Cerebral Palsy Interview

The author performed two separate interviews face-to-face, selecting two individuals with different backgrounds in order to obtain unique perspectives. The first interviewee, named Jennifer Hodge, works for Allen ISD as a special education teacher for a self-contained DEAR (Developing Early Academics Readiness) class for students in kindergarten through sixth grade. In addition, her experience includes teaching for 22 years, with seven of those years teaching students with disabilities in both self-contained classrooms along with resource and inclusion environments. The meeting to discuss psychoeducational testing occurred in Jennifer’s work place during her conference period over a 45 minute period on Friday, August 28, 2015. The second

I wanted to make sure that I asked Cuyler’s mom a positive question about how Cuyler and how his disabilities have affected their family. I asked “What strengths have developed in your family because of Cuyler’s disabilities?” She said that because of his disabilities they have developed trust and learned how to depend on one another. Since Cuyler cannot leave the house at least one of his parents needs to be around the house. She also said that as their other children have become older they

For this assignment, I chose to interview Ms. Lisa Parker, who is a Math co-teacher and resource teacher for grades K-5 at Krahn Elementary which is a part of the Klein Independent School District and is one of the teachers I have been observing for my field experience. Ms. Parker has been a teacher at Krahn Elementary since 17 years. She started as a 1st grade teacher and was moved to 3rd grade after three years. The administration saw that she was really good with management and math, so she was given the below average, special education students and kids with adaptive behavior after seven years of teaching. With this, she adopted a style for teaching kids with special needs and decided to get a certification in Special Education. Ms. Parker has been teaching specifically in Special Education (SPED) since five years now and the special populations served by her in Krahn elementary include Gifted and Talented students (GT), students with Autism, students with Attention Deficit Hyperactive Disorder (ADHD), students with Learning disabilities (LD), students with Other Health Impairments (OHI) and Emotionally Disturbed children (EBD)

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

To be able to work with so many children every day, each with a different disability has to take a lot of creativity and problem solving. I remember going to her office when I was younger, and wanting to be just like her. Now I have the opportunity to do something very similar. I haven’t yet decided what age group of people I would want to work with in the future, but I have a feeling it would be children from birth to three. My mom has even helped me build some connections, helping me set up a day to shadow one of the few speech therapists that worked in her office in Temple. After following Morgan, the speech therapist, for the day I realized how much patience and time her and my mom put into their jobs. I had forgotten about all of the nights my mom had come home from work still typing reports on her computer. Working with children and their families can take up time in your personal life, not just your professional

Through my entry level position at the Campus Preschool, I anticipated that would figure out how to function with children of differing instructive levels. I have communicated with children before, however never have I invested energy this much time with them. I additionally anticipated that would perceive my own capacity to really have the capacity to work with youthful children in an instructive setting. I was apprehensive at first to work with four-year old's, so I figured this entry level position would enable me to get through those obstructions and give myself that certainty I required. Through this entry level position, I additionally needed to pick up involvement with working with children with incapacities, since I haven't had numerous collaborations previously. I needed to have the capacity to take in the correct procedures keeping in mind the end goal to effectively work with a person with handicaps, since it is a pertinent and helpful aptitude to have for my future. I additionally anticipated that would figure out how to show children abilities in a classroom and in social settings, as to enable them to create.

Sadness, openness, concern, desperation, happiness, admiration—these are the feelings I experienced while reading the stories of different families and their perspectives as parents of children with disabilities. Each reading offered a different aspects through the eyes of mothers, fathers, and, most importantly, the person with the disability. Through the experiences of each individual, I was able to gather more insight into the feelings of my own family members and friends that have dealt with the same inner struggles, and in turn, realize my own short comings with understanding and the importance of person first language.

Those simple instructions helped the students to get into their daily routine. With the increased discovery and changes in special education, the kids will benefits from newly developed technology in the future. During lunch, the students sat at the table with their peers. I felt like the school needed more set of hands; in other to achieve their desired goals. Ms. Gonzalez was a very happy and hardworking teacher who loved her job. I asked Ms. Gonzalez what motivated her to become a special education teacher. She said that she was motivated by her son. She had a three year old son who was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Conduct Disorder (CD). She said during the initial stage of her son diagnoses, she felt hopeless, frustrated and taught she will not be able to take care of her child. She attended a lot of seminars and training on how to care for a child with such disorder. After series of training, she was able to care for her child and love her child just the way he was. When her child got older, she decided to become a special aid teacher. Her goal was to share her story; as well as educate the parents on how to care for children with disabilities and ways to reduce parental anxiety and frustration while caring for their

In my lifetime, I have been fortunate to have lived and worked in many fascinating places, from Zambia, to Japan, to Iceland to Slovenia—yet none compare to Bishopstown, County Westmeath, Ireland, where I spent several months as a farmhand upon graduating college.

I have distinctly applied for Special Needs Education because special education has always been what’s near and dear to me in the field of education. Being a special education teacher would be an inevitably rewarding job, in which I get to watch my students grow, as I celebrate their small breakthroughs and victories with them. These small breakthroughs and victories will improve over time and turn into giant leaps, which will leave a lasting impact and ultimately change the child’s life. Beyond just educating children with special needs, I aspire to educate the public about children with special needs and special education. By doing so, I hope to remove any uncertainty and fear the public has on this group of children. Not only do I want to impart knowledge on these special children, I also want to advocate for them, which is something that goes

As children go through different stages in life, parents tend to experience different kind of emotions. For most parents the preparation into adulthood or life after secondary school is often a big celebration but for others it can be quarrelsome, scary, and worrisome, especially if the parent has a child with disability. Having a child with a disability is a trial in which a parent’s patience, love, perseverance is tested. It’s a challenge that involves many new things to know and many different directions to turn. Under the IDEA there are two kind of transition that requires planning: a) the transition from early intervention to early childhood education services, b) the transition from postsecondary school to adult life (IDEA, 2004). Parents

I then continued with the initial interview by identifying Jude’s previous knowledge and experience. We both discussed this and It has enabled me to ascertain what She knew and teach accordingly( Knowles, Holton , and Swanson.,2005,p.40) . Jude has no disability (NMC, 2006). I also gave Jude the opportunity to

Cerebral Palsy is defined as a “group of permanent disorders of the development of movement and posture, causing activity limitation, that are attributed to nonprogressive disturbances that occurred in the developing fetal or infant brain” (Perry, Hockenberry, Lowdermilk, & Wilson, 2014, p. 1571). This means that any event that causes neuromuscular compromise of movement or posture, from conception to the child’s first birthday, may be termed as cerebral palsy. The condition covers many different disorders, all of which do not continue to cause damage or harm to the patient. It is the most frequent childhood physical disability, as it occurs 2.4-3.6 times per 1000 live child births (Perry et al., 2014). Damage or abnormal development of cerebral

First I would love to reflect on my experiences in my fieldwork classroom. I have to say I was quite nervous the first day I arrived. I have had experiences with special education students with my own family and other students I had to opportunity to work with, but never in this capacity. Emily was a great mentor teacher, she

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s