Disability Activities - Kassidy Norman

Throughout the semester I had the opportunity to "try on" a disability for a couple of hours. This was really eye opening to me and it was really difficult and frustrating at times but I really enjoyed being able to experience some of the different disabilities. The wheelchair really opened my eyes to a whole new world without being able to use my legs. It was frustrating at times when I trying to get to one place but there were people in the way I just wanted to get up and walk because it would've been so much easier but people who really are paralyzed can't do that and that must be very frustrating to them. The masks were interesting to me because I got to know a little bit of how it would be to not see very well. They gave me a headache and I had to have someone take notes for me. It was hard for me to not be able to see everything around me and that I was limited to my what I could see but it was interesting to know what it feels like to have that disability. The two speech ones were the most difficult and frustrating to me. Not being able to say my l's and s's was very hard to have to really think about things before I said it. The stutter was difficult as well because I felt as if people were looking at me differently and I was embarrassed. But all in all I really enjoyed these experiences and they really opened my eyes to how individuals wit disabilities must feel like and how we really need to care for them and help them feel as included in the world even though they may feel "different."

Lesson 12 - Kassidy Norman

This week we discussed how to respond to student behavior whether it be positive or negative. There are two different types called positive behavioral and intervention supports (PBIS) and positive behavior supports (PBS). These are important because they are trying to give alternate punishments for negative and positive behaviors. They are trying to lean away from punishing a child and using alternatives to this behavior. Reviewing the case study was helpful to really get to understand what these two types are and how to put them into action.

Lesson 12 - Sarah Holgado

This week we discussed different responses to student behavior. We learned about the two different kinds of behavioral supports - positive behavioral and intervention supports (PBIS) and positive behavior supports (PBS). This is to reinforce positive and negative behavior for students without punishing them. In class, we looked at a case study within our groups. This helped me to deepen my understanding of PBIS and PBS. 

Lesson 10 - Sarah Holgado

This week Brother Christopherson and Brother Cloward taught us about different team teaching styles. They split the class into two groups. The people in Brother Christopherson's group searched through IRIS to find acronyms for different age groups. In Brother Cloward's group, they used the textbook to search for acronyms depending on what was school-age appropriate. It was a nice change to work in smaller groups so we could have more interaction with our teachers. It always helps me to participate more in class discussion when it's with fewer people. 

Lesson 5 - Sarah Holgado

This week our lesson revolved around assessing student need and planning for instruction. We were instructed to read chapters four and five in the textbook. I learned to recognize and articulate the educational needs and classroom implications of students, especially those with exceptional learning needs. In class we reviewed a case study that help develop a deeper understanding of student need and instruction.

Lesson 1 - Sarah Holgado

This week we read a few general conference talks to prepare for class. The "Doctrine of Inclusion" is a very inspiring talk that stresses the importance of including everyone, regardless of culture, race, or disability. In class we read statements about different topics in special education where you had to physically move around the room to designated places to stand under a sign that read strongly agree, agree, disagree, and strongly disagree. We had to defend our position based on the sign we were standing by. This was a good experience because I learned how to voice my opinion and advocate for children.

Lesson 12 - Amanda N.

This week, we studied how to respond to student behavior. We also learned about two different kinds of behavioral supports, which are positive behavioral and intervention supports (PBIS) and positive behavior supports (PBS). The purpose is to reinforce both positive and negative behavior for students without using forms of punishment. Teachers should have set classroom rules and expectations for their students to follow and it is important to always go through the expectations. We also got to look at different case studies in groups. The scenario I learned about was a second grader who had transferred from a different school and he did not know what the classroom rules were and he struggled with his behavior. The teacher and class should make him feel welcome and help explain to him the class expectations.

Lesson 10- Amanda N.

This week we learned more about the different team teaching styles demonstrated by both Brother Chirstopherson and Brother Cloward. We also learned about different tests/assessments ranging from informal to formal and how to accommodate for students when they take tests. The next day, we were split into groups to learn about different acronyms used in special ed. I went to the group whoever had laptops and we explored a website called IRIS. The other group used the textbook and we learned how to apply these things for when we become teachers.

Lesson 1 & 2 - Kassidy Norman

When I watched the Serbia videos I started to get sick to my stomach. I couldn't help but feel sorry for those adults and children who were in those institution that was supposed to help them but really it's making them worse. They kept saying they are put in this institution to die. They stay there until it is their time to pass and go to Heaven. It is awful to put someone in a place where it is supposed to help but ultimately it is making everything worse. We need to stand up for those who can't stand up for themselves. We are all children of God and we need to stand up for them and we need to treat everyone with respect no matter the disability.

Like it says the most important key for teaching is the Spirit. I will genuinely care about each one of my students and when they are struggling I will help them individually with what ever they are struggling with. This is the same thing with the ward and in the home. When someone is struggling they need someone to help them and care for them. Before we teach a lesson or plan a lesson we should pray for the Spirit to help us and to for the Spirit to teach for us.

Lesson 10 - Kassidy Norman

This week we got to see first hand, different team teaching styles that was showed to us by our professors. We were split up into two groups depending on who had a computer or not. Brother Clowards group used the textbook to look at the different acronyms and place them into the schooling age that would be appropriate. Brother Christopherson used the website IRIS to find these acronyms. It was interesting to be split up into smaller groups so our professors could help us more individually and was able to focus on us individually. We also talked about the different tests that are either formal or informal and how we can accommodate those tests fro someone with special needs. 

Lesson 9 - Amanda N.

For this week, we learned about differentiated instruction and the different types of co-teaching. We also had to create our own concept map on the things we learned from watching the videos and reading the assigned reading and textbook chapter. Then, we were split into groups and we had to provide our own activity to teach another group using differentiated instruction with a pre assessment, instruction, and post assessment. My group decided to teach how to use a white blank paper to fold into a fortune teller. We had the other group try to make one on their own and then we would split them into who needed help and who already knew how to do it correctly. The other group then taught us how to peel an orange without spilling the juice or making any mess. Learning about how to co-teach has helped me learn the different approaches to lesson planning when I become a teacher and I will definitely use these teaching styles.

Lesson 9 - Kassidy Norman

This week we highlighted differentiation and co-teaching. For the online preparation we were assigned to watch two videos about differentiation and create a concept map. This helped me a lot with visualizing and knowing what is being taught. We then compared our concept maps with our classmates which was helpful because we got to see what our classmates interpreted from the videos. For the application day we got into groups and chose something to teach another group and different co-teaching styles. My group chose to show two different ways to open a cutie orange; in one peel and by cutting the orange and opening in up. We did a pre-assessment by asking an individual to open a cutie, she peeled it. We then grouped together and came up with a way we were going to teach these individuals how to peel/cut an orange. We then taught them and did a post assessment which involved them doing it on their own. This was a great activity for me to learn how to teach something someone might not know and how to work with my group members.

Lesson 9 - Sarah Holgado

Our primary focus this week was differentiated instruction and co-teaching. On our preparation day, we were assigned to watch two videos and read chapter 9 in the text. We created a concept map of the information we read about and watched and then reviewed each others. On Monday, we were split into groups to determine what skill we would teach another group. We had to collaborate our ideas and devise a plan. We decided to teach the others how to peel/cut an orange in different ways. We conducted a pre-assessment by asking them to demonstrate how they normally peel an orange. Then we demonstrated the different ways and conducted a post-assessment by asking them to do it themselves. Through this activity, I learned how to work with the other members of my group and then how to teach the same concept to two separate groups.

Lesson 8- Amanda Noorda

This week, we learned about child abuse and the process of reporting it. Special Education is not only for students with disabilities but it is also for students with mental, emotional, social, or academic struggles. We also had to watch some videos about child abuse and the effects it had on children. Any child is at risk of being abused and it makes us realize that it can happen to anyone. The first step in the reporting process is for the special ed teacher to address initial concern to the school psychologist and share what they have seen such as a photo as proof of possible abuse. The psychologist should then address the principal and they need to report within 24 hours. It is important that the person reporting an abuse is a 1st person knowledge. After making the report, someone from the CFS will evaluate the situation and contact the child's family. In class, we also did a case study on a girl in 2nd grade named Hunny who has been a victim of child abuse. Her father forces her work out every morning, he refuses to let her be involved in after school programs, she does not hang around other girls in her class, and her teachers are concerned. We also learned that the first 1000 days of a child's life are very critical because it is during that time frame where a child should be cared and provided for.

Lesson 8 - Sarah Holgado

This week we discussed child abuse and how to properly report it. I learned that you can only report first-hand knowledge. I found it interesting that it is actually encouraged to take pictures of any visible abuse you may see. The first thing you should do when you suspect abuse is to bring it to the attention of the school psychologist and then if appropriate, inform the principal. After the psychologist and principal are informed, then the person who saw the abuse must make the official report to a state agency, such as the policy department or Child Protective Services. One thing that I didn't know is that child reporting laws rule over FERPA laws (i.e. privacy laws). That's an important thing that all teachers should understand because I'm sure teachers witness abuse very frequently but are afraid to report it. On Wednesday, we were given a case study to analyze and we discussed what we would do in that scenario. It was a good experience to discuss with my team members how we would address the specifics of the situation.

Lesson 8 - Kassidy Norman

This week we learned about abuse and the process a teacher needs to go through in order to report it correctly. The first thing you need to do in order to report is make sure your knowledge of the abuse is first hand. If the bruise is visual then you should take a picture of it. Then you talk to the school psychologist and principal. When you do that you will contact Child Protective Services to explain what happened. CPS will take it from their but it is our job as their teacher to show our love and support to them, that they know they can always come to us to talk if something is going on. Make your classroom a safe environment for them and all your students. On Wednesday we were able to get into our groups based on our majors. We read a case study and collaborated on what we as Special Education teachers would do in this situation. It was interesting to hear what my group had to say and how we would handle the situation.

Lesson 7- Amanda N.

1. How do you feel about your lesson delivery and why? Was it effective, why or why not For this week, my part of the group lesson was to briefly share a case study with the class and have the class suggest accommodations for the student with a severe learning disability. I think it was effective because the case study described the specific struggles the student has with a learning disability and why he is struggling. I also encouraged class participation and the class was involved.
2. What evidence do you have (while delivering your lesson) of effective student engagement? After reading the case study, I had the class talk in their groups about what accommodations should be made and then share with the class what they discussed. 
3. If you were to teach this lesson by yourself, not in a group, what would you change and why? I would want to start with the case study at the beginning of the lesson. It introduces the topic and gives the class an idea what the lesson is about.
4. What could have been an area of improvement in your teaching? Next time, I should ask students to bring their own textbook or bring handouts so it can be easier for them to follow along.
5. Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why? I'd give myself an 8 because I was prepared, but I could've done better by providing handouts.

Lesson 7 - Sarah Holgado

1. How do you feel about your lesson delivery and why? Was it effective, why or why not?

I think my group delivered a really great lesson because we all came together and split the work up into even parts. Yes I think it was effective because the class seemed to be involved and interested in what we had to say.

2. What evidence do you have (while delivering your lesson) of effective student engagement?

The class was involved in active participation as a whole and in their table's groups. They would make comments or ask questions. 

3. If you were to teach this lesson by yourself, not in a group, what would you change and why?

I think I would involve the class just a little bit more by asking more questions and printing out more handouts so everyone could follow along. 

4. What could have been an area of improvement in your teaching?

I think my group relied too much on the powerpoint for the information. Maybe we could have studied it a little better. 

5. Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why?

I would give my group a 10 because we pulled this together in a short amount of time and I think it came out nicely. I would also give myself a 10 because I actively contributed to my group and lesson. 

Lesson 7 - Kassidy Norman

1.       How do you feel about your lesson delivery and why? Was it effective, why or why not?

I thought my group did very well. We had all of the information about ADHD that was expected and we made a PowerPoint of this new information that we have gathered together. I believe it was effective because they seemed to be very engaged and there was a good amount of discussion and participation from the class.

2.       What evidence do you have (while delivering your lesson) of effective student engagement?

We asked them questions about if they know anyone who has ADHD and some positive and negative ways they have seen in the classroom how teachers interact with students with ADHD. We also had them discuss the case study in groups and we then discussed it as a class. 

3.       If you were to teach this lesson by yourself, not in a group, what would you change and why?

The only thing I think I would change would be to print out more handouts so that each person had one instead of two per table. I also wish we had more time so we could have shown the whole video stimulation so they could get a feel for how individuals with ADHD live life each day.

4.       What could have been an area of improvement in your teaching?

We could have learned a little more of our information instead of reading it odd the PowerPoint.

5.       Based on the criteria for the “Teaching Experience” on our syllabus, would you give your group a 0, 5 or a 10?  Why?  AND would you give yourself a 0, 5 or a 10?  Why? 

      I would give my group a 10 because we all came together to do this project in a short amount of time and we did a great job on it. I would give myself a 10 because I was really engaged in the information that I chose to look up. I found all the information on teaching strategies and how we can use those strategies to help those students with ADHD. 

Lesson 6- Kassidy Norman

This week we talked a little bit about Autism and how they seem to focus on one thing and it's usually an object. It was interesting to make that connection because I was a nanny for a 7 year old boy who had Autism and he was so fixated on roller coasters. Whenever I was over he would always ask me about different roller coasters I liked and amusement parks I had been to. He would always want to watch this documentary on roller coasters but his mom would always discourage it if he didn't have something done. It was like an incentive or reward to him if he accomplished something or played with his friends rather than isolating himself he was able to talk about roller coasters for 30 minutes and then got to watch the documentary later that night.

Lesson 6 - Sarah Holgado

This week we split up into groups for our in-class presentations. My group will be teaching the class about ADHD. We also discussed how autistic children usually focus on a single object or person. Brother Cloward discussed spina bifida - a disease in which the spinal cord does not properly develop in the womb. This can usually be prevented if the mother takes folic acid even before they know they are pregnant. We also discussed cerebral palsy - a disease that occurs during the birth process; it is caused malpractice.
This week I had the opportunity to go to all my classes in a wheelchair. I can honestly say it was one of the most challenging yet humbling experiences of my life. Simple things like going to the bathroom or opening a door suddenly became obstacles. I was living in a whole different world, but it really helped me to have more compassion for and better understand those with disabilities.

Lesson 6- Amanda Noorda

This week, I got to use a wheelchair around campus for 2 1/2 hours and it was quite an experience. We had to use an elevator, make a few transfers, travel up and down a hill, and ask for assistance. The purpose of using a wheelchair was for me to experience what a challenge it really is for a handicapped person who has to use a wheelchair everywhere they go. I was able to get around the buildings fairly easy and I had to take my time getting around. Then, we took a midterm which was split into two parts one multiple choice in the testing center and part two being a group activity. We also did a mock multidisciplinary team meeting, which is where the principal, special education teacher, school nurse, psychologist, speech and language pathologist, and parent meet to determine if a student is eligible for special education services. The more we do group activities relating to our future rolls when we become teachers, the more we will be prepared for our tasks.

Lesson 4&5 - Amanda Noorda

For this week, we learned about the process of how an IEP meeting works. an IEP stands for an individualized education plan and it is where a student's parents meet with the school principal, special education teacher, one general education teacher, school nurse, school psychologist, and sometimes a speech pathologist or a counselor. The purpose of this meeting is to discuss the student's academic progress assessing their strengths and weaknesses and eventually determine if the student qualifies for special education. It helps to know the student's background and the specific subject or area in school they may be struggling with. Helping the student succeed in school is the top priority and the team is to do the best they can to accommodate for the student's needs. If the student does not qualify for special ed, they are then referred to a 504 plan.

Lesson 5 Journal - Kassidy Norman

Something I really enjoyed this week was the mock IEP trial. My group made it to the beginning of the IEP part which we had a lot of fun with. Trying to figure if the child is even eligible for an IEP was difficult and fun at the same time. You need to make sure you cover each of the eligibility requirements in order to decide if the child is qualified for this. It was fascinating to listen to what we all had to say about what is in the best interest. The individual who was playing the role of the father brought up a lot of good points and really expressed his concern for his child being eligible for an IEP plan and what the next step was in the process. He was very cautious and didn't want his child to be considered "special" or having a disability. It helped me to realize that we need to look at everyone's perspective and really do what is best for the child and what will help them succeed.

Lesson 4 Journal - Kassidy Norman

This week we gained a greater understanding of IEP's and 504's. Something I found interesting was the six steps to the referral process. You first look at the initial concern regarding the students progress. You then gather the information and then share it with the team and discuss the issues. You also discuss the possible strategies that will help resolve the child. Implementing and monitoring the strategies they've given to the students. Lastly you evaluate and make the decisions that will essentially help the students. In class we got these six steps to the pre referral process all separated and we had to put them in order and it was a great way to learn the process in a hands on activity.  

Lesson 4 Journal - Sarah Holgado

This week we learned about the pre-referral process to special education, IEPs, and 504s. There are six steps to the pre-referral process. It begins with an initial concern for a student, based on performance or behavior. Then the teacher and others involved with the student begin to gather information on the student's background, family relationships, etc. Once that is complete, the team shares and discusses the information and what it means. The next step involved the discussion of strategies - what they can do to better serve the struggling student. Then the team begins implementation and monitoring strategies. This is when they test out certain strategies and document what works best. The final step is evaluation and decision making. This involves the team to decide if the student is eligible for an IEP or 504.

Lesson 4- Amanda N.

This week we learned a lot about the Individualized Education Program (IEP) and the different steps of the pre referral process determining if a student qualifies for special education. The first step in the process begins with initial concern regarding the student's academic progress noticed by either a teacher, parent or member of the school staff. Then, the teacher talks with other teachers and the parent to gather important information where the student may be struggling. The pre referral team takes a closer look at the student's background, attendance, and observe what the student does in class. Next, the team shares information and they discuss different strategies and interventions in attempt to help the student's weakness. This is what leads to discussion and possible strategies as the next step. Then, implementation and monitoring of strategies is when the team tests the suggested strategies to see if it makes any difference. If it doesn't, then they move on to evaluation and decision making. We also had to submit our individual plan for our higher wider deeper project. Something I want to learn more about is how to teach a student with a speech impairment and I would like to interview with a special education teacher, and either a speech pathologist or a parent. I also mostly want to know what assistive technology services/devices are useful and what modifications or accommodations should be made for the student.

Lesson 3 Journal - Kassidy Norman

This week we talked about the Cedar Rapids case which was really interesting to me. This case went hand in hand with the six principles of Individuals with Disabilities Education Act (IDEA).  This case study defied one of those six principles and it was our job to figure out which one it was. In class the next day we were assigned different positions for example mine was the hearing officer and I had to listen and ask questions in order for me to pick the side that won. It was really interesting to hear the different thoughts and concerns from the two sides of my classmates. I really enjoyed this assignment because we actually put it into action and it was like we were in the situation and we were able to experience the frustration the two sides were going through but especially the parents. It was important for me to experience this because I will try understand what the parents are going through and not just look at my side or the education side of things.

Lesson 3- Amanda N.

This week we learned about the six important principles of the Individuals with Disabilities Education Act (IDEA). Part of our class activity was to read a Case that was taken to court because it violated one or more of the six principles. We were then assigned to play roles as either representing the family side or the school board side and one of us as the head judge. It was a challenge for me this week because I feel like I need to put in some more effort to understand what we are talking about in class and I am trying to improve. The six principles of IDEA are important and critical parts and every school and teacher should keep these in mind when teaching students with special needs.

Lesson 3 Journal - Sarah Holgado

This week we discussed the legislation affecting students with disabilities. Part of our assignment was to read the Cedar Rapids case. As I was reading this, I was blown away at how much effort it took for the student's family to fight what they believed was right for their child. I felt overwhelmed just thinking about going through that whole process. As we were playing the different roles in Wednesday's class, I realized how difficult it must have been for both parties - but it was especially challenging playing one of the school district members because personally I was rooting for the student's family! As a future special educator, I will keep this lesson in mind by recognizing and trying to understand the family's concerns for their child. I will have to advocate for the student by for myself as well and what I believe is best for my students.

Lesson 2 Journal

This week, we watched a few videos of Serbian adults with disabilities and their life at an institution in Serbia. When a disabled child is born, the parents have to decide between keeping their child at home while paying for medical bills or sending them away to an institution with other disabled children through adult years. The video showed what it is like living that setting... it was a bit horrifying watching what they have to go through. Many of the children and adults are kept inside cribs or strapped down to their beds for hours and they hardly ever make any moves. My reaction to seeing the scene was overwhelming because it looks like they are being tortured and I think it is absolutely unfair to do that to a person with special needs. At the same time, I do understand that this in a foreign country and not everyone can afford to take care of their disabled child. Individuals with special needs deserve some sort of care that treats them well and takes care of them and it should be provided by people who care about them.

Since I plan on teaching Special ed, I want to be the kind of teacher who is encouraging students and someone who genuinely cares about students' individual needs. One quality I have noticed in special needs student is that they have their own talents using their abilities and they have a passion for it. They also have a special spirit I feel the more I am around them. Then, I know part of my job will be to encourage other students to interact with special needs students despite their disabilities because they can learn from each other's strengths and weaknesses.