Foundations of Education Lesson 4: Assignment Worksheet
• How have you seen family influences impact your students’ learning? (If you are not currently teaching, relate how you have seen family influences impact learning in your own school experiences or the experiences of others.)
I have been fortunate in that most of my students’ families had positive impacts on their education (or at the very least, a neutral impact). Most families I dealt with were involved in their child’s schooling and a supportive influence for homework and other assignments. I found very few “helicopter parents” among our population, which surprised me considering the high SES level of our overall student body. My school also did a pretty good job managing these kinds of parental expectations, though, with a paragraph written by each teacher included in every student’s report card. So most parents felt like they were “in the loop” and didn’t press for inappropriate access for themselves or inappropriate protection/preference for their children.
Students at a private school are not likely to be faced with parents who devalue education (obviously, the parents value it at upwards of $10,000 per year), but family income level does not protect children from other possibly negative influences – emotionally abusive families, parents with drug or alcohol problems or other illnesses, divorcing parents, etc. are still common at any SES level. We had two sisters from a family where the mother had died, and the father had remarried; neither he nor his new wife wanted anything to do with the girls. So they set up a trust fund for them and sent them off to boarding school. The girls, like typical teenagers, tried to pretend that the situation didn...
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...hat students with disabilities have to overcome in the classroom? What observations can you make about the problem-solving skills, learning strategies and dedication to effort that a disabled student might need to succeed in your classroom? How can you reinforce or help your students to develop those skills and strategies?
I tried the blindfolded and the tracing experiments; I found myself using other senses in order to compensate. Students with disabilities will certainly need to use their other senses and other learning modes to work with the material. Which teaching techniques I would use would certainly depend on the disability of the students, but in general, instructional strategies that benefit disabled students often benefit the class as a whole – using visual, aural, and kinesthetic styles, scaffolding and use of metacognitive strategies, and others.
The first is, should you make exceptions to rules such as allowing someone into a course they have not met a prerequisite for if you believe they did not receive the best opportunity to meet said prerequisite. This may relate directly to me when teaching, if I am in a position to make this decision I will choose the option of benefit maximization; whichever option does the least harm. I was also made to consider through this chapter how to teach the disabled, from reading this chapter I think it is ideal to make the class as a whole succeed and more importantly grow. I will not limit opportunities for students if another disabled classmate cannot participate, especially if it is aiding in the students
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
Westling, David L., and Lise Fox. Teaching Students with Severe Disabilities. 2nd ed. New Jersey: Prentice-Hall,Inc. Personal Education.
For such families, “sustaining children’s natural growth is viewed as an accomplishment” (Lareau 34). Lareau also reported that many working class and poor parents feel that educators hold the expertise, and usually fear doing the “wrong thing” in school-related matters (Lareau 357). What this usually leads to is trying to maintain a separation between school and home (Lareau 358).
While reading and conducting research for this class, I am finding that more research is needed for mild disabilities. Although, laws are in effect to identify students with or at risk for disabilities and provide appropriate services, when required. Students with mild disabilities continue to struggle falling farther behind, and are at an increased risk of dropping out of school. Students with disabilities have the potential to and can learn, if we are willing to provide more assistance and support.
This made me reflect upon the student’s strengths a bit more and to add more detail to this aspect of the case study. Another thought that I had while working with the educator was that she also does not recognize his strengths enough and that she is unaware of what his specific needs might be. However, she is concerned and she did reach out to ask for some ways to better meet his needs while we discussed the questionnaire. The general education teachers within most schools here are less supported, trained, and experienced in teaching students with any severity of a disability. This is a concern, not just for this particular student, but many others as well. Thus some questions arise that I wish I could
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
Although, participation can vary from parent to parent, Greene and Tichenor (2003), and researchers alike found it to be always beneficial to the student and teacher. In fact, Davern’s 2004 study argues “positive connections with families are fundamental to providing
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
...ers can do to help students overcome their learning challenges. The sooner the learning disabilities are recognized, the sooner they get help.
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
There are two different types of this ‘family stress’ which are the expectation comes from family and family’s appearance. The first one means the family has the power to students because family paid for everything, every parents want their kids to be successful in the future that explains why sometimes family put on much pressure on students. However, as receiving much expectation from family can make students try their best in studying According to Harvard Family Research Project (2006) Substantial research supports the importance of family involvement at school, and a growing body of intervention evaluations demonstrates that family involvement can be strengthened with positive results for children and their school success. There are many types of parents, some don’t want their kids to be stressed, some usually tell their friends about their kids but all of them hope their children can reach their goals and be successful. Children who were raised in the strict family usually have this stress because they have to handle a big pressure when they were a kid until now. Family can both be supporter and stress causer at the same time but no matter what, children understand that family just want the best for
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
Blind children, if given a chance, can play and learn right alongside their sighted peers. An open mind, a positive attitude, and a little creativity are usually all it takes to integrate blind students into regular preschool programs. The blind child can learn the same concepts that are taught the other children. The only difference is the method of learning. The blind child must make more use of the other senses. They also need parents and teachers who will allow lots of hands-on experiences. Blind children can learn the same concepts as other children. They may just need to learn it in a different method such as hands-on. Concepts such as big and little, same and different, prepositions (over, under, in, out, behind), shapes, number concepts, and others are easily taught with concrete objects as an alternative to pictures on paper.