Pardon The Interruption: Article Analysis

The article by Erika Christakis, informs future teachers and parents how preschool today may not be benefiting their children as much as they thought. She talks about how preschool has changed drastically over the years as well as kindergarten. She states that “kindergarten may be the new first grade”. Her statement shows how children today are expected more then they were years ago in all grades, especially preschool and at such a young age. Many think this is helping our children or will benefit them in the future if they know more as a child but this may not be the case. The article talks about multiple studies done throughout America to children are learning and how school curriculum changing affects children. A studied showed that children

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

The article “The Case for Fitting In” compares to my idea of conformity because I think that it means how you change your opinion due to social pressure. My idea of conformity relates to the article because it was talking about how when people were in a group and someone said the wrong answer they usually went with it. “Each subject saw 18 sets of lines, and the group answer was wrong for 12 of them” this proves that most of the time people went with the group rather than going with their personal opinion. I think that the article really compares with my definition of conformity because I think that it causes you to change your opinion and sometimes causes you to choose wrong answers. I also strongly think that the article agrees with me because

Corpus Christi Independent School District, 1995 the attendees were, John E. Buser, Jr. (an autistic twenty-nine-year-old-man), John E Buser, Sr., Virginia Buser, and the Corpus Christi ISD personnel (Shirley Selz, Gary Thomasson, Hall and Marks). From 1985-86 school year, John Jr.’s parents participated in ARD and IEPs committee meetings for students with disabilities. The IEPs are important and critical to the parent participation in provide parents with opportunities to engage in discussion about their child and offer their opinion for recommendations (Lecture 5). The parents disagreed and agreed in the meetings with the proposed IEPs but in April of 1986 the participated in an ARD meeting where they did not agree with the ARD committee’s recommendations for their son. This was then brought to

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

When learning about Intellectual Disability (ID) it is important to explore the subject with people that work with students of ID. The (SPED) special education team placed together for a student in order to determine the students individual education plan (IEP). This SPED team consist of: Special Educator: Mr. Richard Franklin, General Educator: Ms. Rama Smith (Spelling, Literature), Speech Therapist: Mrs. LuDonna Martin, Principal: Mr. John Denton, Community Organizer and Retired Teacher: Mrs. Nelda Clements and I as the Special

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

The article one is stated that Edeiken-Cooperman (SAGE Open October to December 2014) indicated these skills are important for special educators to teach to use the technology or electronic devices for students with ASD in five categories of intervention, and the skills include social skills training, video modeling, social narratives, self-management and naturalistic intervention (Wheeler et al., 2015).

The first thing that stood out in the article, Where We Are Going, is the approach King takes to reflect the United States poverty dilemma. By referring to all races as a whole, instead of pieces of a problem, anyone who reads this is able to relate. Growing up, I myself was part of the lower middle class; I never understood why I never had as much as the other kids did. This caused having a mindset I could not follow in my family’s path because that is what I grew to blame. However, it has not been easy. A constant cycle of school, work, and life demands; I know by doing one small thing wrong could cause all I’ve worked hard for to slip through my fingers. I would not know where to go from there, so I believe those

For my interview paper, I decided to talk to my neighbor Rebecca Schwartz, who I have known for 14 years. I decided to interview her because she was an early education teacher for infants and toddlers and has experience working with an entire classroom of students with disabilities as well as experience working with a classroom with only one student with a disability. I wanted to gain insight on her experiences teaching a classroom with only one student with a disability, while the remaining classroom was non-disabled students. I would like to talk about Tyler, a deaf student with Down syndrome, and Rebecca’s experience working with him.

This public speaking course has taught me alot by helping me to become a better person and by growing me into something I never thought I could be.Speaking out loud always made me nervous, even when I was just reading a sentence from a book to some of my closest friends. Even though we are not even halfway through the school year, I have learned and improved so much. One of the first things this class had taught me was all about body language and how to present yourself to make an impression. Little things that we do can make us seem small, such as slouching, crossing our arms and legs, and looking at the ground, while others make us appear big, for instance, stretching, sitting up straight, and taking up alot space. Properly presenting yourself is important and can make a big difference in your life, whether it is for a job interview, meeting new people, or speaking in front of your peers. I have also learned to control and overcome my nervous habits, for example, playing with my hair, rocking back and forth, and moving my hands. Habits like these show the audience that you are nervous and it may turn their attention away from your speech and onto your actions. The audience-speaker relationship was also a great thing to learn. This relationship shows cause and effect, for example, when you lose the attention of your audience you may begin to second guess yourself leaving you to becoming nervous and self conscious. You then may start to panic and your speech may become a

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

For as long as I can remember, public speaking has always been one of my greatest weaknesses. Whether it’s a simple in-class presentation or a speech in front of an auditorium filled with people, I can barely get my words out from the anxiety and

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.

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S