Extra Credit

She Stoops to Conquer:
1. a) Setting: Year 1773 (18th century) Hardcastle’s home in a city near London.

b) Characters: Mr. & Mrs. Hardcastle
Tony- Mrs. Hardcastle’s son from a previous relation
Kate- Mr. & Mrs. Hardcastle’s daughter
Constance Neville- Mrs. Hardcastle’s niece
Sir Charles Marlow- A friend of Mr. Hardcastle
Mr. Charles Marlow- Sir Marlow’s son
Mr. George Hastings- Mr. Marlow’s friend/ seeking relations with Miss. Neville

c) Plot: The play starts out with Kate and Mr. Marlow being set up on a blind date. Tony misleads Mr. Marlow to believe they are inn keepers and he is staying at an inn. With Mr. Marlow is Mr. George Hastings. George finds out that they are not at an inn they are really at the Hardcastle’s home, but decides not to tell Mr. Marlow. Kate enjoys Mr. Marlow’s company and does not tell him where they are. Miss. Neville and Mr. Hastings are planning to run away together. Sir Marlow shows up and Mr. Hardcastle figures out what is going on and Kate finally tells Mr. Marlow the truth. Mr. Hastings and Miss. Neville are finally together in the end.

2. To create a student guide for a high school student with a learning disability you would give them the background of the story, along with each of the characters and their role in the play. Another resource that may be helpful to students would be a short description of historical background about the 18th century in London. You would do this so that a student could easily follow the plot and gain the knowledge they need to see the general idea of the play. If the student will only have limited time to read the play before their classmates move onto the next play, you could add the general idea or questions to help the student reach the idea in the end in a more idealistic time frame.

Chapter 4 Moral Dilemma

Chapter 4 Moral Dilemma 97

Chapter 4 Question 4

Edu 239 Ch 4 Blog Question 4

Chapter 4 Question 3

Edu 239 Ch 4 Blog Question 3 97

Chapter 4 Question 2

Ch 4 Blog Queston 2 97

Chapter 4 Question 1

Edu 239 Chapter 4 Blog Question 1

Week 4

Today in class we went outside to take pictures of environmental stressors that are all around us. Each student walked around campus and took a picture of one environmental stressor that they noticed. I took a picture of a rusted pipe that is right on campus. If there are pipes that are rusty then some water lines may also contain rust which will affect our water spouts. It is not safe or healthy to be drinking from water that may contain traces of rust.
We also watched a video on Peter. A boy who was not like everyone else, we watched him throughout a year of school as he learned and developed. At first Peter struggled a lot and it was hard for the students in his class to help him out. But as time went on the students were able to help Peter out and Peter did much better in school. He began to act more and more like the rest of the students in his class. His teacher talked to him like any other student and Peter did very well throughout the year after growing from the help of his teachers and the students.
I just started my learn and serve placement and my class is in the West Street school in the Niagara Wheatfield district but the school is a BOCES school. The classroom that I am in is a class of six students ages 7-9 about second and third grade. These are students with emotional and behavioral problems. From talking to the teacher I learned that none of the students have a severe case. The students all adapted to me quite well. I was able to work with most of the students at their desks. The students were working quietly at their desks and I assisted them to finish their work. It is a very small class so all of the students have the attention that they need. I think that I will learn a lot in this class because it is very small and I will have the chance to work one on one with all of the students and see what each one is like. The class is half boys and half girls, 3 boys and 3 girls.

Week 3

Chapter 9
On Thursday in class we were given time to go outside and take pictures of certain objects and shapes. By doing this it was allowing the students to learn in a different way. It involved the environment around us. By getting each student to be surrounded by something new it adds new learning styles as well as becoming culturally diverse. Differentiated instruction allows all students including student with disabilities to succeed in the classroom by opening new doors and styles of learning.
Being gifted has been termed as people with intellectual gifts. Each culture has a different definition of the word gifted depending on the views and strong abilities of the culture. This may be from different backgrounds and environments that each person has grown up and developed threw. Cultures that practice different ideas will consider people gifted based on their own ideas. The Greek culture focuses on philosophy and the orator so the people in their culture who understand philosophy the best will be the gifted people in their community. The Roman culture is based around engineering and being a soldier. These values help to explain what type of people will be considered gifted in each culture. “We also learn that the exceptional person often is defined by both individual ability and societal needs.” (Page 286) This is why each culture will have children that are all gifted but gifted in different ways. Someone that does well in engineering or is a leader in the military may be considered gifted by the community. In a community that does not have one specific culture they used to use a curve to distinguish which students exceed the expectations and are considered gifted based on the average or normal students. As time as gone on it has become clear that the standards for the average student may vary and not be a fixed number.
Students that are gifted handle their giftedness differently based on gender, and this has been a popular topic of discussion for many scholars. In society the roles of the male and female are very specific and different. These roles may affect the way that a student may act when learning. These gender differences have been connected in ways not only of social conformity but also to different encouragement and opportunities. After a study was done, the results showed that the gender difference was in favor of the boys. “In general, males seemed more diverse, having both more high scores and more low scores than the girls.” (Page 295) A girl with gifts may find difficulty with managing their gifts as well as following in the socioeconomic standard for girls. Girls are meant to be passive, dependent, nurturing, unselfish, modest, and overall feminine. For a girl that is gifted, that girl is usually very independent, has high potential and fulfills it, may be competitive or even aggressive. These ideas can become conflicting and make it difficult for a female student that has talents to truly be herself without a negative response for her peers. Some may even hide their talents to “fit in” better at school and with the other students around them. Males may also problems as well. In school boys are expected to be very aggressive and competitive. Young males especially like to focus on sports and physical activities and although some males that are gifted may enjoy sports just as much but if a boy is more gifted in the classroom than in physical education, that student may face some criticism from his peers.

Week 2

Chapter 2
The No Child Left Behind Act impacts all school children. For students with disabilities this act has an even bigger impact. George W. Bush and administration started this act to get students to learn to a minimum level of understanding. This Act makes schools show the effectiveness of their testing. This act makes it difficult for students with disabilities to meet the same standards as every other student in the school. Because the standards were so hard to meet for students with disabilities the teachers had to find a way to work harder to encourage the students to learn. Educating Exceptional Children uses the comparison of running a 100 yard dash to what teachers and students had to do in school to keep up with the standards. “Imagine a rule that says that every child should be able to run the 100-yard dash in 14 seconds or less. …But we know that there are children who, for a variety of reasons, can never run the 100-yard dash in 14 seconds no matter what the physical education department does. Yet, if the school is unable to meet this standard, the school will be disciplined and have its funds removed.” (Page 42) The students with disabilities raised questions to the Act to wonder if there should be different standards. Some students may need to have some vocational education. To this day adjustments are being made to the No Child Left Behind Act because the idea of each and every student having 100 percent efficiency in every school is unrealistic.
High Stakes testing is a method that is continuously increasing. These tests create a problem for students with disabilities because they may become critical to their future. High stakes tests may decide whether a student receives a diploma or moves on to the next grade. This clearly will cause problems for students with disabilities because if the tests are too difficult and a student cannot pass the test it will affect whether the student graduates or moves to the accurate grade.
Technology is becoming more inventive and is easier to cooperate into the classroom learning. New technology has become available that help students with special needs, such technology as computers adapted to special needs, hearing aids, print magnifiers, and machines that trace eye movement as a student reads. It is quite impressive how the world had changed and new inventions have been made to help out children with disabilities. There are two types of technology used with students of disabilities, assistive and instructional. “Assistive technology consists of tools that enhance the functioning of people with special disabilities”. (Page 63) Some examples of these types of technology are hearing aids, communication boards, and a translator. All of this equipment has increased the students learning dramatically. “Instructive technology involves the computer and related tools that support and expand the computer’s usefulness.” (Page 63) This technology is supposed to aid the children to go above and beyond critical thinking and problem solving. Some examples of instructional technology are software programs on computers, internet, and video discs. Teachers are now highly encouraged to add technology strongly into the everyday learning of the classroom.

Week 1

Chapter 1
A child is considered exceptional in two ways. A child can be either gifted or have developmental disabilities that make them exceptional. An exceptional child differs from the average child in a way that affects their learning. Some ways that a child may differ could be by mental characteristics, sensory abilities, communication abilities, behavioral and emotional development and/or physical characteristics. If a child’s needs are so strong that they have modifications in the classroom they are considered exceptional. “If their exceptionalities leave them unable to read or to master learning in the traditional way, or place them so far ahead that they are bored by what is being taught or are unable to socially fit them into the classroom, then special education methods become necessary.” (Page 6) The exceptionalities of children are divided into five categories. They are distributed into intellectual differences, relating to being intellectually advanced or being slow to learn, communication differences, relating to disabilities through speech and language, sensory differences, relating to any auditory or visual impairments, behavioral differences, relating to emotionally disturbed children and socially maladjusted, multiple and severe handicapping conditions, related to combinations of impairments, and physical differences, relating to difficulty with movement.
Families that have children with disabilities have special burdens that they must learn to cope with. Even at birth or at the diagnosis of the disability a family may struggle. All will react in either a positive or negative way. Many parents must learn to cope with the idea and it sometimes takes a few steps to get there. Parents go through similar steps as grievance, starting with shock or denial, guilt, anger and some will hit depression. Parents must also face the issue of childcare and may have difficulty finding the right care for their child within their budget. Families must understand a child’s needs and come to terms that in some cases the child may never grow up through the normal development into adulthood.
A family that has a child with special needs requires more attention on the child and a close relationship between the family and community to encourage development. It would take a lot of patience and strength to care for and adjust to a child with disabilities.
Another burden a family with a child with special needs must adjust to is if there are siblings. The parents must be careful not to neglect the nondisabled child when caring for the child with disabilities, especially because parents would not want the nondisabled child to resent the other child or their parents. These families must work harder at their relationships between parents and children to ensure that all of the siblings feel equal to each other disability or not. Many parents fear the effects that their family has on each of the siblings but according to Educating Exceptional Children, “Although each situation is different from one family to another, there does not seem to be any tendency for the siblings of children with disabilities to be more disturbed or stressful than the siblings of children without disabilities.” (Page 23) Families that have a child with disabilities may have burdens but it may just be that they need a little more attention and the parents must be more conscious of their child’s needs.

Class one questions

Discussion Questions:
4. What role have parents played in the expansion of services for exceptional children?
Parents have encouraged the growth of help in schools for students with exceptional needs. Teachers and administrators now are aware of the needs of the children.
6. How have approaches to treating individuals with special needs changed over time? Back in the early 1900s students with special needs were not accepted in schools and had trouble learning because there was no specific classroom to help those children and they had to deal with trying to keep up with all of the other students. As time went on more people encouraged the knowledge of students with exceptional needs. Now teachers are educated on how to help each student to get the best education possible.