Learn and Serve # 9 12/4

4 Hours

Today was my last day at learn and serve. I stayed there for four hours. From nine till one. I was able to eat lunch with the kids, today's menu item: steak and cheese. No one would eat it until i took the first bite. The kids were all sad today because it was my last day. I feel as though i was able to create a nice bond with each of them during my short stay in their classroom. Throughout my visits, i was able to have a one on one conversation with all of them. It was fun and eye opening getting to know their interests, talents, family lives.

Today the main classroom teacher was not in, so a sub took over with help from myself. The kids worked through a reading assignment about rock climbing, and had to do the vocabulary sheet by themselves. We then went over it and they were able to correct their mistakes. As a reward, the classroom teacher had left toy cars and motorcycles for the kids to build after lunch. I found this a bit odd, but apparently it works their fine motor skills, and keeps them occupied. Throughout my time here at Niagara Falls Alternative High School i have adapted a few strategies, such as gaining a one on one relationship with each of your students, and knowing their strengths and weaknesses and using that to plan lesson plans adaptable for everyone. I also came away with knowing that it is poor teaching to provide children day after day with time fillers. I feel as though it doesn't challenge them and wastes time for everyone.

According to the text in Chapter 2, it states that special education exists in order to provide exceptional children with services not available to them in the typical education program. Classroom teachers cannot respond fully to the needs of exceptional children without a substantial change in the structure of the classroom, program and extra staff in the classroom. This is why we have containment classrooms like the one i was placed in which allows children to receive extra attention and the support they need to succeed.

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , p.53 ). Boston, NY: Houghton Mifflin Company

Learn and Serve #8

2 Hours

Since it was so close to the holiday season, the kids were diligently working on a thanksgiving word search. The classroom enviornment was extremly laid back today since it was so close to break. The students also made turkeys out of toliet paper rolls, and covered them with marker.

I feel as though the students here need to be treated a little more like the age that they are. I know that they suffer from disabilities, but doing busy work like this everyday seems to me that the teacher is not trying as hard as she can to help these students perform to the best of the ability. Sometimes when I am in the classroom for a while, I dont feel as though i am in a highschool classroom, but more of an elementary classroom. I notice all the time how much the teacher ignores the needs of the students, or is just to plain lazy to put in the effort that is obviously needed.

According to Chapter 2 in the text, it explains the importance of assessment and how it becomes a major part of the RTI model. After observing my classroom for 20 hours, I feel as though differentiated instuction is not used at this school, or at least at this classroom.

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , p.45 ). Boston, NY: Houghton Mifflin Company

Learn and Serve # 6 11/3

2 Hours






Today there was an excietment in the air of the classroom. The main teacher recieved her passing grades from the test she took a few weeks back. She is now able to teach teachers the program that she was in through Boces. Today was a calm day in the classroom. More reading and vocabulary worksheets. The teacher has the students do alot of crosswords and word seaches in order to fill time, when they are done with thier main work.

Gym period went smoothly for the time that i was their. I split my time watching the students in gym, and helping the classroom teacher correct papers. Since thier was no real answer key it was difficult for me to grade them, since i did not know the strengths of the kids and what was a correct answer and what was not. In gym, their were no fights or arguments, and I had to leave the school before they got back from gym.



According to chapter 12 in the text, it talks about children with physical disabilites and how they need to be considered individually. Since none of the kids in my class were physically disabled they had no problem participating in gym class. I wonder how the gym teacher adapts to a student who has a physical disability?




Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , p.404 ). Boston, NY: Houghton Mifflin Company

Learn and Serve # 7 11/17

2 Hours











Today was an interesting day. I had to bring in my roomate Christina with me to learn and serve. She had to drive me in since I was on crutches. I had a task that I needed to complete for the day. In my other Education class, EDU 271, we had to do a reading assessment on one of our kids in our learn and serve. I had to preform a running record on one of the students. Since the classroom teacher told me the kids were at a fourth grade reading level, I picked a passage from that same level. Once i got there she gave me a student to do the assessment on. He read the passage with no problem except for a few self corrections. I asked him a few comprehension questions which he knew automatically.









According to the text in Chapter 2, it explains that student assessment is supposed to determine the strengths and weaknesses of the individual. In this reading assessment, I was able to determine the strengths and weaknesses of the reader.

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , p.45 ). Boston, NY: Houghton Mifflin Company

Learn and Serve # 4 10/27

2 Hours

Today in learn and serve only four of the five kids were there for the school day. The main teacher was also not there, so there was a substitute from another classroom who was helping out. When I walked into the door she seemed realived to see me, beacause she had no idea what she was doing. She had the kids working on a worksheet about Mexico. They had to label certain cities, and fill in the blank about the culture of it. Most of the kids understood it and didnt need help except for one student who needed alot of my attention. I am slowly learning how to help a child with his work without giving out the answer bluntly. I asked several questions to get him to start thinking about what the question was asking. It was tough at first but he finally got it.

The next item on the agenda that the teacher left behind for the sub was quiet reading time. During this time I got alot of complaints about the reading, and how the students didnt want to do it, but they wanted to watch TV instead. The kids have been reading these same books for a while now, trying to master all of the words and to read it out loud to the teacher with fluency. This I dont agree with because it is very repetitive and it seems like it is turning the studnet away from reading. I feel as though they need to be introduced to various types of literature throught thier childhood, even if they are in high school.

According to Chapter 4 in the text, it explains that assessments should take place in order to know the progress of learning the student had. This is important in reading because i know that all of the students in my classroom are at various levels. The teacher all has them read at a fourth grade level, but it is obvious thata few are stronger and some should be at a lower level.

Kirk S. , Gallagher J.J. , Coleman M.R. , & Anastasiow N. (2009). Educating Exceptional Children (12th ed. , p.132-133 ). Boston, NY: Houghton Mifflin Company

Hike in the Gorge

During this class period we went on a hike on the gorge. At first i was confused at why we had to go walk the gorge for education class, it just didn't make sense. As soon as we began walking and then stopped before we even entered the gorge to talk about all the aspects of IDD. Prof M split us into groups before we left and we were each assigned a certain aspect of IDD. Every time we stopped during the hike each group got to talk about what they had on their note card. Prof M elaborated on it. The Characteristics that my group had were the characteristics of children who have IDD. According to the text in chapter 5 they were; Ability to process information, ability to acquire and use language, and ability to acquire emotional and social skills. When we "walked against the steam" this was the feeling that students with IDD get. They have trouble dealing with the "normal or average" way, but can succeed the same way with different types of instruction and support. Every diagnosis is different for every student and every learner.

Chapter 12 Video Questions

Including Students With Physical Disabilities: Best Practices

1. Teacher Lisa Kelleher describes her role as a teacher in an inclusive classroom as being quite multifaceted. Are there any aspects of her role that surprised you or made you envision your future role as a teacher differently? Explain.
While watching the video clip it was interesting to me that the main classroom teacher wasn't dedicating more of her time to MaryAnne. I realized that even though your classroom might contain a student with special needs the teacher still needs to divide the time and effort evenly. She used the teacher aide in order to have MaryAnne succeed as much as the other children in the classroom. When I become a teacher I feel like I will try to get to know the children with special needs and try and plan lessons around their abilities. Trying hard to make them an equal in my classroom, and being able to supply all the support and adaptations they may need.

2. What skills does elementary classroom aid Danielle Doucette bring to her work with MaryAnne, the child who has spina bifida? How does Danielle take MaryAnne's academic and social/emotional development into account when planning activities?
Each day elementary classroom aid Danilelle Doucette brings her knowledge of working with children with special needs, and how to use assistive technology in order to help MaryAnne learn just as well as the other children in the classroom. Danielle takes into account of MaryAnne's academic and social and emotional development. When sitting in the classroom listening to the teacher, she had MaryAnne sit on a bolster which worked her muscles while she was learning. She also let MaryAnne stand in her special standing table in order for her to be at the same level as the other children.


3. What questions has this video raised in your mind about your own familiarity with adaptive technologies for children? How can you take action on Lisa's suggestion that teachers familiarize themselves with how the equipment works (e.g., an electric wheelchair) even before you have your own classroom?

When watching this video I was impressed with all of the asstive technology and equipment that can be used by children with special needs. I realized that i do now know how to use or operate any of those things, and should be learning and familiarizing myself with them even before I have my own classroom.

4. In the bonus video, "Encouraging Social Interactions in an Inclusive Classroom," Lisa explains how she makes sure that all students have opportunities to play together, typically through music or art. Can you think of any activities you've used successfully to engage a full range of learners? If not, what types of activities do you plan to add to your repertoire?

I have witnessed that both of these types of activities engage a full range of students. Even though I have not yet experienced it in a classroom, I have seen it at my place of work, A summer recreation camp. We have several children with special needs who have aides with them at all times. It seems evident that the kids get excited about arts and crafts time and are fully engaged with the other students.


5. The classroom artifact entitled "MaryAnne’s Schedule" blocks out MaryAnne's schedule for the day in words and illustrations. How could a chart like this be used more generally to help students with other types of learning challenges (such as ADHD)? Explain.

The important aspect of this chart is that it provides structure and organization. This could be helpful for kids with other learning challenges such as ADHD because it is structured and would be able to keep them on task and more focused.


Assistive Technology in the in the Inclusive Classroom: Best Practices

1. Kindergarten teacher Tony Byers describes his responsibility to teach Jamie, a girl in his classroom who has cerebral palsy, so that she can feel like an equal participant. Have you had any experience in working with children who are physically challenged? If not, how can you gain experience before you have your own classroom?


Unfortunately I have not had the experience in working with children who are physically challenged. I can gain experience before having my own classroom by doing research on different types of disabilities and different adaptive and assitive technologies that help them out. I can also ask other teachers who have had the chance to work with children with physical disabilities.

2. Inclusion facilitator Sara Woodruff is an advocate for assistive technologies. She explains that there are many ways to help children access their voices and their minds as best they can. What assistive technologies--either high-tech or low-tech--have you seen or read about? How and when would you be likely to incorporate them into your teaching?

There are numerous assistive technologies used in the classroom daily. High-tech devices such as voice machines and low tech devices as little as bigger print, bigger sized lined paper etc can help for the student to communicate a little easier with the classroom teacher. I would be likely to use these in my classroom if i had a student with a physical disability or one who had trouble communicating with me and the other students.

3. As you watch Jamie complete an activity using a speech output device, what do you notice about the way Sara interacts with her? What can you learn from Sara's approach in general, and the way she describes her goals for Jamie?

Sara seems very experienced in the way she interacts with Jamie. She is extremely patient and knows the abilities Jamie is capable of. She allows for Jamie to be slightly independent by letting her pick a certain color for her math project. I can learn from Sara that it takes alot of patience and dedication in order to work with children with special needs. You need to respect the goals of the children and know what they are capable and what they can be capable of.

4. According to Tony, having Jamie use assistive technology "helps show the other children that there's a wide range of communication capabilities in our population as a whole. Children are shown an alternative way of communicating that is different rather than better or worse." What questions about your own understanding of the potential of assistive technologies has this video raised?

I have realized there is alot more assistive technology out there then i am aware of. Its amazing how technology can really help children with special needs feel equal in the classroom. I think it is cool that other students can see how advancements in technology can allow for everyone to have an equal opportunity for success.

5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View," Tony describes the tension he feels between teaching spontaneously and the need to slow down and adapt every lesson for all students. Can you think of any experiences you've had that have created a similar tension? Explain your ideas.

The learn and serve that i am currently at involves alot of this on my part. Since I am placed in a containment classroom it is a different pace then an inclusive or general classroom. I had to get used to the slow pace, and more of the one on one work the teacher and the classroom aide had to give. More specific directions needed to be given, and alot more assistance on class work was needed. This was an eye opening experience and i learned that every classroom, and every student is different, and requires different amounts of attention and instruction.