Saturday, November 26, 2016

SPED class: Week 10

This past week was Thanksgiving week. Huzzah! 
I ate SOOOO much food. It was probably the best thing ever:)

Here are the main points that I learned this week:

  1. A sensitivity to the needs of and compassion for those with special needs.
  2. A multidisciplinary view of exceptionality, cultural differences, individual and family dynamics, poverty, and abuse.

Going off of that we learned a lot about reading strategies this week. I found it quite helpful. Here's just a few of the strategies that I learned that I found the most helpful:

  • Teaching independent learning strategies
    • Select successful strategies
      1. Decide whether individual, small or large-group problem
      2. Assess current strategy usage
        • Begins with an assessment of how well your students can currently perform a skill
      3. Clarify expectations
        • Has the potential of empowering your students because they enable them to learn and succeed in and out of school on their own, without getting too much help from others
      4. Demonstrate strategy use
        • Carefully explain the process
        • Present both positive and negative examples
        • Ask frequent questions to monitor student understanding
      5. Encourage students to memorize strategy steps
      6. Provide guided and independent practice 
      7. Administer post-tests
        • If more than 20% still need extra help--->small/large group

Hope you have a WONDERFUL week!! The semester/year is almost done! Hang in there!

Saturday, November 19, 2016

SPED class: Week 9

Welp, here it is. The creme de la creme. The most perfect of perfect of perfect. The greatest blog post EVERRRR!!!! 

Ok, just kidding. This is just another post on what I have learned this past week in my special education class. For your viewing pleasure:

  • Characteristics
    • Social relationships
    • Communication
    • Students interests
    • Student stress
    • Learning needs and rate
    • Maintenance of learned skills
    • Generalization of learning
  • Instructional supports
    • Responding to behavior
    • Fostering social interactions 
    • Communicating with students
    • Match expectations to instruction
    • Collaborate with families
    • Enlist natural support systems
    • Access assistive technology

  • Accommodations when teaching subject-area content
    • Organizing content
    • Activating background knowledge
    • Teaching terms and concepts
    • Communicating clearly
  • Accommodations with special needs in basic skills instruction
    • Teaching preskills 
    • Selecting and sequencing
    • Rate of instruction of new skills
    • Providing direct instruction and opportunities for practice and review
That's allllllll folks!!

Tuesday, November 15, 2016

SPED class: Week 8

Bonjour people of cyberspace!

This past week was one for the books. Not because of this class however. It was pretty interesting in different regards. But that story is for another time and another place. Here's the lovely bullet pointed summary of what I learned:

    • As future teachers we will sometimes see students who come from very diverse backgrounds. 
    • We need to remember that every student is special and is worth the love and care that our Heavenly Father would show them. 
  • Brain Plasticity--->the ability to mold the brain
    • Supply elements to a child's brain when they are young to help with brain plasticity
    •  Can increase...
      • Academic Performance
      • Economic opportunity
      • Health
      • Resiliency
      • Capacity to navigate life
  • 1/3 of the worlds children never reach their full potential
  • Children that are stimulated in their brain from a younger age show better educational, emotional and social growth. 
  • Negative stress on the brain that restricts brain development:
    • Toxic Stress--no buffer for stress, continuous high level of stress
    • Positive Stress--supportive relationship, social network helps them fail well and built up resilience 
    • Extraordinary Stress--tolerable stress (if love is provided) 
    • SWIFT--advances equity and excellence for ALL through the promotion of five core domain areas to support grade level academic and social learning:
      • Family and community partnership
      • Inclusive education framework
      • Inclusive policy structure and practice 
      • Muti-tiered systems of support
      • Administrative learning


Monday, November 7, 2016

SPED class: Week 7

Hello fellow educators!

Welcome to week 7 of SPED310!! WOOOO!!

Here's what I learned this past week. Sorry for the smaller quantity of it. This past week was H-E-double hockey sticks. Stress was coming at me from every angle. Oh joy...anyway, here's what I learned, for your viewing pleasure:

  • INCLUDE strategy
    • Universal design
      • A compatible design for everyone in the classroom, including for those children with special needs.
    • Differentiated design
      • A variety of teaching and learning strategies that are necessary to meet the range of needs evident in any given classroom
    • Steps for INCLUDE strategy:
      1. Identify classroom demands
      2. Note students learning strengths and needs
      3. Check for potential areas of student success
      4. Look for potential problem areas
      5. Use information to brainstorm ways to differentiate instruction
      6. Differentiate instruction
      7. Evaluate student progress
Some questions that I wondered about were:

  • "How can you group all of your students for instruction in inclusive classrooms?"
  • "How is an inclusive classroom managed?"
  • "How can you evaluate instructional materials for inclusive classrooms?"
Thanks for reading!!

Saturday, October 29, 2016

SPED class: Week 6

Goooooooooood afternoon bloggers!

This week in the always exciting Special Education class of mine we learned about addressing special education students needs in the classroom. Some of the main points I gathered from the reading were:
  • Tests
    • psychological tests
    • individually administered tests
    • group administered tests
    • alternate assessments
    • high-stakes achievement tests
    • standardized achievement tests
    • curriculum-based assessment
  • Curriculum placement--involves deciding at what level to begin instruction for students
Response to intervention-->Multi-disciplinary team meeting-->Assessment-->Multi-disciplinary meeting-->IEP meeting

As always we try to focus on Christ-like love in this class and what the Savior would do in all of these situations. God, the eternal father, is the ultimate judge of us. 

Thanks for ya' time folks!
Have a splendid week:)

Saturday, October 22, 2016

SPED class: Week 5

Hello again everyone!

So this week I read a lot about collaboration and inclusion.
Collaboration is incredibly important to future teachers. As we continue on in our educational pursuits, it is important to always make connections with other people in the community. Collaborating with your fellow teachers really helps to create a better base for the students. When the teachers collaborate together they share their ideas and opinions with each other to better compile their thoughts. This in turn will help the students because the teachers can better prepare together on how to teach their students

I also did a simulation this week where I had to use a wheelchair for two and a half hours. I had to perform many tasks while in the chair. Some of the experiences that I had to do was that I had to push myself up and down a hill, use the bathroom, and make my way around without assistance. It was all very challenging. It took a lot of arm strength for sure, that was the first thing I noticed. Also, getting into the bathroom stall was nearly impossible. There is a small lift in the ground when you try to get through the door that I literally had to pull myself in through. The same thing was in front of another door that I had to cross through. It was terribly difficult to get through them in a wheelchair. Using the bathroom was also impossible. I could hardly transfer myself from the chair to the toilet. I don't know how it is done but it definitely takes a skill. Getting up the hill was equally as difficult. Using the elevator was easy though. 

What I got from this experience was using a wheelchair is difficult and now I can only slightly relate to just some of the daily struggles that come with this handicap. It was definitely an eye opener.

Until next time class! 


Saturday, October 15, 2016

SPED class: Week 4

Hello and good day readers! Welcome to week 4!

This week our focus was on special education law! 
I want to focus primarily on the history of special education however because it was just the most interesting part of this week's lesson. Here are the brief main points that I gathered:

  • Before 1800--->1950
    • Special needs cases were a sort of Agrarian society
    • People were locked up at home if the were mentally ill
    • Placed in poor houses or abandoned on the streets sometimes
    • Towns would even cart the disabled to neighboring towns to get rid of them. 
  • Rise of institutions
    • Separation into groups
      • Blind & deaf training schools--->Created to train or correct or "cure" problems with mentally handicapped people
    • Asylums
      • Was seen as a level of protection from others who might do them harm or be overly critical of them, as well as for others to be safe from them as well
    • Deinstitutionalized
      • Driven by law suits
      • Care for & process of how varied from state to state
      • Sometimes people after leaving the institutions were placed in group homes
      • Some stayed in shelters and community facilities
      • Many were left out on the streets and eventually became homeless

Here are just some of the many points that I gathered from this week. Hopefully you learned something new:)
Have a splendid week!! Stay sane!!