Art In The Eye Art Analysis

Lauren expressed to me that students who spend their day within a self-contained classroom are introduced to fundamental life skills such as brushing their teeth, tying their shoes, and holding a spoon or fork in order to feed themselves. In addition, many of the students need assistance with toilet training as well, basic skills we take for granted. The goals seem simple enough to an average everyday student, but to the student who suffers from one disability or another, the goal can seem unattainable and the work required to achieve these goals is hard and at times very frustrating (Ursta, L.,

I am very glad I got to watch this film, it gave me insight on how much harder learning and school is for a child with a learning disability. I would recommend this film to all aspiring teachers. I plan to

Within the past year, teachers at my little sister’s school have started suspecting that she may have dyslexia. She has yet to be tested, but it will be happening soon. She has always had issues with reading, but never thought this would be why. However, if the tests come back, and they do say that she has dyslexia, that is not going to hold her down. She will still be able to conquer anything that she sets her mind to. Having a disability does not hold any person back from being able to succeed anything they want to. With the proper help, instruction and motivation, any student with a disability can be successful. Being different does not make you incapable. That is also something that I got from the PowerPoints.

In today’s world there are more and more children coming into the general education classes having a disability. More general education teachers have to take on a bigger responsibility than what they signed up for, but that is part of being a teacher. I feel as long as the teachers collaborate with each other they will be putting the student’s needs first.

According to “Learning Disabilities Fast Facts” by the National Center for Learning Disabilities, “Close to half of secondary students with learning disabilities perform more than three grade levels below their enrolled grade in essential academic skills (45% in reading, 44% in math).” This fact proves that when disabled students are in a classroom that contains both disabled students as well as nondisabled students, disabled students are not learning to their full potential or may not be learning at all (Learning Disability Fast

Teaching students with learning disabilities: perceptions of a first year teacher were an article written by Todd. W Busch.

The main problem that I perceive from the Case of Leigh Scott is that both Dale and Aaron are doing the same work, with the same grades yet one has an explicit learning disability who receives lots of support and the other is not receiving enough support. Dale has a clear learning disability and thus receives not only support from Meg, the resource room teacher, who “helped Dale prepare for Leigh’s class” (Leigh Scott: Case Study, p. 29), he also receives support and encouragement from Leigh even though he does not do much work. Aaron on the other hand receives little to no support from Leigh even though he has constantly not come to class prepared, puts his head down during discussions and has done poorly on his assignments.

I never put too much thought into the reaction I give if someone tells me their child has a disability therefore, never noticed if they showed distaste to any apology or sympathy I offered. I’m sure that I am not the only one who has not meant any harm by these things, but the article helps see the situation from the opposing parent’s point of view which offers enlightenment on how to handle future encounters to ensure everyone is comfortable and the language isn’t ignominious. I intend to utilize the wisdom I’ve learned from Ms. Snow’s article in my own classroom one day. Along with her words I now feel inclined to do further research on how to better create lessons, organize my classroom, and provide the proper tools as well as become a support system for any student with any kind of disability both learning and

I spent the days leading up to the first day studying each student, reading case notes, and profiles to better understand identification number they were given. Ironically, five of my students were learning disabled and I knew exactly how they felt. I took my own learning experiences and developed lesson plans based around sports, music, and entertainment, creating an empowering curriculum relevant to their knowledge. The day quickly approached and before I knew it I was signed over the responsibility of over 80 students, each with a different personality, and each with different obstacles and barriers. Ironically, five of my students were learning disabled and I knew exactly how they felt. I took my own learning experiences and developed lesson plans based around sports, music, and entertainment, creating an empowering curriculum relevant to their

I felt that they should be educated separately for their own protection, I feared that other children would tease them. I also was worried that certain types of disabilities may cause distractions in the classroom. After viewing the IDEA video, the People First Language webinar, and the Overview of Inclusive Practices webinar power point, I have changed my opinion on inclusion.

An individual with intellectual disabilities can face many barriers in not only their academic life, but also their social life. Peter, has faced barriers to his successful inclusion in the classroom. One of the barriers the video mentions is teachers displaying unwillingness to including Peter in their classroom simply because teachers do not accept him or his disability. I believe prejudice is a barrier many people with intellectual disabilities are forced to face at a given point in their lives. I think the prejudice stems from fear and misunderstanding of people who are physically or mentally different. In chapter nine of this week’s readings, it highlights on the importance of individual relationships are between the teacher and the student with a disability. Focusing on a student’s strengths rather than there IQ or weaknesses is essential to their success. “Some teachers focus on her IQ, but that’s not a useful fact. Everything depends on the relationship Rachel and I have with educators, on their skills, and on Rachel’s attitude, behavior, and self-determination.” (Turnbull. p. 187). Another barrier Peter faces is the desperate struggle of wanting his independence, yet still needing outside assistance for things. The loneliness and the inability to properly communicate his emotions are one of the biggest mental barriers Peter has faced. Peter overcame and managed these barriers through

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the

Every person deserves an education. It is what shapes us, allows us to grow. As future and current educators or parents, understanding the perspective of persons with disabilities in the classroom is important. Being confident in your own abilities and not being afraid to use the resources available to you.