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Inclusion in classroom
Inclusion in classroom
Theories, principles and models of inclusive curriculum design can be used to inform resource development
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Gender is a huge topic getting a lot of headlines in the media. I learned a lot when I studied the sites on GLBTQ. I want to find a way to talk about this complex topic to my students. I want to use a community building lesson to explain how many people in our country are not hetero sexual. We have a lot of interesting people in the world who live very different than our small community. The one thing I want to convey to them is that being unique doesn’t make you strange. It makes the world interesting and engaging. The topic is front page news with Bruce Jenner changing gender from male to female. Students are going to have questions and teachers need to be prepared to explain what is happening. The most interesting topic of the summer …show more content…
This is an area of education that I look forward to learning more about. The subject is interesting to me because of my relationship with a student last year in my classroom. I took an exceptional learner course and tried to incorporate as much of the information into my classroom as much as possible. I am drawn to these students and enjoy working with them. I look forward to taking the strategies I learned from this class and applying them next year. I have seen my roster and know that I have another student who has special needs that I need to be prepared for next year. After reading other posts in the forum and researching the topic I feel even more confident when it comes to teaching students with special needs. I believe that the research studied in this class makes me more prepared for students who will be in my classroom in the future. I believe the research based information will be key in preparing me to become a more rounded teacher. I truly feel more comfortable talking about these complicated topics because I have experience with each. I have some background knowledge that prepares me for any student that walks through my classroom
Gender Matters is a collection of various essays on feminist linguistic texts analysis, by Sara Mills. Mills develops methods of analyzing literary and non-literary texts, in addition to conversational analysis based on a feminist approach. The author draws on data from her collection of essays gathered over the last two decades on feminism during the 1990s. The essays focus on gender issues, the representation of gender in reading, writing, and in public speaking. Furthermore, it highlights the importance of feminists’ analysis of sexism in literature and the relation between gender and politeness. The article is informative for my research paper, as my topic is going to cover language analysis of the text and who women reading and writing differs according to the discourse analysis within linguistic, psychology, case studies audiences and surveys. The book would be helpful, particularly the last three essays that discusses gender, public speaking, the question of politeness and impoliteness in public speaking. Mills’ analysis is not complete without including the idea of global notions of both women and men, to see whether women and men write and read in the same way globally. Therefore, an update would enrich the book’s discussion section. Although, Mills addresses the class and race theme in language and public speaking, I will only look into the role of language that plays a part in doing or reducing gender in literary, non-literary texts and in conversation.
The critical rank for reducing gender inequalities should be education, labor force participation, and lastly, wages. There are obvious differences between men and women whether it’s anatomically, financially, and so forth. The gender inequalities women face compared to men is alarming and saddening. Gender stereotypes reinforce gender inequalities because stereotypes can often be internalized which results in biases against either sex. These biases against a person can result in negative results. Gender inequality has been within our society for a long time especially amongst women.
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
My gender was impressed upon me from the minute I was born as I was wrapped in a fuzzy pink blanket and had a bow taped to my bald head. Gender refers to our behavior, feelings, and attitudes as dictated by our society or culture (Defining, 2015). Not only our family, but our peers, schools, and society influence and shape our beliefs and views about our gender (Defining, 2015). It is thought that our gender is socially constructed as our notion of what women and men are and what they are supposed to be is created by the society in which we live (Gender, 2010). As a female born and raised in Philadelphia in the United States in the 1960’s, my gender role, behaviors and attitudes expected of male and female members of a society by that society, was that of a passive, nurturing, and subordinate person.
In contrast, there is an alternative perspective (i.e. nurture) that has been gaining popularity. This
Gender is something that is done. People everyday do actions that define whether they are “masculine” or “feminine”, which helps them define who they are. So therefore in society, there are unsaid gender roles. Gender roles are the stereotypical behaviors that have been carried down for many years. For my “Gender in America” class, the other students and I were told to go into the the “real world” and to watch and observe different gender roles and actions take place in a public setting. Our goals were to see how one acts “masculine” or “feminine” and if gender roles are heavily practiced today. For my “real world” experience I went to a shopping mall. I thought this would be a good place to observe gender roles because of the very popular
Social Construction of Gender is a process, stratification system and structure. The day to day interactions emphasize gender as opposites. Take for instance, conversations, formalities of daily life, sayings, and so on. The social construction of gender is created through social interaction – through the things we do and say with other people. This means that gender it is not a fixed or inherent fact, but instead it varies across time and place.
Socially constructed gender roles have a large impact on the society that we are bred in. Boys and girls are told from a young age what is considered normal for each of them based on what sex they were assigned. Girls are immediately told to be shy but not rude, love the color pink, and clean and cook in preparation of the man they are inevitably going to marry. Boys are told to ‘be men’ and never cry in the presence of anyone, emotions are for girls and anything less would be seen as merely weak. Parents usually prescribe their own upbringings to how their children should be brought up; girls are constantly reminded to watch how they come off to people. Girls must clean and cook, but never show frustration, smile even if she’s scared of unfamiliar
I was working at a camp and got into a conversation with a friend who has Asperger Syndrome about his experience with special education. He told me how long it took him to get into a program and how much those teachers had helped him to become the person that he was. The teachers were able to help him understand what he was learning as well as life lessons. He and other children with special needs at the camp I have worked at for the past few summers have instilled in me a stronger need to reach out to those in both special and general education classes. This was again enforced in the class “Intro to Special Education.” I was taught even more that school is not just about learning the information, but learning about yourself and how to grow in yourself. Each student is different and therefore each student must be seen as
The United States, like all other societies, places women and men unequally at many different levels of social organization (Long). Gender inequality remains a major barrier to human development. Gender inequality refers to the unequal treatment or perceptions of individuals wholly or partly due to their gender. Gender is a primary marker of social and economic stratification. Gender inequality is a characteristic of most societies, with males on average having more and better opportunities in positions at social, economic and political hierarchies. Gender inequality exists in employment, politics, sports and even formal education. Gender socialization, gender stratification, social construction of gender,
in America I feel that if you do not wish be a victim than do not play the role.
Special education is an incredibly important, but often underappreciated aspect of education. There is a stigma around individuals with disabilities, that leads people to assume those in special education are less capable or smart as their peers in in a strictly traditional classroom setting. That could not be farther from the truth though, and the individuals in special education are just as capable of learning and maturing in to successful adults. As a future teacher, I was not really aware of how little I knew about special education until I enrolled in this course. This course has helped change and shape my views of special education, and helped me gain a better understanding of what exceptional children are and how I can better serve them
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
Gender identity is whether one feels as though they are a male or female. I never really thought about this much until I started taking classes that talked about gender identity. According to society, I am considered a female because my anatomical make up. However, I have never completely assumed the normal gender role or gender role stereotypes. As a child and teen, I loved to climb trees, lift weights, and play football. I did not enjoy playing with dolls, playing dress up or having tea parties, therefore, I did not do those things. I also was not sensitive like other females. As an adult, I do frequently adhere the gender role or stereotypes. Although, I still enjoy doing many male things like fishing, hiking, and camping but I also cook,