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).

We have begun to work as a group on our Other Health Impairments.  It seems difficult to correlate times, but I see this as a very important (and often overlooked) area.  It reminded me of the two athletes (one basketball, one football) who died from sickle cell anemia.  One knew this was his last game and wanted to make it his best...and everyone rallied around him.  The other, it seemed to take the team by surprise (like they didn't know) and he passed away during a practice.  I know with all of the required physicals, it surprised me that even the coaches seemed to not know (did they not look up the diagnosis or know/understand the impacts upon his heart?).  These are things to consider, but I do not want to overwhelm the class.

It was great to have ADHD covered, because it needed a full class period to review, much like Autism.  I would like to help them to understand this but in a structured and scaffolded approach, a way to address and introduce UDL in a very applicable way.  I can think of math and history, but am having difficulty (other than visuals and humor) how to get the important information out, but to allow them to learn in individual ways.  I was thinking of small dry erase boards and asking preliminary understanding questions, to build the foundation and then to build, using PowerPoint and other presentations.

Our groups, working in the smaller groups, went very well during the Mark (learning disability scenario) while the math teacher's discussed. We felt hard pressed, whether we were seasoned (20 years) or new to the age group (1 year) to feel that any of the personalities or teachers would really or realistically help Mark or students like him.  I know the girls never want to be this hard pressed, but I really don't know if they have really internalized that this isn't an "us vs. them" towards either parents or students.  That to include the special needs "we" need to change, it is the classroom, culture, and curriculum which can be either adapted or modified (along with our attitudes and responses toward conditions and circumstances).

The thing that helped me to learn the best continues to be self-application, which I think is another way of looking at or considering "self-adaptation".  Growing up during the 70's and 80's, as Special Ed. was rolling out, I have needed to do much of this.  (Mom didn't like me as a "test subject".  I had enough of that as it was in my cohort, yet having it done individually).  Introspection is fine, but I feel it is my place to serve.  I want to help, but to be sure that I aid and lift, vs. critical comment, creating a stumbling block.

Some blogs have been very difficult.   This one I did not want to do...Having a learning disability hasn't bothered me except 1) when I felt it was swept under the carpet by my family 2) I couldn't figure out how to make things work (to be successful) and 3) I find myself, in trying to rise above it, not wanting to identify myself with some of the characteristics.  No one ever talked about how it hit me socially.  I guess I didn't want to think about it.

It is good for them to think about, so that they can relate to the kids.  Especially since this is such a large part of the population (that we will be teaching-at least in SPED or resource rooms).

With my HWD.  I am still very excited and this is a topic which seems to have no bottom.  (Not the cases, I'm still looking for a good case study.  Working on that).  I know this may be ambitious, but sometimes it takes someone with time to look at things differently to come up with a new perspective that we haven't thought of before.  I don't know that it will be all that, but it seems what we are doing to 504 is either going to merge, collapse or implode.  We have the right principles, it is having people follow them (without being forced or coerced).  I believe in what Joseph Smith taught:  "Teach the people correct principles, and they will govern themselves" (quoted by John Taylor, Millennial Star, 15 Nov. 1851, p. 339 from LDS.org, https://www.lds.org/ensign/1986/06/teaching-children-to-govern-themselves?lang=eng).

Learning Disorder (processing-deficit)

I actually feel like I have worked on this over a couple of days.  This is another concern that Eli used to have.  It was very difficult (to find a time in public-he's usually with me on my errands) to do this and not feel like I was making fun of him in a way (I sent him off to look for a book while I was at the counter, for example).  I felt foolish and I think even ashamed having someone think that I was this way.  Like with the stuttering, they were kind, but I felt like they thought I was having a stroke. Not fun.

I am glad for the experience, it is very difficult to live or be in their shoes, which is very strange.  People in the SPED profession have remarked on my empathy for the one's we work with (children and adults), but I feel like it has been minimal to none, until now (my orthopedic experiences pale at these experiences).

I am frustrated and awestruck.  I hear in my group how the Gen. Ed's hate this class and see no bearing on their classes (that they will teach).  I try to bring in live examples and I feel they are overwhelmed or apathetic to them.  This is vitally important, because most of them, if not all will have at least one and perhaps more in their classrooms and they will need to know this and/or how to apply it.  I want to speak up, but be positive and inspiring (right now I feel like a billyclub).  I'll keep at it, with a prayer in my heart.  This is not only professional development.  These are the Lord's children, and parents or not, we are stewards responsible for their care.  In some families, we are the hope and love they will receive each day.

Strabismus crash

In looking at professional development (deeply studying 504, mock trials as Supreme Court Justice in Rowley, and looking up "strabismus"-because it is not covered in the 504 legislation and was referenced within the IEP we are reviewing for this week) it has been interesting.  I have throughly enjoyed delving into the 504 literature and learning more (like why was it "avoided" by the two Secretaries of Education which had jurisdiction to defend, define, and uphold it's statutes, and a clearer picture as to why Pres. Ford did not want to sign it into law-which has now has incidentally taken on the guise of self-fulfilling prophesy).  But also it was interesting to have my computer crash, twice, on the simple google search of "strabismus"- which now I will never forget as being crosseyed.

It is also interesting to note and see the "common threads", as it were, which weave their way through the tapestry of both history and law:  Times of peace and prosperity, lets do all we can for the poor, the disabled, and the elderly, and the other times of poverty, war, or famine, where we seem to go to "every man for himself."  We are definitely within the latter scheme, how can we, either as a people or as educators, keep the fire and the flame alive, to not have these "good intentions" of yesteryear either go unnoticed, be cut, or worse yet, have the children themselves feel swept under the carpet of disbelief or apathetic indifference to their condition.

The bretheren have said that this is not going to be an easy time, but we know that "all things are possible to him that believeth" (Mark 9:23) and endure to the end (Mark 13:13, D&C 14:7).

I desire to share more with my group, but feel inadequate, as I do not feel that I have mastered the laws, as of yet...The girls and Susan have wonderful insights.  I look forward to working on the IEP together with them.  This is rare, but very practical experience I hope that they both enjoy and learn from.  IEP's and IFSP's are both key legal documents driving our learning and nurturing of these children.  It is essential that they are both understand as well as fully and correctly administered with and through the law.

Fluency (Stuttering):

I wasn't able to do this as I forgot to calendar it.  Another concern, may have been sub-conscious, my son has a hearing and speech delay.  I live with watching and supporting him each day.  Some of these interactions are difficult, some comical.  I would never have him think that I was either mocking or making fun of him. I know that he is very self-critical and always tries his best and please those around him.

This is an important exercise though.  I don't think that most people generally give it much thought and would be surprised at some of the reactions and/impatience shown them by clerks, waiters, or other professionals.  I am glad that Eli has made and continues to make both remarkable strides and improvements.  Many, on short acquaintance, have no idea of any disability or seemed lacking at all.  I can hope, work and pray that this continues, relying on the blessings, which both or each of us have received. There's definitely hope.  It is a matter of doing our best and through continuing to do better, each and every day.

I really enjoyed the DD presentation.  It's one thing to live with it in your life.  It is quite another, to be able to sit back and learn as well as look at it from a third person perspective (that of an educator instead of a parent).

I am trying to figure out how to get all of the information from SPED 380 and 310, without "skimming" (I can speed read, but that only goes to a certain point).

When I read Eld. Bednar's book, Increase in Learning this last winter, for ED 200, I really wanted to incorporate the information into becoming part of me, changing and developing my character.  At the speed at which I need to ingest, I feel that I get a basic skimming that I hope to regurgitate.  I need to rely on the blessing which was given at the beginning of the semester, that I need to listen and prepare- doing all the things which the Spirit directs, and I will be successful in meeting all of the needs (children & myself) and requirements (school/work).  It is a matter of having faith.

Good talk with my table group too.  Sara and another were feeling very overwhelmed and I was glad to know that they both knew I care and appreciate the perspective (I was concerned that I was either annoying or overwhelming them-Sara, or either of them, would not need the added stress).

As far as tools or concepts which helped there were especially two:  1) Law timeline I found was especially helpful, for both of my classes, and 2) the "Major Federal Laws and Their Key Provisions" seemed essential to "put the meat on the bones" to really see the difference between them.  This also put the emotional/historical perspective of why or how each law or provision could roll out.  Can we cultivate this type of environment/culture?  Not a free ride, just having needs met.  By observation, I am really hoping that it can help create and/or keep an environment where Spec. Ed. children can get this support that they need.  It seems, when finances drop, or the Government creates or has an impasse, it's these children and individuals who get the brunt of it. I need to be part of the solution, though, and not one that just "stirs the pot."

Conference was GREAT!  Very healing.  I hope you enjoyed it too.