills, which worries me. This student needs a little guidance and patience from an assistant or helper that should be helping this student in certain areas. I noticed that the student just needs a little more time to process information than the typical student and his accommodations should be met.

Kirk, S., Gallagher M., Coleman, J., & Anastastiow, N. (2009) Educating Exceptional Children.

(12th edition). Kentucky: Cengage Learning.

Week 8 post

Before the video, I came up with three things you need to know when working with parents. You need to what their child's learnings ability is like. You need to understand their back round lifestyles, and what they do in their spare time. You also need to have their children's work for the parents to get a visual of their child's learning abilities.

After the video I noticed that the man in the video kept on questioning the parents why kids act the way they do. I think the reason for this is to get an understanding of where the parents are coming from and their reasoning for children's behavior. During parent teacher conferences student's behavior must be discussed with their parents. This is the only way to get parent's involved with either improving or maintaining their child's behavior. This may come from being more strict at home.

What can you tell me about students with communication, language and speech disorders?

Students with these disorders are unable to send, recieve, and process information. They are unable to make clear and understandable sentences,and have troubles pronouncing words.

What about students with autism?

They have trouble speaking, and problems starting a conversation, and take an unusual interest in certain topics.

what might parents of students with these exceptionalities want to know & understand about their child’s performance at school?

They might want to know how their child interacts with their peers, and if there has been any improvement in their development.

Wadsworth, Cengage Learning; Education Video Cases

Learn N Serve # 3

This week in my learn n serve was very beneficial to my learning experience. I was placed with a child who had trouble writing and had dyslexia. The teacher wanted me to spend time watching her write her story than watch her and see if she notices her mistakes. The first time the child wrote a letter backwards she continued to the next word then stopped and fixed her mistake. I think this shows a lot of concentration within the child's learning. Most students would skip over their careless mistake and not care to double check their work. I explained to the child how, by her double checking her work can lead to her improving her grammar but for her to notice her mistakes more easily.

Next I observed a student with down syndrome try and work on his computer assignment while the entire class was in their as well. I noticed that the child would constantly get side tracked and try and get the teacher's attention by screaming across the classroom his progress. The teacher would then just tell the student to be quiet by screaming back at him across the room. Over and over again the same situation would repeat itself. I think that the student should try a different way to give the student the attention they are looking for but in a more positive way. Maybe going over to the student and explain to them that his peers are trying to finish their work, and he needs to be quiet and encourage him to keep doing well on his assignment. I would suggest points for him to reach, and give him something to shoot for.

I think that the intensity of support for this student should be at the pervasive level. I was only in the room with this student for about ten minutes, but there was no teacher specifically there to attend to him. I don't feel it's necessary for a teacher to be by him side every second of the day, however I feel as though if he had a teacher there to assist him in any way would help benefit the student more.

The pervasive level states, constant high- intensity help provided across environments and involving more staff members than the other categories.

Kirk, S., Gallagher M., Coleman, J., & Anastastiow, N. (2009) Educating Exceptional Children.

(12th edition). Kentucky: Cengage Learning.