A Change...

This week our teacher announced that the house passed a bill to replace the NCLB law. The new bill will be called ESSA-Every Student Succeeds Act. I do not fully understand all of the changes that have been made, nor do I know the effects that this new change will have in long term, but do see promise in this change and hope for a better future. This is very exciting to be here for a part of history! I love that states will be in more control and I hope that this will be an improvement to the education of our children. My classroom group and I briefly talked about how this could greatly benefit education. We are excited to see what happens with education in the future. Now that we have studied laws in education throughout time, it is fun to see another change take place while we are in this class. If you would like to know more information on this change go to this link: http://www2.ed.gov/nclb/landing.jhtml


As we draw an end to another semester, I am pausing to reflect on all that I have learned in my class. I must say that I have learn and gained an application not only for those that suffer from disabilities, but those that give of their time to care for them. In my classroom, I am surrounded by so many striving to be educators and I am in awe at their drive and compassion. These future teachers truly desire to service others, and knowing the pay, it is not for selfish reasons. I have gained a new appreciation for all educators. Countless amount of hours are placed in planning, accommodating, and taking all students into consideration when running a classroom. Teachers do much more than they are paid to do. My eyes have been opened and I will be forever respectful to my past and future teachers. Thank you teachers for all you do.

Service Learning

This semester our class was asked to complete five hours of service learning working with adults that struggle with disabilities. At the start of the semester, a boy from one of my classes announced how the school has an autistic mentoring program and that all were invited to join. This program allows student peers to work with students struggling with autism here on the campus of BYU-Idaho. The mentors help provide assistance with daily living, school, social/emotional difficulties, and anything else the student might be struggling with. To join the program, you agree to a two semester commitment, and agree to work with your mentee at least an hour a week.  I decided that this was something that I would love to be a part of. I attended training meetings every other week throughout the semester. After the first couple of meetings, I was set up with a partner and a mentee. My mentee is a first semester student. It was his first time being away from home, and he was nervous and scared to be on a new journey in life. Having a little bit of experience with those that are dealing with autism, I knew that change is one of the hardest challenges to encounter. My partner and I often helped him with social issues, as school seemed to be a strength for him. We still checked each week to make sure he was completing his assignments and that his grades were acceptable. His challenges dealt a lot with roommates, meeting new friends, and finding a place to belong. As we worked with him each week, I felt myself growing a deep care for him and his well-being. He always seemed so excited to see us each week. As time passed on, he seemed to become comfortable with us and less afraid to express his concerns in his life. We often talked openly about how to talk to his roommates, how to talk in a large group (knowing when it was his turn to speak), and how to make new friends. He often felt sorrow for not having any friends here, and was grateful to have us here to help him. After working with him for several weeks, I found a valuable resource that I used to help direct him in social settings. I also started implementing role playing to help him know how to respond in certain situations. The website was very helpful. I recommend it for anyone that struggles with social issues: http://www.autism.org.uk/socialskills  Overall I have felt that this experience has helped me to grow. It has helped me to gain more compassion and love for those that are dealing with a special need. I am grateful for this experience. I am looking forward for the opportunity to continue working with this program next semester. I am grateful for my mentee and all that he has taught me. I know I have made a new friend in the process also.

A Shout Out for Technology

(Warning: I am on a soapbox) I must admit, I am a bit old fashioned. I am not a huge fan of technology, and find myself angry at how it has taken away from our interpersonal communication skills. I can be on campus, surrounded by a sea of students, and still feel so alone. As I pass by each person I see, a screen blocks any person to person contact. I refuse to get a smart phone, and I only carry my phone occasionally...I am strange, and I know it, but I can remember what life was like before technology took the front seat, and I miss it. I miss people saying "hello" as I pass them by. Our world has changed, and often when I think of it, I tend to focus on the negative. Now, with keeping all that in mind, I must give a shout out to technology!

In class yesterday, we focused most of our time on visual impairments. We learned of a small handful of different causes and types. In groups we talked about ways in which we would accommodate students that have visual impairments. I learned a lot of great ideas on how to assist those students, but one particular part of the lesson stood out to me more than the rest. We learned about different types of technological assistance that is now widely available. I was not aware of any of these resources, and I must say that I was very impressed! As a class, we went into our phones (of course I could not participate in this activity without having a smart phone), but we saw how we could change the settings to help navigate the phone if we had visual impairments. Also, we went onto the computer, and found that every computer has settings to make the print/page larger, or be able to have information read out loud. I also learned about how you can now have any book/textbook transformed into a audio book. These are amazing tools and teachers really need to know about them to help assist any students they might have in their classrooms that would benefit from this technology.

So, going back to my first paragraph, I realize now how much good can come from technology. We are now in a world where disabilities are being recognized and accommodated for. It can help the children with certain disabilities to be able to be more independent. That is quite impressive and I can no longer keep a strong negative view about the technological world. For that reason, I must give a shout of for technology! What a wonderful asset to our world!

Don't Limit Me!

In one short moment, my thinking was changed. In class this, we learned about a few different impairments such as traumatic brain injury, orthopedic, and cognitive impairments. As we went through our lessons, my table of classmates and I discussed different ways to help children with these types of disabilities within our future classrooms. How would we help, assist, and accommodate them if they were in our classroom? We came up with several ideas such as providing an aid to assist them, giving them tools such as a "talking stick", or writing simple yet detailed step by step instructions on the board/paper that they could refer to throughout the class time. Of course all of these accommodations are good and often needed, but it never struck me that we as teachers, could be enabling these children. Of course this is a case by case basis, but how often do we do everything for people that we "think" cannot do it on their own or with little assistance. I have a friend who is blind and when I first met her, I did a lot to help her. I remember wondering how she can get by when I am not right there helping her at every moment... Then it hit me. She is much more capable than I had realized, and also very independent. I was not helping her in a way, I was enabling her. Why do we do this? I think ultimately we want to help. We want them to feel comfortable and are afraid to push them outside this comfort zone. As teachers, we should always remember to use LRE. We need to take these children into our classrooms and hold them to very high standards(for them). We must not limit any student! It was a wake up call for me as I watched this video in class of a girl that has down syndrome girl speaking on this matter titled, "Don't Limit Me."

Child Abuse

This was another difficult week in our class. How awful that we have to discuss topics such as child abuse, but we must be aware and realize that it does happen more than we might know. I have learned a lot this week during our discussions in class. Did you know that in 80.8% of the cases of child abuse, a parent is the perpetrator? Did you know that babies and toddlers are the largest group of children that are abused?

 

 

 

 

 

I was shocked to learn of this information and realized that educators working with children on a daily basis have huge responsibility to watch for these children, know the signs, and report it. Do you know the signs of abuse? Do you know what steps to take if you suspect abuse? I did not know before my class, but I was grateful to learn this information. I feel that I must write about this not only so I can remember it, but hopefully be able to teach someone who might be able to help a child who is suffering. This information is from my class lecture. I did not write this, but recorded it to pass on to you.

 

First it is important to know the different types of abuse: Neglect, Physical abuse, Sexual abuse, and Emotional/psychological abuse.

 

Do you know the signs of each one of these?

 

       NEGLECT:

• Repeated complaints of hunger
• Wearing dirty or unfitted clothes, often repeatedly wearing the same outfits
• Perpetually dirty hands, fingernails, hair, neck, face
• Inappropriate clothing for the weather
• Missing or forgetting supplies or homework
• Problems with social skills, specifically empathy
• Poor academic achievement
• Lack of response from caregivers to teachers' communication attempts (this is not a sign in and of itself)

      PHYSICAL ABUSE:

• Injuries that are not consistent with the explanation offered
• Presence of several injuries(3+) that are in various stages of healing
• Repeated injuries over a period of time
• Injuries that form a shape or pattern that may look like the object used to make the injury (examples: teeth, buckle, cigarette burns, etc.)
• Facial injuries in infants and preschool children
• Injuries not consistent with the child's age and development
• Bald patches on child's head where hair may have been torn out
• Repeated poisonings and/or accidents

      SEXUAL ABUSE:

• Difficulty walking or sitting-pain or itching in the genital area
• Withdrawal to infantile behavior
• Seems distracted or distant at odd times
• Has a sudden change in eating habits; can have trouble swallowing
• Sudden mood swings: rage, fear, insecurity, or withdrawal
• Leaves "clues" that seem likely to provoke a discussion about sexual issues
• Develops new or unusual fear of certain people or places
• Refuses to talk about a secret shared with an adult or older child
• Writes, draws, plays, or dreams of sexual or frightening images
• Talks about a new older friend
• Suddenly has money, toys, or other gifts without reason
• Thinks of self or body as repulsive or dirty or bad
• Exhibits adult-like sexual behaviors, language, and knowledge

      EMOTIONAL/PSYCHOLOGICAL ABUSE:

 

      Signs in Child-

•  Being fearful of parent
• Saying they hate the parent
• Talking badly about themselves
• Seemingly emotionally immature when compared to peers
• Exhibiting sudden changes in speech, such as stuttering
• Experiencing sudden change in behavior, such as doing poorly in school

      Sign in the parent/caregiver-

• Showing little or no regard for the child
• Talking badly about the child
• Not touching or holding the child affectionately
• Not tending to the child's medical needs

In class we talked about how often times we need to use our judgement and listen to our instincts to know if something needs to be reported. My classmates and I talked about how you often need to see multiple signs in order to suspect something. If a child is wearing "hand me downs" from siblings that do not seem to fit quite right, it does not necessarily mean that child is neglected. We need to use proper judgement. It is important to note that teachers are responsible to report when they suspect a child is abused. Another part of our lesson that I feel is important to talk about is when you know a child is abused, what should you do and what should you not do.

 

      DO NOT:

• Interrogate the child to extract more information
• Get angry and say mean things about the person you suspect
• Make promises or guarantees of what will happen (This is important to keep the child's trust-you do not know exactly what will happen-Don't make empty promises)
• Only ask the parents and take their word for it

      DO:

• Tell them it is not their fault
• Tell them they have opportunity to share the information safely
• Follow your company/school's procedures
• Be an advocate regardless of worries about relationship with the child's family later
• Take swift action to report the incident and protect the child. Delays caused by not knowing what to do or failure to take action, contribute to the child's injury

 

Now that you know the signs and what to do or not to do, take action to pass this information to all those you know that have children in their lives. The children in this world need our help. They need us to be advocates for them. They need us to fight the fight that they are not able to fight. I hope that I will never have to use this information that I have learned, but if I need to, I know I will know what to do.

 

A video that might be helpful for all educators: Recognizing and Reporting Child Abuse

 

 

Resource: Farley, Laura. “Child Abuse and Neglect” PowerPoint presentation. Brigham Young University of Idaho,
Rexburg, Idaho. 13 Nov 2015.

 



A Hard Week

This week was a bit difficult in our class as we addressed children living in poverty and/or abuse situations. It is hard to know that so many innocent children are suffering. We watched a video on a school called Whitney Elementary in Las Vegas Nevada. This is one of the poorest schools in Las Vegas. They have over 500 children that live in poverty that attend their school. My heart was broken as I heard of what these children had to go through each day. The part that stood out to me, and what my classmates and I talked about in class, was the children that were taking home a handful of ketchup packets so they could eat "ketchup soup" for dinner that night. Another thing that stood out from the video was the fact that many of them were not aware that people celebrated their birthdays. Wow. I had know idea that this was happening in our country. The video does end on a happy note as the principle is working miracles and giving those children amazing opportunities and assistance for success now and in their future. I recommend watching it. Here is a Link.

It might be hard to not judge those caregivers of these children. I know it can be easy to point a finger. Our professor must have known that we might be quick to blame and had us do a simulation activity to see if we could survive for one month on a limited income. You first get to pick out a job, find health insurance, and then it takes you through a number of real life events to see if you could survive for an entire month. I remember that I was excited to see that I had about $250 left in my bank at the end of the month and thought, "Yes! I did it! I could survive!". Then I hit the next button and it said my rent was due the next day. I was about $600 short! I really did not make it. Reality hit hard. My group at my table all failed also. It was a good wake up call for us to not judge all those caregivers that struggle just to make ends meet. You can't point a finger and just tell them to get a job. It is a horrible cycle and it is hard to find a way out of it. I learned a lot just from this activity. If you are interested here is the link to be able to do the simulation activity yourself. I really did learn a lot this week. 

Opening My Eyes to Sight

For class, we were required to do a simulation activity to simulate different problems that can happen regarding sight. I was given four masks representing someone having glaucoma, loss of an eye, problems with the lens(such as astigmatism) that causes loss of visual acuity, and macular degeneration. I wore each mask for an hour, totaling four hours for the entire activity. This was defiantly a struggle. I was trying to work on my homework the entire time and quickly realized it was not going to be easy. The mask that stimulated the loss of an eye, covered one eye and left the other eye uncovered. I found that this one quickly gave me a headache. I just wanted to close my eyes and not open them the entire hour. I still managed to do my homework, but it took me longer and struggled to concentrate. The next mask that I wore stimulated macular degeneration. This one might have been the "easiest" one to experience, although it was still difficult to function. The mask made it so I had dark spots right in the middle of my view. I was still able to read, but I was slow. I also noticed that I kept loosing track on where I was reading on my page. I was often lost going from one line to the next. The next mask that I wore stimulated glaucoma. This one let you see out of small tiny circles, kind of like having tunnel vision. This one was difficult, but still not the hardest one. I was able to continue with my homework (slowly) and struggled more when I looked long distant. Walking was also very difficult with this mask. With no peripheral vision, I struggled to take in my surroundings. I was afraid to go very far while wearing this mask. I cannot imagine having sight so limited for any extended period of time. The last mask that I wore was the hardest one for me to experience. It was stimulating loss of visual acuity. While wearing this mask, it was difficult to see anything. I could no longer read and had to put away my homework. I could not use my computer or phone. I struggled to make sure I put everything in my backpack and that I did not leave anything behind when I left. It was a long hour. I couldn't tell if anyone was looking at me and I was nervous and afraid to address anyone without being able to see them. I just saw blurs. Lots and lots of blurry people. Sight would be such a difficult thing to loose. I admit that I have taken mine for granted. I think about all of those things that I would not be able to do: drive a car, ride a bike, walk to places, read a book, watch a movie, look at the person I am talking to, shopping at a store, getting dressed and ready in the morning...I am sure I could go on forever. What would I do? How would I handle this? What would life be like? I am grateful for this experience and for it opening my eyes to the world of those living without sight. The world looks a lot different to me now.

I Tip My Hat to All Teachers Everywhere!

In class this week, we worked on a case study dealing with a teacher assessing her students in her classroom. This teacher worked hard to help provide help for those students that might be falling a behind academically. As a group, we worked together to determine what assessments she used. As the case study went on, we learned that one girl in particular seemed to be behind when compared to her peers. We talked about what might be the next step the teacher should take to help make sure that this girl receives the best possible help without putting her at more risk of embarrassment or shame. The rest of our class time was spent on this part of the case study. As we talked, my team expressed the need of speaking with the girl's parents to help better understand the child. We talked about doing more assessments, such as probes, to gain more insight on where she is academically. We also talked about looking for outside help to come in and observe, such as help from a special education teacher. During this time, thoughts came into my mind of just how difficult it is to be a teacher. Before this class, I had no idea how much time and work goes into teaching. (SIDE NOTE: I am not a teaching major, so I have not had a lot of classes like this one.) They work so hard not only coming up with lessons and classroom designs, but then to have to worry about each and every child on an individual basis. My heart is tender for all teachers. They work so hard and care so much. I cannot imagine the responsibility that goes with teaching, but I do know that I will always remember this lesson and appreciate teachers more. I tip my hat off to all teachers, and especially the ones that taught and sacrificed for me.

Meeting the Students' Needs

This week we learned about how to assess students in your classroom and plan instruction according to the needs of those students. We broke up into our groups in our class and designed a poster to help illustrate how a teacher can meet the students’ needs within their classrooms. I really feel that this activity helped to bring the lesson to life. I love being able to work with others to learn. I feel that I gain more when I am able to teach but also learn from my classmates. I learned this week that, overall, the teachers really do put the children in their classrooms first. Even if they have their classroom set up a certain way, they really need to think about accommodating their room to meet the needs of their students. For our poster we drew a boy that illustrates a student in need of help. It is hard to see on the picture, but he is standing on a foundation of “assessments” since this is the first step in knowing the needs of your students. As you move up the picture, you will see there are many ways to help the child based off of the results of the assessments. You might want to change the way the classroom is managed. This can be anything from moving the desks, time management, to changing the materials that are used. Each of these actions, will help to ultimately help “turn on the light” for the student and help them to learn in the best way possible. I hope that I will be able to remember this in the future as I teach children. Maybe I will not be a professional teacher, but I know now that it is always best to keep the child’s needs first.

A Day of Teaching

In our class, we were divided up into groups and given topics to teach our classmates about. My group taught of Speech and Language disorders and I was asked to reflect on our teaching.

I had a lot of fun getting prepared for our lesson. Speech and Language is something that I am passionate about and love researching and learning new information on this topic. I worked many years ago as a speech paraprofessional and found that this is what I wanted to do for the rest of my life. I realize the value of speech and language and how important early intervention can be. I hope that this is something that I will be able to do as I continue my education.

My teaching reflection:

I feel that I did well on delivering my part of the lesson. I do not believe that I was perfect at teaching, but I did enjoy learning and sharing what I learned with my class. I feel that even though I was a little bit nervous, I was able to get most of what I had planned to teach across to the students. I believe our teaching was affective through the activities we had planned. I passed out tongue depressors so our class could use them to while speaking to a partner. I wanted them to feel a little bit of what it might be like to not be able to move your tongue in the right way when speaking. Many students expressed frustration and embarrassment. I believe that activities like those help to bring the lesson to life and help those learning to be able to remember the lessons and what they were about.

I really believe that the students were actively engaged during our lesson. I noticed that many students were asking questions and sharing personal stories with our class during our lesson. They also seemed to enjoy our simulation activities.

I do not think that I would have done too much differently while teaching, but I would have liked to make the handout different. I wanted to include more information and felt like a lot of information was missing.

To improve in my lesson I would have liked to be more engaged in discussion with the students. I could tell they had a lot to say, and I did not feel that I gave them enough time to talk and reflect on certain topics. I believe that much of our lesson would have been discussion if we did not have a time limit.

I feel overall our group did well. To rate our teaching based off a 0, 5, or 10 is difficult because I do not believe that we were a perfect 10, but I feel that we were closer to a 10 than a 5. We met together a few times before we taught and all worked together to figure out what we would teach and how we would teach it. I feel that I would rate myself the same as my group. I figured out our assimilation activities and tried really hard to make the lesson exciting and engaging. I put a lot of thought and work into the lesson and was very excited to teach my classmates what I had learned.

Stephanie Nielson

On Thursday, I had the opportunity to attend a forum by Stephanie Nielson on the campus of BYU-Idaho. In 2008, Stephanie, her husband, and their friend who was also the pilot, was involved in a tragic plane accident. More than 80% of Stephanie's body was severely burned. Her husband had broken his back and also suffered burns. Sadly their friend passed away. After many months in a medically induced coma and multiple surgeries, she was able to continue on with life, although in a new form. Her message of her accident, healing process, and finding the strength to move on, touched my heart. She told of her experience, and about the long arduous journey of healing, both physically and emotionally. I was touched by her story of the first time that she looked in the mirror. She asked to be alone and worked up the courage to lift it up and see her new face. I cannot imagine the way she must of felt. She feared that she was no longer beautiful. She feared her children would be afraid of her. She feared she would only be seen as a monster. I must say that as she testified of the healing power of prayer and her faith in God, I did not see a face that looked scary, but a face of pure beauty. She inspired me to be grateful for my trials and find hope in what lies ahead. For those that have not heard of her or would like to read her blog, I would highly recommend reading her story. NieNie Blog or Stephanie Nielson's Message

Mock IEP

This week in class we held mock IEP meetings. An IEP is an individualized education plan to help with children that have any special needs. A team meets together to discuss needs and concerns dealing with a particular child. A team consists of the general education teacher, special education teacher, parent(s), school psychologist, local educational administrator, social worker, and any others that might be needed such as a speech and language pathologist. This team collaborates together to figure out the best plan to ensure a proper and appropriate education for the child. In my class team, we each took on a role to act out during our mock IEP meeting. It was a perfect way to help us better understand what should take place during those meetings. We learned a lot of how imperative it is to work together as a group to decided placement, goals, and plans for the child’s education. We learned how vital it is that a parent is present to help those in the team to better understand their child and hear their concerns and requests. This assignment really helped me to realize the importance of having an entire team to be advocates for one child. I believe this helps to ensure that the best approach is being implemented instead of a hasty life altering decision made by a single individual. While I do not believe the teams are perfect, I do believe they have the best interest of the child in mind. I am grateful for this experience and believe it helped me to understand how important it is to always place a child's needs first.

Day of Sympathy #3

I must admit that this activity was the most difficult one for me. We were assigned to ask for help from a stranger while not being able to say the letters "l" or "n" to simulate a learning disability. The stuttering assignment was easier in a way since I did not have to think about it as much while I was speaking. During this simulation activity, I am quite certain I struggled with staying consistent...saying an "l" one time and not another time. I just got funny looks this time instead of people being nice. It is so frustrating to have something to ask or say and not be able to just say it. I struggled and felt silly as I fumbled through my questions. I cannot imagine struggling with this kind of disability daily. It would be tempting to stop talking altogether just to avoid the strange looks or the "What?" response after you have already asked a question a couple of times. I thought about how hard it is to be different. What must it be like? Here is one girl's thoughts on having Asperger's syndrome and feeling different from those around her:

 "Feeling Different From Others: I'm a 22 year old young woman that has Asperger's Syndrome. I was diagnosed when I was about four years old. I knew I was different from the other kids, but I didn't know what AS was until I was in high school. I hate myself for having this disability. I've meet people in high school, but I felt left out and isolated because I was different. I don't think anybody knows that I have AS. I struggled to fit in, but I was always pushed away and end up alone. I was frustrated. I was never part of a group of friends. I only have one friend that is very true to me and she never ignored me. I have friends outside of high school and connected to a few of my childhood friends made me so happy. I sometimes feel rotten because of my disability and stupid, but I'm not. I feel stupid and sometimes I regret my childhood because I wasn't in the same level as other kids my age. I wish Autism wound go away, but unfortunately, it can't. I'm a college student and my mind will be focused in the present."

(Source: http://www.experienceproject.com/stories/Hate-Having-Aspergers-Syndrome/2494448)

Reading this made my heart hurt. To be different and desire to not be what you are, would be a very difficult struggle. I wondered what parents and teachers might be able to do to help assist those that are struggling with "feeling different". In my search I found a resource that I thought might be beneficial to share that could help both parents and teachers: Empowering Parents  I believe that letting children know that they are not alone and that help is available can be one of the best actions we can take.

I really felt a bit of this frustration during this assignment. I can imagine that day after day, the frustration would only escalate. I can imagine feeling alone and thinking that no one understands. I hope that by following some of the advice given in the article that I found might help someone who has a child in their life that might express these feelings.

Help the Children

                                            
The title of the chapter reading for this week is, "Special Education Procedures and Services". As I reflected on what we learned from class this week, I think I would like to rename this chapter to, "Help the Children." Each law and case that my classmates and I have learned about this week, seemed as if they were centered around what is best for the children. Educators must help those that are in need of more assistance. They are required to find the best environment and services to meet the needs of each child. This is not a fast or careless decision, but based off of a lengthy extended period of time, observing and implementing a variety of interventions before any labels are put into place. This process ensures that the child will be able to receive a quality education best suited to help them succeed. I thought of all the specialists that help with this process. They too keep in mind of what is best for the child. I respect the rights of the parents and I am grateful to learn of due processes that give parents the ability to protest their child's treatment if they do not believe that it is fair or the best care for their child. Once again, a law that protects and helps the children. I have learned to love these laws as I have realized it is all for the children. As a caregiver, teacher, or other leader of children, it is comforting to me that so many are advocates for the children. I must add a talk that I thought of this week. President Gordon B. Hinckley in October 1994 gave a general conference talk for the Church of Jesus Christ of Latter Day Saints, titled, "Save the Children". I loved his message. Hinckley said, "My plea—and I wish I were more eloquent in voicing it—is a plea to save the children. Too many of them walk with pain and fear, in loneliness and despair. Children need sunlight. They need happiness. They need love and nurture. They need kindness and refreshment and affection." May we always fight and protect the children, the future generations of our world.

Day of Sympathy #2

For my class I was assigned to have a speech impairment. The speech impairment was stuttering. I was required to go to a help desk and ask for help with something. I asked where was the nearest bathroom. I also had to ask for assistance while at the store. I have to admit this was more difficult to complete than the wheel chair assignment. I practiced a lot before I attempted it, and found that I did not sound very convincing. I felt nervous to address the people. Both people that I spoke with were very nice and patient with me, but I feel that this might not also be the case with those that have a problem with stuttering. I could imagine that not only would I be afraid to talk to others, I would often be frustrated not being able to communicate the way that I would like. Language and communication are very important, and I cannot imagine how much of a struggle it would be to have a disorder like this for an extended period of time. Even though there is help through speech pathology, often times, the disorder can remain throughout the person's life. I hope that in the future I might be able to not get impatient with those that struggle with speech disorders. For more information on this topic, here is a link on stuttering.

Early Intervention is KEY!

This week in class we learned about developmental delays. I have heard of this term but did not realize that it is a temporary title. Developmental delays only are used for children ages 3 to the 10th birthday. Developmental milestones are provided to know if a certain child has a delay. If a significant delay is noticed within a child, they are not diagnosed with a particular disability, but are given early intervention care in hopes that it might remedy the existing delay. I am grateful to learn about the importance of early intervention and that it has become a high priority in our country. As an educator over children, it would be vital to know the warning signs of developmental delays and know the strategies to assist those children. Teachers need to know that through this early intervention, a child can begin to advance in all areas of development. My group talked about the importance of being aware of the symptoms and the priority of getting the child the help that is needed.

Here is a link that could help parents understand developmental milestones with their child and what steps they would need to take if a delay is suspected: Developmental Milestones



Here is another link for educators for strategies for children that are developmentally delayed that they can implement within their own classroom: Teaching Children With Developmental Disabilities: Classroom Ideas

A Day of Sympathy

    Last week I had the opportunity to spend a few hours in a wheel chair while on campus. I must say I have a whole new respect for those that are needing to use them for any extended period of time. It was so difficult to get around, especially going uphill! My shoulder muscles hurting so much! Must not use those muscles very often. I noticed that the bathrooms are not very accommodating to those in wheel chairs. It is so hard just to even enter the main door! Once inside, I noticed how small those handicap bathroom stalls actually are. There was very little room to move around. The main entrance of buildings are also not very accommodating, sure some had automatic door openers, but other entrances did not have this feature. It made it very difficult to get into the building without help from another individual. Another challenge I had that morning was finding the elevators within many of the buildings. Unless you have been in the building many times and have traveled on the elevator before, it can be challenging to know where to go. I would also find myself delayed at knowing how to exit or enter a building based off of where a ramp was located. It takes so much longer to get to places and I found that extra time was often needed to get to the desired location. One thing that stuck out that morning was how nice people treated me! Wow! I received so many friendly smiles and had helpers at every turn. Not sure it is always that way around the world, but I was pleasantly surprised at the way people responded to me. I must say that even though I had help, it was still such a challenge. I have gained sympathy for all those struggling physically in any way.

My Eyes Have Already Been Opened...

    These past two weeks have already opened my eyes to the world of those that have special needs. I am a bit overwhelmed by all the information, but hope that I will be able to share pieces of what I took from my lessons.

    During our first week of classes, we learned about a case that took place in 1954 called the Brown vs. the Board of Education. This was during a time when blacks and whites were still segregated within the public school system. It also was pointed out that schools for the blacks did not receive equal funding or have access to the same equipment and materials. This completely disregarded the ruling of "separate but equal" that another case had concluded. Even the "separate but equal" ruling was arguably going against the 14th amendment. The case was able to go to the Supreme Court. The decision held that public schools were in fact violating the 14th amendment and that there should be equal education for ALL. This was a breakthrough not just for the blacks, but for those with special needs. This opened doors for many. I am so grateful for those that were brave enough to stand up for what is right even when it seems like there is no hope.  How wonderful to know that because of them, anyone can receive an equal opportunity in education.

    Another lesson that stood out to me was a video that we watched during class. It was about the special needs children and adults that live in Serbia. Often times when a child is born with a disability, they are placed in an institution for the rest of their lives. The parents often never know what becomes of their child nor are they aware of the conditions of these institutions. Doctors encourage parents to send their children to these institutions and without family support, parents are convinced that this is the best option for their children. My heart broke as I watched the screen. These institutions have little funding and have a major lack in caring professionals. There are often over six hundred adults and children placed in these bleak and cold rooms. No one to tend to them and little interaction with anyone from the outside world. At my table with my classmates, we talked about how difficult it was to witness such human suffering. They are virtually treated as animals, maybe worse. I do not know the answers on how to escape this cycle, but I feel that education can be a start. Here is a link to a short clip of what we observed. Dark Side of Serbian Institutions

All Things Bright and Beautiful...

I am creating this blog to reflect on lessons that I will learn in my Special Education class at Brigham Young University of Idaho. I am looking forward to gaining new insight on helping children that need a bit of extra love and care. I do not claim to be an expert, but I know one thing for sure, God made each one of us and He loves us no matter how great or small... All Things Bright and Beautiful