Lesson 12 Reflection

Student Behavior
It is an interesting reflection, as I compare this with SPED 380, because, like we have a few times this semester, the curriculum is coinciding.  In looking at "positive reinforcement" and strategies (preventative) on the one hand, and disciplining, defending, and litigation on the other (I am called to defend a family- we go through and see how we would defend court cases, when we are just given the facts before, not what the actual ruling was- and my assigned part is to defend a youth which was expelled in violation to 504 rights, but was also a clear and present danger to the student body.

On a more positive note, I look forward to Monday where we will possibly cover "student contracts".  In some very severe behavior, I have seen these be very effective and are a very realistic way to reinforce,with expectations of an employer and real life, what expected behavior is.  (They can't throw things, shout, and kick at school or at work and expect to keep their job).  This has also worked in completing assignments and works well when either supported or reinforced at home using a favored activity or reward.  It also shows how school and home can work harmoniously to gain a desired end.  As a parent of a child who has a disability, I many times welcome ideas or direction from another point of view, as long as I trust the source.  The trust between students, teachers, and parents is huge, and sometimes we are needing to overcome either prejudice or intimidation or both, but both can be overcome.

Our group is working very well on the project together and keeping in good contact.  Lindsey was great and lead off establishing a google doc for us all to add on to.  It was great to see her in a leader/initiative position.  I know she will do great!  I've been watching, evaluating what I think to share to be sure that it will be an uplift or necessary to the group (being part of the solution, and not monopolizing the conversation).  There is much that can be shared and many others with experience, like Angie, who make wonderful contribution to the discussion.

With the enactment of ESSA, I am excited to examine how they fulfill the new role of caring for the homeless and displaced children.  That state agent will have a tremendous, but rewarding role.  I hope, with my masters, perhaps I could be some help.

My Service Hours

I had fun getting together with one of my friends who was a co-worker at DWI (Development Workshop), we’ll call her “H” for short and her protection.  She is 27 and has only lived in Idaho for a little over a year.  She lived with her parents in MT when they had a lodge.  She is adjusting fine (she has an older brother that also works for DWI), but is on an emotional level of about 8-9 years.  This was not a problem, for the most part, until there was some inappropriateness from an older “friend” showing interest.  It is scary how many people try to take advantage or even for granted those whose disability has them as innocent children.  Luckily, family and caregivers found out and intervened.   As one of her four items she wanted to discuss or work on was how to develop better friendship skills (and not be a victim).  I have, unfortunately, heard of many, especially recently, where they are being preyed upon first as intended love interest, and then, even worse, they go on to the pocketbook, sometimes even taking the good credit of the caregiver down with them.  Luckily, there are laws which can clear this up, but those who are left in the wake are often befuddled and even turn against those who are either trying or are there to help them.  My point is that 1) I’m glad that I can help (trying to be part of solution instead of problem), 2) and that my friend got out safe (unscathed).  3) That virtue is worth more than money can buy. 4) That this is currently a problem that I think many if not most people are unaware of.

On a better note, she also wanted some help with her GED studies (and is doing quite well).  I taught her study techniques (color-coded flash cards, and breaking down a paragraph or sentence to either find point of view or the opinion being stated.  Some were very hard.  One was from a Yale scholarship paper and was comparing and contrasting opinion on “Popular Constitutionalism” and “Judicial Supremacy”.  I am just thankful for my law classes this semester which helped me understand these points of view enough to discuss and educate her on them so that she could understand the questions that were being asked of her.  She found it very interesting that this is what people discuss and debate.

The third objective was to help her with her air hockey game.  This was challenging as she hurt her dominant arm with the carpal tunnel on a night we had planned to work on this.  We rescheduled playing for another night and she was able to observe some tactics or skills from my kids and we tried gently playing with her less dominant arm.  We had fun all the way around.

The final objective, we were going to include another friend who is blind and get a “beeper” ball in order to have them play and learn Ping-Pong together.  Our other friend broke her foot and between a walking cast (which she is still in) and the wheelchair (when she was avail.), we thought it would be too much.  “H” had a great deal of fun and enjoyed doubles with the kids and me.  She actually improved quite quickly and when our friend is better-next year, we plan to still take her out to “beeper ball.”

I know the objective was to learn to work with adults who are disabled instead of just kids.  I actually began my work with adults with disabilities in 1996, long before I ever worked with children (3 years ago).  I have always loved the people, not always the situations, but I have always loved the people and have found this to be very rewarding personally, professionally, and with my friendships.  We’re all in this together!

P.S.  We actually, with the reschedule of the air hockey averaged 7 hours.  This stretched my patience (I know the “gentleman”, he’s my age and tried to previously date me) and my heartstrings, knowing how vulnerable she is.  If I do not get credit for not being able to include my friend with the injured foot, I understand.  She had family/personal things come up and we were unable to schedule any additional time. 

Lesson 11 Reflection

This was a very interesting lesson and I was able to use the practical information very quickly (like "CHROME" my daughter was having difficulty remembering the steps of scientific process and I was able to share this mnemonic device with her p. 348).

I have been giving a great deal of consideration to the grading structures, fairness, how to apply the adaptive grading processes.  I think a great deal of this will make more sense as I am actually able to directly apply the learning and methods involved.  I was trying to think how this could be easier, but giving grades is such cumulative event, building on and depending upon so much criteria.  Even just submitting what grades I had "recorded" when helping out as a Para. in a resource room felt vague as well as disconnected.

In contrast, the "Nathan" case study, was very practical and hands on and I felt that I could both readily and personally apply what we were learning!  I think we all will feel more comfortable and adept in an IEP meeting now.

In our group, other than the Nathan study, it didn't seem that we were interacting a to a great extent this week.  It was very fun and dynamic when Julie joined us, and made for a more well balanced group.  It was neat to see. (I did really chuckle with the comment towards "overpowering" my group.  I think they just appreciated that I was through and spent 3 hrs. (psychologist role), making sure, for certain, that Nathan was 1) qualified for services, 2) what/which service(s) and 3) I knew how to analyze and present the testing information.  What does concern me, however, is knowing which or how to do the assessments within the final.  It's not that it is not a great idea.  I think it is brilliant, because it so easily reflects all that we have learned, cumulatively,  and, second, in  a short period of time, we can accomplish it, working together in groups (for the learning model). Lastly, it is a skill we will need to master, at least as teachers for MDT, IEP, and eligibility meetings (or other committees).

Visual impairment: (I wrote the beginning wearing one of the masks I could see the "best" out of and then rewrote, with my glasses on at the bottom-just for a comparison).

This was vey surprizing.  I thought with some limited  perosna,l experinenc, and working wwith18 yrs with personas who have a disability, I thought I would have been both emphathetic and more well adjustec.  I was wrong.  I I am even typing this first draft witk a mask on to see how much ed.  It is amazingg, with my vision correction, I have long taken for granted my indpendence and the level at whick I am able to preform a normal .successful likfe.  I have a TX w(bifocals 20200 in felt eyeI found myself nearly blind weither without the use of my good ey or so sick, disorienated and nautious that it was easier and ultimatly more helpfutl to go completely tactile and to close mty eyes.  Though experience, I can do this. I with dislexia I memorized first 19 key, and thent qweerr kryboards , because they will not filp.  Spellcl check helps alot  too..

O toed fpr a to,e tjat wpi;d be bptj effectove amd safe/  O rea;ozed ear;u pm. O wpi;d meed fpirm jpirs. wotj mpt trams[prt pr [ressomg a[[ts/  O t was sto;; doffoci;t becaise O mjad tp ,ele kpb searcj amd a[[t ca;;s wotjtje ,asls {ittomg muy glasses o. I was forced to verify correction and I thought of a friend:  She has MS a has 2-/900 vision and is wheelchair lovsmoyibr.  zi sfmitr hrt. rbrn yhouh hrt mzd sviybsyrf ehrn dhr esd only 9, dhr nrvsmr s 3nf degree blackbelt, before the condtion limited theI help her at work, and am glad when I can give her a good reort on what she does, as now I can appreciate, in aneven deeper way, what she needs to struggle with on a daily basiss.

I know a child who looks at the would as though he is seeing through a honeycomb, bu is one of the seetest and happiest children I know..

How does one evenattept to convey this level of understanding to the group  all of which, I think have normal vision)  How would I halp my paras to understand ato help a and ;assist a child we were working with>  Am I an effective teachere>

Edit: This was very surprising.  I thought with some limited, personal experience, and working 18 yrs. with persons who have a disability, I thought I would have been both empathetic and more well adjusted.  I was wrong.  I am even typing this first draft with a mask on to see how much editing I will need to do.  It is amazing, with my vision correction, I have long taken for granted my independence and the level at which I am able to preform a normal, successful life.  I have a Rx w(bifocals 20/200 in left eye) I found myself nearly blind whether without the use of my good eye or so sick, disoriented, and nauseous that it was easier and ultimately more helpful to go completely tactile and to close my eyes. Though experience, I can do this. I with dyslexia I memorized first 19 key, and then qwerty keyboards , because they will not flip.  Spell check helps a lot too. (Note: Since writing the original draft, I have not only done some deep introspection but we have been working on whether I needed a 504 or not.  The consensus, so far is NO.  That what appeared to be dyslexic tendencies could have been more of emotional (due to trauma at a young age) than factual.  The corrections over the years have helped, but we are finding as we address the trauma, the symptoms are decreasing.  Just interesting to note.)

I think for a time that would be both effective and safe.   I realized early on that I would need some help, with not transport or pressing app.  It was still difficult because I made to make job search and appt. calls.........without my glasses on.    I was forced to verify correction and I thought of a friend.  She has MS and has 20/900 vision and is wheelchair with a motor.  At least she was able to fulfill some of her dreams before it took her capabilities around when she was only 9, she became a 3rd degree blackbelt, before the condition limited her.  I help her at work, and am glad when I can give her a good report on what she does, as now I can appreciate, in an even deeper way, what she needs to struggle with on a daily basis.

I know a child who looks at the would as though he is seeing through a honeycomb, but is one of the sweetest and happiest children I know...

How does one even attempt to convey this level of understanding to the group. ( I'm thinking of when I worked with the little boy mentioned above and our teacher was trying to help us to understand as Para's how he saw the world.  It was very difficult to convey or to truly understand-this just helps me to have a greater appreciation and realizing that with some of my children, help from the Center for the Deaf and Blind in how to communicate these needs may be very helpful).

[Some of these activities we do, deepen with our experience over time.  Even in the few weeks since I originally wrote this, I can see and feel how my perceptions have changed.  I need to figure out how to keep these relevant and fresh amidst the stress or hustle].

Chap 9 Learning Reflection

Reflection

Chap. 9

I have looked forward to this lesson with team teaching and UDL.  I need to find a better way to assimilate the knowledge though.  I feel that I have barely scratched the surface.  It really worries me too, that if this is the only introduction that Gen. Ed. teachers have to diversifying instruction how much it will be used in that forum.

The activity to do team teaching was very effective and it was very helpful to identify different kinds to have our minds on that, so that we could evaluate and discern each kind as we had them presented before us.  This whole class is to prepare us for partnerships in caring for these little ones.  I’m still concerned how much SPED is treated, or even perceived, as “secondary” or “subordinate” to Gen. Ed. programs.  It is true, that the curriculum and the setting is the “ultimate LRE”, but how and when will we establish true partnership within our settings.  I think RtI and MDT’s, done in harmony and with real intent to deliver the “world class education” that was intended, have been able to establish successful partnerships, but these all to often seem to be either temporary or waning once the “objective” is done.  How can we make these collaborations or partnerships seem more permanent or sustained?  Is it how we treat them as periphery or additional, like a service and not as “core curriculum”? I’m trying to figure out how to “bury our weapons of war” (Al. 25:14) or contention and to help us unify in purpose.  I keep thinking how the “word of God” was more powerful than the sword (Al. 31:5) and that this is the answer, and bringing Heavenly Father back into the schools.  It may be difficult, but it is possible, as Christ showed us the way, through love, compassion, service, integrity, work, and example, the Spirit will be there.

Things have been better in our group.  Our one member seems to feel more comfortable to share and I think that helped her in presentation this week.  I think she did very well.  The other two have just continued to be supportive.

In thinking of ways to make things better, I'm trying to figure out the difference.   I think Bro. Christopherson in his Assistive Technology class had some amazing insights (he likes to use

IRIS and could either be http://iris.peabody.vanderbilt.edu/module/udl/cresource/q1/p01/ or http://iris.peabody.vanderbilt.edu/module/udl/).  I agree with him that IRIS is a powerful tool that shows how this is powerful and how we can assess/use this in the classroom.  The trouble, is that IRIS can be overwhelming.  If you are unsure of how to navigate, it was not uncommon to spend 4 hours in a lesson, with all of the links and useful information.  It's just important to know what you're looking for and I later learned that the navigation tool (on the left of page) was a powerful shortcut, once I learned to use it.  Hope this helps future classes.  These really are great, pertinent classes which prepare us for the classroom.

We appreciate all you do!

 Happy Thanksgiving!  It is hard to imagine that the semester is almost over.

Sincerely,

Liz

Lesson 10 Reflection

Abuse, like most others, is a necessary but very uncomfortable topic.

This week was very helpful, to me and many in the class in outlining and detailing some signs, do's and don't's, and how/when to report-that we are of those-legally set as a defense to "protect the children". (Oaks-also quoting Holland, https://www.lds.org/general-conference/2012/10/protect-the-children?lang=eng)

The text was very helpful, yet I find at times, difficult to get through.  It is useful information and a wonderful reference guide-which does not lend itself to being an "easy read".

My group, being much smaller, I think more are allowed the chance to speak (that and I'm making a conscious effort to make sure that I am allowing the flow within the conversation, adding comments only when it was of benefit and seemed particularly applicable (even though, we are having a time where one member, we do not know if she's feeling particularly involved.  We try to ask her opinion, but I think we need to be more proactive in this regard.  Perhaps she felt we were all a little outspoken for her.  I can look at ways to involve her and have her know that her opinion's valued in our group.

Orthopedic Impairment

History: I lost the use of both legs for about 3 days, and once the swelling went down, I had about 30% use of my right leg, and it began to shrivel (curl up).  My left leg I was able to get responsive (80% approx.) to gain limited mobility.  Getting around was still problematic and/or difficult.  Many people either did not know how to treat me, or what to say.   Some, because they could not “see” the problem accused me of “faking it” and some had unrealistic expectations. During these times, it is so crucial to be grounded in oneself and especially one’s testimony.

My home teachers gave a blessing, which I still cling to this day (over 20 yrs.) that “it would be as if the surgery never happened.”  The mercy involved, that he knew both my heart and my intentions.   I had, and still have, consequences of those choices, but was given a new lease on life if I prepared each day, as I should and in taking care of this temple of which I have been blessed.

I think that is often misunderstood in the minds of many people do not realize either the pain involved or the amount of time that is involved, both in healing and in reeducation (the person and the muscles/body to adapt-and some give up).  The pain can have one either drugged up or exhausted from the pain.

I’m glad we are having the opportunities to look through another’s eyes, because there is much that can change.  Many people have accused me of not understanding “what it’s like…” and then when I explain, there is an instant and lasting camaraderie because we have been through something difficult that few people experience.   I like to think that if I can do it, then they can do it also and I have had a few friends tell me so.  Things are possible and it’s a great life and a wonderful world.  Don’t give up on the ride just because, or when, it has a few bumps.  Stick to your resolution (of what you know to be true and right), and endure to the end. (1 Ne 22:31)

I also like to consider the prophetic counsel to “wear out one’s life, like a pair of shoes” to be worthy, ready, and of use to Him in this, His kingdom here upon the earth. (I think it was Pres. Spencer W. Kimball, but I could not find the reference).

Learning Reflection from Lesson 8

Abuse, Neglect and 504:
I found it very difficult to express myself this week as there are some things which hit me very close.  It is not a matter of either making or finding excuses, but rather how to appropriately express myself in a way that will be helpful.

I have known unemployment and sickness with a child as a single mother, having no idea (other than hope, faith, and hard work) how on earth we were going to make it from one week/month to the next.  I never before considered how much the Church's welfare program is not only fair, where we work for what we get, but is also the point in which it keeps people honest alleviating some of the "temptations" which some people feel in a fit of desperation.  This way we can keep our integrity and also serve our families. 

The information on neglect and abuse will be very helpful and was very informative. So many, gladly, are unfamiliar with the actual sights of abuse.  I hope, but I understand that they may have to, but I do hope that they will not have to use this.  We need to be prepared to defend and protect the children.  We need the knowledge as well as tools in order to do this. This class is very helpful in that.

One of my favorite parts, surprising to me, was the Whitney Elementary School in Las Vegas.  Principle Gahn reminded me again, that it is normal everyday people doing extraordinary things which and can make a difference.  Just don't let people doubt you or pull you down when you are doing those things the Lord would have you accomplish.  In doing His work, you will be successful, but it is not without trial (Ether 12:6 & 27).

I like our new group and feel that we are talking.  I feel that we need to support the gal who sits next to me.  I do not think or remember having her speak up much, but she had some great ideas Fri., which were brought up later by another group (giving the girl a partner in class to help her stay on task and focused).   I know it is new to all of us, but I need to work harder on names too and to be sure that I remember them.

Lesson 7 Learning Reflection

It was very humbling this week.  I felt that we had well prepared in our group to discuss Other Health Impairments (IDEA) as well as how they impact us as teachers/ECSC, but, like in the talk that discusses our "4 Seconds" (comparing our life to preparation of an olympian), the unexpected sometimes happens upon us and we can either choose to be victims or to rise above it (as our fellow saint in the skeleton event during last Winter Olympic Games).

I really enjoyed the Case Study for Assessments.  It was one I really needed.  It was an area that I thought I understood, but our class discussion, I feel, really broadened both the depth of my understanding of the topic and brought new ideas of problem solving (where one saw "a perfect teacher" another saw only "informal assessments."  Perspective is a powerful thing.  I think that is why it is so important that we work together as teams within our education experience.  We can bring light into a subject or a hue that is not expected which can both enrich and educate.  It's not just to teach but to experience and have them discover the joy of learning.

Reflection

OHI

I think, as a group, Marisa and Kaylee are wonderful, and it was a pleasure to work with them. They are both rich in knowledge and experience.  Kaylee, I felt took a lead role, as there was some scheduling (we tried to meet in the Manwaring Center, but Rec. Dept. had scheduled an activity in that location of the Crossroads and we were unable to find each other.  They collaborated together and I joined via email and other power point/research contributions, I was our statistician.

We had the common goal that we did not want it to just be a PowerPoint presentation, but to try to have a UDL environment, trying to present in many different formats/ways (I know that it wasn’t 5) or to just engage and involve the class as much as possible.  I felt that our intentions and efforts were in the right place, but I don’t think we set a proper classroom expectation.  I learned, and thought I knew, about UDL from AT, last Winter, but I realized that scaffolding is not my strong point (I think empathy is).

I really don’t know if I am second guessing myself, but I felt comfortable that we had done a both a good job and our best until I realized that I may have lead the class astray with my comments (and response to)  “death education”. (It was written in all caps in RED, and I unfortunately feeling it was a Halloween joke, responded inappropriately).  I regret that, but I feel that I have let the class down after we needed to spend the last few precious minutes of class bringing us back around.   I felt that I wasted your time, that I do not take lightly, and only wish to resolve and to correct. 

Group 8-10 (based on reflection above); Self-3 (I don’t think I should have let them astray, even in ignorance, I should have referred back to you as the teacher for reference.  I didn’t think I was guessing, but I feel that I should have been more familiar with that information (instead of so many stats or tangent examples).