Learn N Serve #8

After going to learn and serve I left feeling very sad. Every time I regulary go into learn and serve there is one student in particular who always wants me to help her, kind of looks up to me in a way. When I walked into the classroom she was sitting silently looking like she had been crying all day. So I walked over to see what was the matter and she told me that no matter how she dresses, how hard she studies to not be the last one to complete an assignment, that regaurdless students will make fun of her. I told her not to worry about what others think of you, and to only focus on making yourself happy. I told her to go out of her way to just be as nice as you can to those who are picking on her because she is the better person. I think she started to feel a bit better after my talk with her, but I still left really bad.

I think a term that best relates to how she was feeling is Learned Helplessness because she has such low self esteem. It also says in the text that the student feels they can't stop bad things from happening. This would be related to her feeling that nothing she does will make students stop picking on her.

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

(12th edition). Kentucky: Cengage Learning.

Chapter 12 video case

INCLUDING STUDENTS WITH PHYSICAL DISABILITIES:

1. This video was very surprising learning about Lisa. The biggest surprise to me was that she had to learn how to position MaryAnne correctly with her disability and she also had to make sure she felt comfortable in the learning environment. She needed to include her academically and socially. I think Lisa Kelleher did a very good job with MaryAnne, and working well with Danielle Doucette. In an inclusion classroom teachers are expected to meet the needs of each individual student and not to leave any students behind, and give each student equal attention.

2. Danielle was like Mary Ann’s personal mentor every second of the day, she used a “stander” to help her with projects and keep her progressing. By using “the stander” Lisa Kelleher could still perform her duties to the other students.

3. This class has helped me understand that every student is unique in their own ways. I need to be aware of my student’s disabilities and make accommodations to them.

4. This semester I was place in an inclusion classroom. I had students with ADD, and intellectual impairments. I think this was very beneficial to be able to experience different ways students learn, and what teaching strategies are the most beneficial.

5. Students with these specific learning disabilities, such as ADHD, work better with a step-by-step schedule. A schedule and layout will help a student be organized.

ASSISTIVE TECHNOLOGY IN THE INCLUSIVE CLASSROOM:

1. I have had an experience with working with children who are physically challenged. A former college hockey player in my town was paralyzed from the waist down during his junior year playing in a game. I helped coach a hockey camp, and I had to assist him with teaching the proper stride to the children because he was unable to get on his skate and demonstrate.

2.Our class has seen and read about many assistive technologies. The class even got to use the smart board, which I think is an assistive technology.

3. I think Sara is very patient with Jamie when she speaks to her using the speech output device. She is very patient and understanding, and sets a plan for her to accomplish. I feel Sara's approach is extremely beneficial, and will definitely be useful.

4. This video has showed me how much technology is really out there. There are so many ways we can use when helping a child with disabilities.

5. I think this video was very clear and made a great point to establish that everyone learns at different paces. I am the kind of student who has to go over notes at least three times, although some of my peers can grasp the concept of the lecture just by listening.