Wednesday, September 30, 2009
Extra Credit
She Stoops to Conquer:
1. a) Setting: Year 1773 (18th century) Hardcastle’s home in a city near London.
b) Characters: Mr. & Mrs. Hardcastle
Tony- Mrs. Hardcastle’s son from a previous relation
Kate- Mr. & Mrs. Hardcastle’s daughter
Constance Neville- Mrs. Hardcastle’s niece
Sir Charles Marlow- A friend of Mr. Hardcastle
Mr. Charles Marlow- Sir Marlow’s son
Mr. George Hastings- Mr. Marlow’s friend/ seeking relations with Miss. Neville
c) Plot: The play starts out with Kate and Mr. Marlow being set up on a blind date. Tony misleads Mr. Marlow to believe they are inn keepers and he is staying at an inn. With Mr. Marlow is Mr. George Hastings. George finds out that they are not at an inn they are really at the Hardcastle’s home, but decides not to tell Mr. Marlow. Kate enjoys Mr. Marlow’s company and does not tell him where they are. Miss. Neville and Mr. Hastings are planning to run away together. Sir Marlow shows up and Mr. Hardcastle figures out what is going on and Kate finally tells Mr. Marlow the truth. Mr. Hastings and Miss. Neville are finally together in the end.
2. To create a student guide for a high school student with a learning disability you would give them the background of the story, along with each of the characters and their role in the play. Another resource that may be helpful to students would be a short description of historical background about the 18th century in London. You would do this so that a student could easily follow the plot and gain the knowledge they need to see the general idea of the play. If the student will only have limited time to read the play before their classmates move onto the next play, you could add the general idea or questions to help the student reach the idea in the end in a more idealistic time frame.
Sunday, September 27, 2009
Thursday, September 24, 2009
learn & serve, and class on 9/17
Today in class we had a discussion about environmental stressors and then as a form of differentiated instruction, we were sent outside to take a picture of an example of an environmental stressor. The picture I took was of a BMW car, with two sets of mufflers. This is an example of a source of pollution. Once we came back to class we watched a movie about a boy named Peter and how he lived, in elementary school as well as in high school. I was very impressed by how accepting the students were to Peter and his disabilities in the first movie. Although the students were accepting and the teacher was doing her best to treat Peter as any other student, I think that when he became violent with the other students, there should have been something done, to protect the students along with show Peter that it was the wrong thing to do. Peter was doubted in many situations but he made it through school with the extreme help of his family, community and the educators in his school.
Today I went to my first day of learn and serve, I am in a self contained kindergarten, first and second grade class at Niagara Street Elementary School. This was a very interesting hour and a half for me because I never knew what to expect next. The students were doing puzzle type activities when I got there where they had to rhyme words or watch a word to a picture, while other students were doing addition on the computers. You had to watch very closely because they tended to fight with each other a lot and misbehave or get distracted easily. There was about fifteen of them in the classroom and there was a teacher and a teacher’s aide as well as me. I think I was nervous at first but once I saw that the teacher was very in control of the class it made me more relaxed and able to work with the students.
Today I went to my first day of learn and serve, I am in a self contained kindergarten, first and second grade class at Niagara Street Elementary School. This was a very interesting hour and a half for me because I never knew what to expect next. The students were doing puzzle type activities when I got there where they had to rhyme words or watch a word to a picture, while other students were doing addition on the computers. You had to watch very closely because they tended to fight with each other a lot and misbehave or get distracted easily. There was about fifteen of them in the classroom and there was a teacher and a teacher’s aide as well as me. I think I was nervous at first but once I saw that the teacher was very in control of the class it made me more relaxed and able to work with the students.
Wednesday, September 16, 2009
Chapter nine entry
Briefly explain the six ways to accelerate students, as described by Stanley.
“The process of student acceleration- passing students through the educational system as quickly as possible- is a clear educational objective for some children.” (Educating Exceptional Children, 308) The six different ways to accelerate students according to Stanley are, early school admission, skipping grades, telescoping grades, advanced placement, dual enrollment in high school and college, and early college admission. Early admission to school as well as college allows students to start kindergarten or their freshman year of college early. While, skipping grades allows students to test out of grades, but it also has its drawbacks. There can be adjustment problems for the student as they are placed with students of different age levels. Advanced placement allows students to take classes that allow them to receive college credit while still in high school. Last is dual enrollment in high school and college, the student takes college courses while finishing high school. Acceleration is very important to keep a student’s interest in their education, a student who is so far ahead of students their age will not enjoy sitting in class bored and will easily lose interest.
“The process of student acceleration- passing students through the educational system as quickly as possible- is a clear educational objective for some children.” (Educating Exceptional Children, 308) The six different ways to accelerate students according to Stanley are, early school admission, skipping grades, telescoping grades, advanced placement, dual enrollment in high school and college, and early college admission. Early admission to school as well as college allows students to start kindergarten or their freshman year of college early. While, skipping grades allows students to test out of grades, but it also has its drawbacks. There can be adjustment problems for the student as they are placed with students of different age levels. Advanced placement allows students to take classes that allow them to receive college credit while still in high school. Last is dual enrollment in high school and college, the student takes college courses while finishing high school. Acceleration is very important to keep a student’s interest in their education, a student who is so far ahead of students their age will not enjoy sitting in class bored and will easily lose interest.
What are some special problems of gender for students with gifts?
One special problem of gender is the idea that girls must project a feminine message. For gifted girls, this is a difficulty they face because they are stuck knowing what they are supposed to project and what they are able to project, they struggle with idea’s such as being independent while the feminine message is to be dependant as well as passive or modest against assertive. The roles of male and females are very well known and they are sometimes interfered with when a working with gifted students, male or female.
Define and discuss the concept of twice exceptional.
Being twice exceptional is when a student is both gifted and learning disabled. Often when this happens a student’s gift is overlook because of the great focus on their disability. An example of when a child can be twice exceptional in some cases is when they are diagnosed with autism, “Although the majority of children identified as sutistic have average or below-average ability, a subset of children, those sometimes diagnosed with Asperger’s syndrome, can be highly intelligent.”(Educating Exceptional Children, 304) Having this disability would make a student socially awkward in many situations but would not take away from their intelligence. Twice exceptional children do not show helplessness when dealing with their disability in a learning environment because in a sense their disability is made up for by their gift, while students with average intelligence and a disability may become helpless or distance themselves.
Differentiated Instruction-
This picture at the top of the page shows differentiated instruction because the students are working together on a computer instead of sitting in a traditional lecture style class setting that may not benefit the exceptional child. This will benefit student who need hands-on interaction in order to learn rather than being auditory learners.
Chapter two entry
How are special educators using technology in the instruction of exceptional students?
“Instructional technology is developed primarily as a means to deliver content and instruction in an appropriate manner to exceptional children.” (Educating Exceptional Children, 63) Some specific examples of how educators are using this technology are CD-ROM’s, phone/fax, and computer software programs. Instructive technologies such as these also allow exceptional students to be more involved in general education classes. Instructive technology helps students but only if the educator knows how to properly apply the technology to the course material. Part of the IDEA up in place in 2004 was that all special education teachers must master the use of technology, including that of instructive technology and assistive technology.
What is the impact of the “No Child Left Behind Act” and the “High Stakes Testing” on schools?
The impact of the No Child Left Behind Act had an impact on all students in the school. The government expected that all students should meet a minimum level of competency, disabled or not. When students were unable to meet this requirement of 100 percent proficiency, the school is disciplined and may lose their government funds. “Some students with disabilities just could not meet these standards no matter how hard they tried.” (Educating Exceptional Children, 43) High stakes testing don’t have as big of an impact on the school as does the NCLB Act, high stakes testing effects the individual child more. The only effect this could have on the schools is that as a result of doing well or doing poorly, it could reflect the teaching within the schools.
“Instructional technology is developed primarily as a means to deliver content and instruction in an appropriate manner to exceptional children.” (Educating Exceptional Children, 63) Some specific examples of how educators are using this technology are CD-ROM’s, phone/fax, and computer software programs. Instructive technologies such as these also allow exceptional students to be more involved in general education classes. Instructive technology helps students but only if the educator knows how to properly apply the technology to the course material. Part of the IDEA up in place in 2004 was that all special education teachers must master the use of technology, including that of instructive technology and assistive technology.
What is the impact of the “No Child Left Behind Act” and the “High Stakes Testing” on schools?
The impact of the No Child Left Behind Act had an impact on all students in the school. The government expected that all students should meet a minimum level of competency, disabled or not. When students were unable to meet this requirement of 100 percent proficiency, the school is disciplined and may lose their government funds. “Some students with disabilities just could not meet these standards no matter how hard they tried.” (Educating Exceptional Children, 43) High stakes testing don’t have as big of an impact on the school as does the NCLB Act, high stakes testing effects the individual child more. The only effect this could have on the schools is that as a result of doing well or doing poorly, it could reflect the teaching within the schools.
Chapter One Entry
What special roles do educators play in supporting families with disabled children?
Educators are responsible for helping the child reach their full learning potential. In order to do so the educator must work with the family and child to put in place plans such as the Individualized Education Plan and transitional plans to make sure the student is well prepared and gets the resources needed. The teacher needs to keep in close communication with the families to allow them to know what steps they should take at home pertaining to their child’s education. If an educator is working with a child and their family during early intervention they need to help the families make a healthy and beneficial environment for the child along with provide the families with the resources they need to get through the daily routines necessary for their child and their education. Family empowerment is a large part of the child with exceptional needs’ life.
When is a child considered to be educationally exceptional?
“The term exceptional is generally used to include both the child with developmental disabilities and the child who is gifted.” (Educating Exceptional Children, 5) A child is considered educationally exceptional when they differ from the average child in five ways and also require modifications or special services to go along with these differences. These five ways are mental characteristics, sensory abilities, communication abilities, behavioral and emotional development, and physical characteristics. They could differ in two ways, one, being above or two, being below the average child.
How do parents and siblings respond to the presence of a child with disabilities in the family?
In some situations, when the parents spend more time with the disabled child, the sibling may feel neglected and begin to resent the child with disabilities. Although in other situation when the parents pay attention to both children the sibling is willing to help out with household responsibilities, and in this case usually willing to help the child with disabilities. I think that although the child may not understand when they are younger why their brother or sister are different, they will be more understanding and willing to help as they get older. Parents tend to struggle with accepting their child’s disability and finding ways to adjust to the situations. “When their child is first diagnosed as having a serious disability, most parents feel shock and then denial, guilt, anger, and sadness before they finally adjust.” (Education Exceptional Children, 16)
Educators are responsible for helping the child reach their full learning potential. In order to do so the educator must work with the family and child to put in place plans such as the Individualized Education Plan and transitional plans to make sure the student is well prepared and gets the resources needed. The teacher needs to keep in close communication with the families to allow them to know what steps they should take at home pertaining to their child’s education. If an educator is working with a child and their family during early intervention they need to help the families make a healthy and beneficial environment for the child along with provide the families with the resources they need to get through the daily routines necessary for their child and their education. Family empowerment is a large part of the child with exceptional needs’ life.
When is a child considered to be educationally exceptional?
“The term exceptional is generally used to include both the child with developmental disabilities and the child who is gifted.” (Educating Exceptional Children, 5) A child is considered educationally exceptional when they differ from the average child in five ways and also require modifications or special services to go along with these differences. These five ways are mental characteristics, sensory abilities, communication abilities, behavioral and emotional development, and physical characteristics. They could differ in two ways, one, being above or two, being below the average child.
How do parents and siblings respond to the presence of a child with disabilities in the family?
In some situations, when the parents spend more time with the disabled child, the sibling may feel neglected and begin to resent the child with disabilities. Although in other situation when the parents pay attention to both children the sibling is willing to help out with household responsibilities, and in this case usually willing to help the child with disabilities. I think that although the child may not understand when they are younger why their brother or sister are different, they will be more understanding and willing to help as they get older. Parents tend to struggle with accepting their child’s disability and finding ways to adjust to the situations. “When their child is first diagnosed as having a serious disability, most parents feel shock and then denial, guilt, anger, and sadness before they finally adjust.” (Education Exceptional Children, 16)
Wednesday, September 9, 2009
class 1 guiding questions
The first question I chose to think about was, What role have parents played in the expansion of services for exceptional children? Before the community and school systems took exceptional students into consideration, parents started organizations with other parents who had children similar to their own. These organizations supported children and their school education. Eventually the members of these groups made an impact on the community and eventually the government. The schools started to take actions to meet the needs of the children. Shortly after that, the government started making laws to support these children in school.
The second question I chose to answer was, What special role do educators play in supporting families with disabled children? The role of educators along with the family is to keep them updated on the progress of their students. They also keep families informed about the actions they are taking pertaining their students. They work together with other educators to develop IEP plans or other detailed plans that are beneficial in and out of the schools.
The second question I chose to answer was, What special role do educators play in supporting families with disabled children? The role of educators along with the family is to keep them updated on the progress of their students. They also keep families informed about the actions they are taking pertaining their students. They work together with other educators to develop IEP plans or other detailed plans that are beneficial in and out of the schools.
Subscribe to:
Posts (Atom)
