Nicole Saggio
EDSP 411
How Difficult Can This Be? F.A.T. City Workshop
1. After viewing the F.A.T. City workshop clips, what did you see as one of the main “take-away” messages?
I choose some take away messages from different sections throughout the film. I will use the information from the video and apply it to my everyday tasks in my future classroom. Starting from the beginning of the film with the “Difficult Times to Processing” section it allows me to understand students with learning disabilities have twice as much to process, question and answer so they need more time. The “Risk Taking” section taught me how students with learning disabilities like reassurance and do not like surprises. If I have a student with a
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Teachers, social workers, psychologists, parents and friends participated in Richard Lavoie's workshop. After they completed the workshop they reflected their experience and the way it changed their approach and viewpoints to children with learning disabilities. Rather than straight lecture, the workshop requires the participants to try for themselves in a classroom simulation, taking the place of child with a learning disability. Richard Lavoie stated that if they don't want to role play or get involved, that's too bad because learning disabled students don't get a choice whether they want to be in the classroom. He was shooting questions at a rapid-fire pace, questions that would be simple if given the time or a less hostile environment. I expected all of the participants to be able to respond, but within six minutes of the workshop, they all began showing signs of shutting down.
3. The purpose of the film is to orient workshop participants (and by extension, viewers of the video) to the general characteristics of students with learning disabilities. What is one strategy that you have seen that would support one of the characteristics or needs of as student with a learning disability?
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
There was a point in the videos pertaining to discipline, which I found to be very important. The video stated that when learning disabled students get in trouble, they often do not understand why because of their perception of the event or issue. It is important that teachers take the time to get a better understanding of how a student may have perceived a task.
Assignment 1: Describe how a learning support practitioner may contribute to the planning, delivery and review of learning. What learning support strategies have you used or could you use to meet the needs of your learners?
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
This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.
This movie didn’t only bring awareness to me about children with learning disabilities, but the people in the movie as well. I felt upset at some points, especially when the teacher was talking about visual perception. The teacher listed four steps that go through children with learning disabilities minds. First, the teacher gives the student a picture to look at and try to comprehend, and if they can’t figure it out the teacher starts yelling “look at it harder.” Obviously, the student has been looking at the picture trying to figure it out, just because they are looking at it doesn’t mean anything is going to change. The next step was, the teacher will try to bribe the student. For example, if they say they correct answer then they could be first in line. Next, if they still can’t get it then the teacher will start to take away things. Such as take away recess, or write a note home to mom. The fourth step is “blaming the victim” saying the student isn’t trying hard enough. All of these steps in some way cause anxiety for the student with a learning disability. I actually wanted to cry, because I don’t want to see any student especially one who stuggles being yelling at or feel like they aren’t good enough. The letter “A” in “FAT” stands for anxiety and that’s exactly what the student feels in situation like that. I learned that “processing” is different for students with learning disabilities. Even though we think we are talking at a regular pace, the student with the disability thinks we are talking at a fast pace. For example, we ask a question, they have two times the processing. They have to process the question first and break it down then come up with an answer. Moreover, of course I think any student with some
I want to be able to bring the dice game into a future classroom. This allowed all students to experience success and that is incredibly important. I will also be able to know other strategies for students who have autism and create a relax area in order for them to refocus. I also really liked the two meeting rugs. It allowed for movement and the students were able to refocus. Students would get up and get a white board and then go to the other rug and start writing their sight words. If the teacher only had one meeting area it would have been too much time on the floor and the students wouldn’t have focused on the activity. From the second round of practicum I will be able to bring how the teacher taught to her students. She talked to all of her students with a lot of enthusiasm and treated them equally while still knowing what they needed to work on. The teacher would expect the student to understand the concepts and would continually practice with them until they understood, “That is, students tend to give to teachers as must or as little as teachers expect of them.” (Spradlin, 2011, p. 63). She would spend one-on-one with one student each day and that was something that I found very important for each student, it allowed for them to know what was expected of them and ways to get to where they wanted to
This past week I had the privilege to observer Mrs. Roer’s resource classroom. During my interview with Mrs. Roer I was informed on her duties and the different strategies she must use to accommodate the needs of the students. Mrs. Roer explained her role as a resource teacher is to provide special education student with a variety of learning strategies to help them in the classrooms, and to assist in any help with the lesson from classes. The need for a “study hall” or resource for special education student allows the students to receive extra help as they need it on an individual basis or in small groups. Mrs. Roer stated that the special education student were not able to receive the extra help in a regular study hall to assure they received
Working with grown-ups with learning disabilities, as a mentor, it is vital that I approach an efficient and inclusive learning environment where can ensure students differing qualities trusted. On the off chance that as a guide, I am ready to look the differing qualities of my understudies and grasp it, I can show others how it was done and advance and generic domain. This positive illustration can empower different student or partners to regard people contrasts and that their information and thoughts are esteemed. It can make a positive learning knowledge for all students and take into account better working connections and enhance student execution as they feel inspired and included. Actualizing correspondence and different qualities inside instructing can shield individuals from damage as a guide I can show others how done, and guarantee understudies esteem every other contrast as opposed to segregate as a result of those distinctions. Petty (2004) thinks that 'You will have extraordinary impact on students who appreciate and respect you. ' All associations or learning establishments have arrangements set up to promote
1) Before I watched this video there was a few things I already knew about learning disabilities. Through the many science and health related classes that I took through high school, I already knew that genetics has a role in learning disabilities as well as other factors. As a result of these classes I also knew that some medications can actually help children with disabilities. In elementary school I had difficulty with math and had to have tutoring and so I knew from experience that there are programs such as special teachers and tutoring that can help people with learning disabilities. In high school I helped tutor a lot of learning disabled kids and so I knew that not every disabled child is the same. Though tutoring, I also knew that not all people with learning disabilities have the same effect on learning.
I myself came across a situation when working in a learning disability school, in a maths class in a secondary school the class were being taught algebra, the class were asked to go through magazines and find products which were then needed to be stuck into a book which would the source of the mathematical problems. The task was called, ‘making your own store’. The table I was assisting the children with there was Ben that fell behind, he chose a few products from the magazines but did not stick them in, so I made numerous attempts to get him started. By the end of half the lesson the other students had started the maths calculations and Ben was stuck and getting frustrated. So I asked him, ‘why he wouldn’t
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.
The city I propose as a perfect city, would be as close to an ecocity as possible, although have some differences. For example, for electrical needs, I would suggest the city have a solar power plant, but on those desperate times, energy would be bought from other electrical plants from nearby towns or states.
The activities, without fail, made me frustrated. I wanted to lash out at the world, and I always wondered why students with learning disabilities had emotional problems. I came to realize that people with learning disabilities live with their disabilities for the rest of their lives. That these sensitivity activities were only temporary for us, but it was reality for those dealing with the disabilities. This is what changed me the most, realizing this simple truth.