Viewing questions
1. Teacher Lisa Kelleher describes her role as a teacher in an inclusive
classroom as being quite multifaceted. Are there any aspects of her role
that surprised you or made you envision your future role as a teacher
differently? Explain. No this did not surprise me because I have been placed in an inclusion classroom and worked with the students. I have seen the types the types of things that they are responsible for.
2. What skills does elementary classroom aid Danielle Doucette bring to
her work with MaryAnne, the child who has spina bifida? How does Danielle
take MaryAnne's academic and social/emotional development into account
when planning activities? Danielle must be aware of Spina bifida and be able to accommodate in the classroom for her. Danielle did a very good job doing that and helping MaryAnne with both sitting and standing, switching up her position to better her health. She also took into consideration that MaryAnne should feel equal with the students by putting her at the same level as the rest of the students. By MaryAnne having an electric wheelchair and the students being willing to come over and work with her it helps her to really feel as though she fits in.
3. What questions has this video raised in your mind about your own
familiarity with adaptive technologies for children? How can you take
action on Lisa's suggestion that teachers familiarize themselves with how
the equipment works (e.g., an electric wheelchair) even before you have
your own classroom? I can learn about equipment first by experiencing from my learn and serve placements. Any technology that is used in the classrooms I can learn how to use and adapt into my learning. This video made me question if all the equipment will be as useful to each student that uses it.
4. In the bonus video, "Encouraging Social Interactions in an Inclusive
Classroom," Lisa explains how she makes sure that all students have
opportunities to play together, typically through music or art. Can you
think of any activities you've used successfully to engage a full range of
learners? If not, what types of activities do you plan to add to your
repertoire? Activities that will also help students to play together and learn are some group games that involve math problems or speech, pronunciation. Puzzles are a good way for students to practice their motor skills and work together.
5. The classroom artifact entitled "MaryAnne’s Schedule" blocks out
MaryAnne's schedule for the day in words and illustrations. How could a
chart like this be used more generally to help students with other types
of learning challenges (such as ADHD)? Explain. You could use charts for all types of things in the classroom such as behavior charts, homework charts or a chart for the chores in the classroom. Charts especially with pictures really help out students especially students that may have ADHD.
Video 2
1. Kindergarten teacher Tony Byers describes his responsibility to teachJamie, a girl in his classroom who has cerebral palsy, so that she canfeel like an equal participant. Have you had any experience in workingwith children who are physically challenged? If not, how can you gainexperience before you have your own classroom? I have been around children that may be physically challenged, I grew up with a boy that had cerebral palsy. I can gain more experience by working at summer camps and working with people in the special Olympics class.
2. Inclusion facilitator Sara Woodruff is an advocate for assistivetechnologies. She explains that there are many ways to help childrenaccess their voices and their minds as best they can. What assistivetechnologies--either high-tech or low-tech--have you seen or read about?How and when would you be likely to incorporate them into your teaching?I have read about all different types of assistive technology that are available to students of all needs. I would incorporate as many or any type of assistive technology that would be most useful to any student in my class.
3. As you watch Jamie complete an activity using a speech output device,what do you notice about the way Sara interacts with her? What can youlearn from Sara's approach in general, and the way she describes her goalsfor Jamie? Sara lets Jamie do the work she helps her out but Jamie is actually capable of picking out the color and point to the correct color. This shows that teachers or aids can be there to assist but should not do all the work because even with physical disabilities the students are capable of showing you how smart they are.
4. According to Tony, having Jamie use assistive technology "helps showthe other children that there's a wide range of communication capabilitiesin our population as a whole. Children are shown an alternative way ofcommunicating that is different rather than better or worse." Whatquestions about your own understanding of the potential of assistivetechnologies has this video raised? I wonder if the assistive technology can sometimes be too helpful and instead hinder the student because they may have the capability of doing it by his/herself.
5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View,"Tony describes the tension he feels between teaching spontaneously and theneed to slow down and adapt every lesson for all students. Can you thinkof any experiences you've had that have created a similar tension? Explainyour ideas. In our EDU 239 class I have felt like this because most of the students cannot keep up with the work that the professor gives and when working in groups in this class it is difficult because I have understood the assignment and wanted to move forward but many of the students are not at the same level of understanding, this became frustrating.
Chapter 12 summary:In chapter 12 I learned about the different physical disabilities, health impairments, and multiple disabilities. In this chapter they talk about the characteristics of these disabilities. The chapter goes into a short synopsis of some different disabilities such as, cerebral palsy, neural tube defects, seizure disorders, traumatic brain injury, muscular dystrophies, Juvenile arthritis, spinal curvatures, juvenile diabetes, asthma, cardiac conditions, cancer, cystic fibrosis, HIV/AIDS, and acquired diseases. The chapter talks about how to help these students who may have any of these disabilities and what steps may be done to assist them in any way or cope with their disabilities both at home and in the classroom. One of the students in the video that we had to watch had spina bifida and another student had cerebral palsy. In the video we were able to see some of the affects of these diseases that we read about and also see the assistive technology that could be useful in the classroom.
1. Teacher Lisa Kelleher describes her role as a teacher in an inclusive
classroom as being quite multifaceted. Are there any aspects of her role
that surprised you or made you envision your future role as a teacher
differently? Explain. No this did not surprise me because I have been placed in an inclusion classroom and worked with the students. I have seen the types the types of things that they are responsible for.
2. What skills does elementary classroom aid Danielle Doucette bring to
her work with MaryAnne, the child who has spina bifida? How does Danielle
take MaryAnne's academic and social/emotional development into account
when planning activities? Danielle must be aware of Spina bifida and be able to accommodate in the classroom for her. Danielle did a very good job doing that and helping MaryAnne with both sitting and standing, switching up her position to better her health. She also took into consideration that MaryAnne should feel equal with the students by putting her at the same level as the rest of the students. By MaryAnne having an electric wheelchair and the students being willing to come over and work with her it helps her to really feel as though she fits in.
3. What questions has this video raised in your mind about your own
familiarity with adaptive technologies for children? How can you take
action on Lisa's suggestion that teachers familiarize themselves with how
the equipment works (e.g., an electric wheelchair) even before you have
your own classroom? I can learn about equipment first by experiencing from my learn and serve placements. Any technology that is used in the classrooms I can learn how to use and adapt into my learning. This video made me question if all the equipment will be as useful to each student that uses it.
4. In the bonus video, "Encouraging Social Interactions in an Inclusive
Classroom," Lisa explains how she makes sure that all students have
opportunities to play together, typically through music or art. Can you
think of any activities you've used successfully to engage a full range of
learners? If not, what types of activities do you plan to add to your
repertoire? Activities that will also help students to play together and learn are some group games that involve math problems or speech, pronunciation. Puzzles are a good way for students to practice their motor skills and work together.
5. The classroom artifact entitled "MaryAnne’s Schedule" blocks out
MaryAnne's schedule for the day in words and illustrations. How could a
chart like this be used more generally to help students with other types
of learning challenges (such as ADHD)? Explain. You could use charts for all types of things in the classroom such as behavior charts, homework charts or a chart for the chores in the classroom. Charts especially with pictures really help out students especially students that may have ADHD.
Video 2
1. Kindergarten teacher Tony Byers describes his responsibility to teachJamie, a girl in his classroom who has cerebral palsy, so that she canfeel like an equal participant. Have you had any experience in workingwith children who are physically challenged? If not, how can you gainexperience before you have your own classroom? I have been around children that may be physically challenged, I grew up with a boy that had cerebral palsy. I can gain more experience by working at summer camps and working with people in the special Olympics class.
2. Inclusion facilitator Sara Woodruff is an advocate for assistivetechnologies. She explains that there are many ways to help childrenaccess their voices and their minds as best they can. What assistivetechnologies--either high-tech or low-tech--have you seen or read about?How and when would you be likely to incorporate them into your teaching?I have read about all different types of assistive technology that are available to students of all needs. I would incorporate as many or any type of assistive technology that would be most useful to any student in my class.
3. As you watch Jamie complete an activity using a speech output device,what do you notice about the way Sara interacts with her? What can youlearn from Sara's approach in general, and the way she describes her goalsfor Jamie? Sara lets Jamie do the work she helps her out but Jamie is actually capable of picking out the color and point to the correct color. This shows that teachers or aids can be there to assist but should not do all the work because even with physical disabilities the students are capable of showing you how smart they are.
4. According to Tony, having Jamie use assistive technology "helps showthe other children that there's a wide range of communication capabilitiesin our population as a whole. Children are shown an alternative way ofcommunicating that is different rather than better or worse." Whatquestions about your own understanding of the potential of assistivetechnologies has this video raised? I wonder if the assistive technology can sometimes be too helpful and instead hinder the student because they may have the capability of doing it by his/herself.
5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View,"Tony describes the tension he feels between teaching spontaneously and theneed to slow down and adapt every lesson for all students. Can you thinkof any experiences you've had that have created a similar tension? Explainyour ideas. In our EDU 239 class I have felt like this because most of the students cannot keep up with the work that the professor gives and when working in groups in this class it is difficult because I have understood the assignment and wanted to move forward but many of the students are not at the same level of understanding, this became frustrating.
Chapter 12 summary:In chapter 12 I learned about the different physical disabilities, health impairments, and multiple disabilities. In this chapter they talk about the characteristics of these disabilities. The chapter goes into a short synopsis of some different disabilities such as, cerebral palsy, neural tube defects, seizure disorders, traumatic brain injury, muscular dystrophies, Juvenile arthritis, spinal curvatures, juvenile diabetes, asthma, cardiac conditions, cancer, cystic fibrosis, HIV/AIDS, and acquired diseases. The chapter talks about how to help these students who may have any of these disabilities and what steps may be done to assist them in any way or cope with their disabilities both at home and in the classroom. One of the students in the video that we had to watch had spina bifida and another student had cerebral palsy. In the video we were able to see some of the affects of these diseases that we read about and also see the assistive technology that could be useful in the classroom.
Portfolio Progress
Our group is working very well together we all have 3 learning disabilities done separately and have planned to meet next week to finish the last one and look for pictures, add the citation, and a few hyperlinks to all of our blogs. I have learned a lot for doing this project.
No comments:
Post a Comment