Lesson 10 Reflection and Orthopedic Impairment Experience

I completed the orthopedic impairment simulation this week. I was able to participate in this experience at my local mall, and was able to bring my children with me. For me, this was a fairly difficult and a surprisingly emotional experience. The first thing that we did after arriving was to go buy a soft pretzel. The cashier was so friendly to me, and I made a special note that she looked me directly in the eye and was upbeat during our interaction. After we bought our pretzel and drink, I realized that the only way for me to get them to our table was to place the hot pretzel and full soda on my lap or have my children carry it for me. I needed both hands on the wheels of my chair or I wouldn't be going anywhere. I continued to have moment after moment of realizing my current limitations; the displays in stores that I couldn't fit between, the amount of time it takes to get from one side of the mall to the other, the way that water from the drinking fountain dribbles down your chin when your face is vertical coming at instead of horizontal above that fountain, how much shoulder and back strength it takes to move around independently in a wheelchair.... I had a moment when trying to use the restroom without using my legs where I teared up in frustration. I could not figure out how to transfer to the toilet without using my legs. I literally sat in the stall and googled how to do it. and I couldn't even do it with those instructions. The realization that if this were my impairment that I would need assistance to just use the bathroom impacted me. I had been thinking that this experience would be interesting, but I was not prepared for how emotional I felt. I will absolutely remember this experience.
This week's reading focused on differentiating instruction. After my experience in the wheelchair, I feel like I have an enhanced sense of the importance of reaching students who have impairments to their learning, and to differentiate for them so that they can experience success and participate in their classroom.

Lesson 09 Reflection

This week our readings focused on students with "other disabilities" and UDL, Universal Design for Learning. UDL works to design learning for students who have been marginalized and/or are struggling with average curriculum that is geared towards the illusory "average" student. I was so impressed by the efforts of many of the teachers that we saw in the content videos who were working to do everything in their power to reach the students under their care who struggled with various difficulties from homelessness to neglect or abuse to symptoms of ADHD and other cognitive or physical challenges. These teachers absolutely lit up when they were talking about their jobs and how they felt a sense of purpose and were dedicated to serving the children with integrity and purpose. I was inspired when I saw the classrooms that were as inclusive as they could be, with students who have special needs seated next to and working with their typically developing peers. It was powerful to watch the peer to peer teaching that happened with the students, and to hear that when students are in an inclusive classroom, all students benefit and experience deeper learning. This was an eye opening experience for me and one that I would love to be able to enact in my own classroom. Thinking back to my own elementary experience, I do remember special needs student being included in our classroom and it was just a normal thing for us; we did not expect them to be separated, we wanted to know how we could interact with them and share our learning experiences with them.

Lesson 08 Reflection

This week I was most impressed by doing the case study learning activity where we used the INCLUDE model and made a plan for "Mark". For me, it was beneficial because before actually participating in creating the plan for him, just reading about all the steps in the textbook seemed a little overwhelming and intimidating. Having the opportunity to learn a little about the child and his background, previous teacher's experiences with him, gave me the information I felt like I needed to make some recommendations for accommodations that might help to benefit Mark in the classroom with the other second graders. I am glad for that experience of creating the plan for him, and using the guidelines from the INCLUDE method to do that.

Lesson 07 Reflection

This week we continued to look at the referral process for Special Education services. The assessments can be a little confusing to interpret, so we watched a video that helped explain that in more detail. (video found here: https://screencast.com/t/PNMmvXYZb62J ) Our case study for the week looked at a young girl named Esther who had been experiencing struggles in her schooling. She had been adopted from Mexico after being raised by a mother who had neglected her and then abandoned Esther at a bus station, then she lived in an orphanage for a year and a half. We looked at her assessment scores and made decisions about where to place her so that she could now receive extra help, but my heart was just focused on how troubled her young life had been. I think that in my future encounters with children like Esther, I need to remember to focus on more than just the data and assessment scores, and remember that there is a human life behind the numbers. Esther needs care and compassion and support from loving and trustworthy adults who can help her to grow and see the value in education and the steps that will get her there.

Lesson 06 Reflection

This weeks learning focused on collaboration and teams. The reading explained many of the ways that general educators, families, and support staff interact and work together, with the main goal of assisting the student in progressing. I feel like I typically have and focus on the parent's perspective and the student's progress from that side of things, and I was wondering a lot about how the professionals tend to look at this. In my reading this week, I was able to understand that other side a little better. I was impressed by how much the professional side of the student support team was encouraged to respect the family, their beliefs and to work to use family centered practices that encouraged the collaboration between family and school staff. I enjoyed learning a little more about the role of paraprofessionals and how I will be working with them as a general educator. Before I made the decision to pursue Elementary Ed, I was considering going to work as a paraprofessional so I was glad to get an additional peek into their role in the classroom and with the students.
In my future classroom (and to be honest, many other areas of my life) collaboration will be one of the keys to meeting the needs of all of my students. I by myself will not be able to do and provide everything that they will need to be successful. The tool of collaboration will help me fulfill my role as an educator.
In relation to a previous topic, I saw that a family from my hometown is suing the school district over their perceived harm to their special needs daughter's development. This is a link to the story: http://www.saobserver.net/news/380688991.html

Lesson 05 Reflection

This week we learned more about the laws governing special education. I was impressed by the level of detail and amount of revisions that some of the laws have undergone over the years. To me, it seemed that the more understanding we become as a society, the more we work to reflect that in these laws. It was hard to believe that as recently as the early 70's, disabled people were still institutionalized for something like cerebral palsy. I was fascinated as I was able to learn about some of the laws and cases that have affected the treatment of disabled persons.
We also learned more specifics and responsibilities of the teams that work to support students with special needs. That was extremely helpful, and I will need to continue to study and learn about those roles because I know that I will be interacting with this team and these professionals in my career as a general educator. The better I can understand what their goals and plans are to support my students, the better.
One thing that I would like to remember was mentioned in the law lecture video - that case law will always be ahead of statutory law, and to do what I can to keep current with case law regarding special needs students so that I can best serve them and their families.

Lesson 04 Reflection

Learning a little more about the inner workings of an IEP was so interesting to me. My mother was a Special Education Support worker, and often brought her students that she was working with home to meet us (her children) so I was aware in a small way that their education goals were different than mainstream students. She did not talk much about what those differences were (and I doubt I would have understood much about that when I was a child), so I enjoyed gaining insight in to that this week. I was so impressed to learn that the parent's rights are at the forefront, along with the best outcome for the student. The IEP really is individualized, and the student's progress is continually monitored. To me, it seems like this would be fantastic to do for every student but I understand why that is just not feasible. I know this may be controversial to say, but I wonder what would happen if mainstream or gifted students received as much individualized attention to their educational progress and goals as those students with special needs. I understand the need to monitor and help the students who are behind, obviously, but how amazing would it be if every student was able to receive that amount of support and monitoring and personalized goal-setting?! Wow, that opens up a whole world of possibility in my mind. Grade-level would cease to hold meaning and each student would be able to progress at their own rate and not be held back from learning something if they were ready for it. Sounds a little Utopian, but so exciting as an idea.