A Fragile Life Is A Story Of An African American Middle Class Family

When Mark told Linda that he would except the job as dorm supervisor at PSD he started his first step towards Deaf culture and never looked back. This was his first step to what he called Deaf Pride. It took him a while to understand the importance of ASL. Attending Gallaudet was his first full- blown reaction to Deaf culture. The president down to the students, were all deaf. After taking the time to join into the Deaf culture Mark struggled, but to him it became a blessing from above and throughout his experiences he made a lot of spiritual references, which I believe made him a stronger individual. Graduating from Gallaudet, then marrying Melanie and having a child were all blessings to him. He went through a lot in his life. Being the only student to graduate high school from GHS while dealing with his grandfather's cancer, which later claimed his life.

The following is a case study of a two-year-old male client, Charles Finster, Jr, also known as Chuckie, who suffers from anxiety disorder. According to the Diagnostic and Statistical Manual-Fifth Edition, general anxiety disorder is characterized by persistent, excessive, and unrealistic worry about everyday things. Chuckie is the son of Charles “Chas” Finster and the late Melinda Finster, who passed away a few months after Chuckie was born. Chuckie has red hair, buckteeth, freckles, and big, purple glasses. He is often seen hanging around his group of friends who range from ages 1 to 3, which makes him the second oldest in the group. He is the only baby in his group of friends without a mother, until he gets a stepmother, Kira, later on. Chuckie is a target of bullying, along with his friends, of the 3 year old.

Mark volunteered to be a teacher in Juvenile Hall. Although he taught a group of teenagers who committed crimes, he never viewed those teenagers as criminal offenders. Instead, he treated them as his friends. He

The Notebook demonstrates the growth and development theories including biosocial, psychosocial, and cognitive. The Notebook is a movie about a young couple who falls in love. The woman, Allie, is from a wealthy family who is discouraged when she has fallen in love with a young man, Noah, who only makes .40 cents an hour (Cassavetes, 2004). The story is told through a “notebook” that Noah is reading to Allie, whom has Alzheimer’s disease. Allie has no clue that Noah is her husband due to her disease. Noah has hope that Allie will eventually recognize the story he is telling her and realize it is her husband

Re-read lines 1 – 24, what can you tell about the teacher and the speaker.

presence in class, told him to keep quiet, and publicly insulted him about his hardship

Sean became more and more aware that he was different than the rest of his classmates. He would get frustrated when he was not able to learn something as fast as the other children. This caused Sean to lack the self-confidence that is a crucial element in getting a good education. Sean would isolate himself from the other children, eating his lunch all alone at a solitary desk off in the corner of the lunchroom. When walking down the hall, Sean would often follow several paces behind the rest of the class sometimes refusing to follow at all. It would appear his detached behavior would cause Sean to harbor feelings of resentment towards the other kids. Seemingly frustrated by the fact that they advanced at a rate he could not keep up with, Sean would on occasion, physically assault the other children without any warning. The repercussions of his actions were not the

At six years old, James was diagnosed with ADHD and was prescribed a stimulant medication for a short few months. There was some concern from his teachers that he also should be assessed for a learning disability. James lived with his mother Karen, father Rick, and two younger sisters. Meanwhile, there was child abuse occurring in the household. The vicious cycle was repeating itself; Karen was abused by her parents, and she allowed the cycle to continue. Taking James’s case into consideration that he suffers from three core concepts, physical violation, living on the edge of not knowing what his father’s mood or action would be from minute to minute, constantly living in the state of fear or the unexpected.

A major turning point in the authors’ life was when he attended Gallaudet University. At Gallaudet, he was surrounded by deaf peers and signing professors. To him, this was unbelievable. He was no longer behind from interpreters relaying information after it had already been said. Mark expresses this emotional state by saying he is no longer “living in a fishbowl anymore” (pg. 111). At one point earlier in the book, Mark compares himself to someone born underwater having to live in a glass bubble; someone who is unfortunately an outcast from the rest. But with the help of special scuba diving gear, you had the ability to interact and swim with the other fish. Although the scuba gear was accommodating in many ways, it was “heavy and uncomfortable, and as much as it helped you interact with the fish, you never were able to swim like them” (Pg. 44). In order to find out who he

In the article Shattered lives by Kristen Lewis Dania is facing challenges through a civil war. She had too live in a hole in her backyard. After the war had slowed down her family had to face a big choice to stay and risk their lives or abandon her home her friends and her life. Before the war ended she attended school and she faced leaning new things. But her school was a lucky school it wasn’t as expensive.

Who is Mark? Julian’s brother. 3. Why is Mark special?

When interviewing Mrs. F, she explained that a behavior concern for Richard is his inability to stay focus on a task for a long period of time. She mentioned, “He loves to walk around the class, especially when he sees a group of students talking. Richard will get up and try to join their conversation”. She expressed that his peers have difficulty understanding what he is saying because of his lack of speech. When asking her what she does when he becomes to wonder around the classroom, she mentioned that he just tells him to return to his seat. Richard is response positive to commands when they are given to him. He has not shown aggressive behavior when he does not get his way with Mrs. F. Mrs. F

Kurtis’ classroom teacher ratings suggest he has difficulty maintaining necessary levels of attention at school. At times Kurtis might disrupt academic performance and functioning of those around him. He is restless and impulsive, and has difficulty maintaining his self-control. Socially Kurtis generally plays alone and has difficulty with social interactions in the classroom with peers his own age. Kurtis has difficulty comprehending and completing schoolwork especially when reading is concerned. When he is having a good day he is more willing to learn and treat others respectfully. Kurtis often struggles with understanding what is asked of him. He needs directions repeated and the teacher utilizes proximity and re-directing as needed to assist him in the classroom. Kurtis’ teacher expresses his concern about his inability to answer comprehension questions and expressing himself. Kurtis’ mother indicates that Kurtis plays with his younger brother and older cousins. During play he has appropriate social skills. At times, Kurtis’ mother, indicated he may struggle with attention. Kurtis’ mother reports that he generally exhibits adequate expressive and receptive communication skills and he is able to seek out and find new information when needed. They read books together and Kurtis is able to answer general comprehension questions. Kurtis is described as being thoughtful and helpful; however, he could always improve his listening skills.

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with

Observations from Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose quickly raised his hand to answer. He quietly remained at his desk while the teacher explained the lesson in detail to the whole class. During the rest of the period, he calmly remained at his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. The next day during math period, students were working in small groups. Jose actively participated in the class discussion. He carefully reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned work, however, doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he