Now that we have completed the first part of our course, I'd like to ask...are you overwhelmed yet? We spent the last four weeks discussing special education and strategies for our classrooms, but I noticed that some of your strategies are just good practices in general. I can't wait to read the research papers that you are writing because I think that most of you will reveal your true approach to accomodating a specific case. I'd like you to do two things (besides the reading) while we are on break:
1. Upload any presentation materials - including powerpoints and handouts.
2. Post a mini-reflection about your learning/thoughts/assumptions about 'special education'.
ENJOY the break!
PS
Proactive Pathways for Engagement
12 hours ago
Look Me In The Eye by John Elder Robison
ReplyDelete& Asperger’s Syndrome
The book is about a boy, John Elder growing up in the American society with Asperger’s Syndrome in a world when there simply wasn’t a diagnosis. He went undiagnosed until 40.
Throughout the book Robison takes us through his journey as an ‘Aspergian’
The name of the book comes from his experience of constantly being told to look at people when he was speaking – this caused many people to think something was wrong with him
As a child, John displayed the typical characteristics of an Aspergian.
o Wouldn’t answer to his name, constantly bouncing and bobbing his head, couldn’t sit still, unresponsive
At a young age he had serious inability to make and keep friends yet at the same age he became a genius at pyrotechnics, electronics and math
In the 1960s he was variously labeled lazy, weird, and sociopathic .
His childhood memories are like a nightmare and growing up his parents failed to understand the root of his socialization problems as they were also dysfunctional (his dad was an alcoholic and his mom was mentally ill).
During junior high, John failed at almost everything he did and as a result his audiovisual teacher encouraged him to fix some broken equipment .
o He discovered a very comfortable world of machines, circuits, colors, soft light and most importantly, mechanical perfection.
His love for machines led him to exciting jobs.
o He developed the rocket-shooting guitar for KISS.
o Computerized toys for Milton Bradley.
Currently, John runs a successful business repairing high end cars.
Major Themes/Ideas from the Book
Positivity
o Offers real inspiration and hope for young people struggling to find their way in life
Self Realization /Acceptance
o John realizes his responses to people are not want they want to hear and with this he teaches himself how to respond correctly to peoples questions
Growing up
o He found people to appreciate and mentor him
Making his dreams come true
o Joining a rock band
o Designing electronic games
o Fixing and selling exotic automobiles
o Becoming a successful author
Links/Useful Resources
http://www.youtube.com
http://www.naar.org
http://www.autismresearch.ca
http://www.aspergers.ca
http://www.behavior-analyst-online.org
http://www.aspergeradults.ca
http://kidshealth.org/parent/medical/brain/asperger.html
http://www.autisminspiration.com
http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm
http://www.udel.edu/bkirby/asperger
http://www.grasp.org
http://www.johnrobison.com
http://www.autismspreaks.org
http://www.mugsy.org/connor1.htm
http://www.teacch.com/highfunction.html
http://www.udel.edu/bkirby/asperger/karen_williams_guidelines.html
The first part of this course so far has for me, been interesting and beneficial. Prior to this course, I knew of certain disorders but did not understand how students with these disabilites felt. This course has changed my view on special education. It has made me want to continue researching and learning more in order to help these students succeed. Being that there are such a vast array of special education issues in today’s society it is good as upcoming teachers to become familiar with them. By seeing or reading first hand experiences it is easier to relate the syndrome to real life and how we, as teachers, can try and help. Being a teacher means first and foremost being an educator to students. When we are faced with students with disabilities we should take it as an opportunity to help change that person’s life for better and let them flourish and bring out their true, inner self. We are all equal people in this world and are all entitled to know, to learn and to live.
ReplyDeleteThis book is about a boy, Brad Cohen with Tourette syndrome (TS). He diagnosed with TS at the age of 10. The author describes his struggle with TS and how he turned this syndrome into an asset, and his life into inspiration. Brad Cohen is a walking role model for all. He is a living example to prove that impossible is truly possible.
ReplyDeleteAs a child, Brad displayed uncontrollable vocal and muscular tics which are the main characteristics of TS. As a young age he faced lots of difficulties in school as his teachers and classmates didn’t treat him fairly as he was making loud and uncontrollable sound and twitching. His teachers and parents thought that he was doing things purposely but the facts were different.
Once he got diagnosed with TS, then he turned his weakness into his strength. He was able to educate himself and others to learn ways to cope and create plans of actions. This allowed Brad for acceptance in society, and gave society the ability to gain a little perspective.
As he was humiliated by teachers in classroom, he promised himself to be an educator who will be a role model for students to teach how to be helpful without taking over, how to react with empathy not pity, and how to treat their peer’s exceptionalities with common sense.
Underlying Themes:
• Lack of education parents, educators and society have negative assumptions based on a lack of awareness and education toward disabilities.
• Using education to heal once a diagnosis is found, an identity may be established. Knowing the cause of TS behavior is thus emotionally healing. Families and educators are able to educate themselves, to learn ways to cope and create plans of actions
• Power of education teaching everyone and anyone who will listen. This allows for acceptance in society, and gives society the ability to gain a little perspective.
o Through support groups, conferences, lectures, media, books, etc.
• Knowing and understanding one’s rights
Links/References:
http://video.google.ca/videosearch?sourceid=navclient&rlz=1T4GWYA_enCA306CA306&q=tourette+syndrome+association&um=1&ie=UTF- 8&sa=X&oi=video_result_group&resnum=4&ct=title#
http://tourettenowwhat.tripod.com/Tourette_fact_sheet.htm
http://www.classperformance.com/
http://www.ada.gov/publicat.htm (Disability Act, USA)
http://www.tsa-usa.org/research/medsciR.html (Research)
http://www.associatedcontent.com/article/60137/living_with_tourette_syndrome.html (Coping mechanisms)
http://www.chrc-ccdp.ca/discrimination/physical_mental-en.asp (Canadian Human Rights Act)
Kent, R., & Newkirk, T. (Eds.). (2007). Teaching the neglected “R”. Portsmouth: Heinemann.
Cohen, B., & Wysocky, F. (2005). Front of the class. Acton: VanderWyk & Burnham.
http://www.planettic.com/teachers.asp?menu=teachers (Planet Tic)
This part of the course so far has been really beneficial for me as it taught me about various disorders and syndromes. Up to this point I have seen so many clipping on autism. By watching these videos, I discovered that it’s important to know the student’s perspective to successfully implement teaching strategies to make learning happen for these individuals. As educators, we should be fully aware of the strengths and needs of kids. While writing research paper on TS as a teacher, I found many innovative ideas and strategies to meet the needs of individuals in my content area. As a student teacher, I enjoyed special education part as it made me realize my future responsibilities. School is a place for children to grow intellectually and as unique individuals. As educators, we must accept that we are role models for students and to serve their needs with full sincerity.
ReplyDeleteI have to admit that before this class I did not realize just how much my classroom may be affected by special education issues.
ReplyDeleteI was part of a group that read Brad Cohen's book and presented on tourette's syndrome. I learned many things about this disorder, a subject that I had never before really considered.
I realize at the time when Brad was in school TS was a virtually unknown medical condition but I am left wondering how no teacher of his could see that something was different with this child.
If only someone had taken the time to ask him about the noises and tics, to really listen to him. Could no one see the pain this child was in?
The descriptions in the book are heart breaking, no child wants to stand out in such a way, how did all his teachers miss this? Was his struggle and pain not evident? If a teacher had taken time, pulled him aside, actually spoken to him about the issues, could perhaps they not see that he was telling the truth when he insisted that he could not help it?
The question I am left asking myself is, how when I am a teacher do I ensure not to overlook something similar?
Whether a student has a condition such as tourette's, a developmental disability or a very difficult situation at home I view it as important to understand these factors that may be affecting the student's life and therefore their schoolwork.
Until I began doing my observation hours I did not realize just how integrated many classrooms are today. The board of education that I hope to one day be employed by has a very rigid policy of special education integration. I am currently completing hours in a grade 7/8 classroom where a student is severely autistic. His E.A. referred to him as a 'textbook' case. He is 13 years old and completely non verbal.
When I asked how the other students react to him she responded, "they are wonderful, most of them have been in classes together since kindergarten."
I was thrilled with this response and then even happier with what I have observed the other students behavior to be. Students take turns bringing this boy out for recess, they are respectful, kind, gentle. It is wonderful to see.
This experience as well as Brad's story has brought me to the conclusion that if I have a student with a special need I will do the best that I can to teach respect, acceptance and diversity. To teach a lesson of more than just tolerance, but rather, true acceptance. Through realizing everyone has differences the opportunity exists to create an atmosphere or equality and respect.
To answer your first question, yes I am a bit overwhelmed. The teachers really take into consideration that we have two weeks off when they double the homework they assign for the break.
ReplyDeleteAnyways, I felt that what I learned about special education in participating in and observing the presentations was quite valuable. I had minimal understanding of the disorders that we discussed in class and now I feel as if I am much more prepared to handle a student with a given disorder if I am required to do so. From my own presentation and from those that I oberserved, I feel as if I know where to turn if I need advice on handling a special needs student. Also, prior to doing the assignment I wondered what I would do if I ever faced a situation where I had a special needs student in my class. I felt as if this would not happen because they would likely have a special needs room or a personal special needs assistant. I learned about the variety of special needs disorders I may deal with, including those that would likely be incorporated into a regular classroom, like a student with Asperger's for example. I no longer worry about having a student with special needs in my class because I think that they can be incorporated into the class fairly well and the teacher and students in the class may even benefit from the awareness of the disorder that they obtain. I value what I've gathered from this exercise because I will be more comfortable leading a classroom that has a student with special needs and this will benefit not only myself, but the special needs student and the rest of the students in the class.
I had limited understanding of Tourette syndrome before reading this book. I thought only of the severe symptoms of TS and I did not imagine that an individual could integrate with society in a meaningful way. The book helped me understand Brad Cohen’s frustration and humiliation as he grew up in school. The fact that Brad grew up in a world that did not understand his neurological problem was interesting to me. It made me see that we may not always understand a behaviour or condition, but that we should attempt to communicate and educate before we pass judgement.
ReplyDeleteThe research we did on TS was eye opening for me. The impact of a special needs student on your classroom function and preparation are quite significant. It did enlighten me to alternative resources that may be applicable to a number of other learning disorders or that may be interesting for any student.
Brad’s positive attitude to me was the key to his success and despite his social limitations he pushed himself to participate in a number of social organizations. I have never understood what these organizations exist for, but I know now. They lead him to new friendships and understanding that he never had in school. They also fed his appetite and confidence for public speaking and leadership opportunities.
Brad’s ultimate goal was to ‘become the teacher he never had’. His negative experiences in school actually helped him construct who he wanted to be. I can relate to this, as I believe I have learned as much from the poorer teachers I have had as I learned from the great teachers.
Although this book was about Brad Cohen conquest of his disorder, the lessons apply to all of us. We all have problems to deal with. It is our willingness to keep driving forward with a positive attitude that allows us to navigate to our goal.
In summary, I learned four things about special education: 1) I gained a general appreciation about several disorders and the debilitating effect it has on a students’ life inside and outside the classroom, 2) I became familiar with a legal document called an Individual Educational Plan, IEP, which serves as a guide to the teacher at multiple levels including how to educate and measure the disabled students’ progress, 3) Not to assume that all disorderly behavior in a classroom is intentional where in fact it could be the onset of an uncontrollable neurological and or physical disorder and finally, 4) To be consciously selective of the type of multimodal learning material to improve the learning process for the disabled student.
ReplyDeleteYES!.... I m overwhelmed, but in a good way. Before I started this course I was clueless about a number of things. One, how vast the technology being used in the classroom today really is. I didn’t think it was THAT long ago that I was in high school, and even at the university level, it was not up to what I have seen in my observation hours to date. Two, and this is said many times by my peers, the number of students integrated in the classrooms today that have special needs or disabilities. In one of my classes that I am observing, there are three students who have disabilities or have been put into a special classroom for a variety of reasons. After talking to the teacher, I have seen NOT typical cases of autistic students. I have become aware that sometimes these students do not fit the molds of “disabled” students, but are much more erratic in that we must take them as a case by case scenario. I cannot wait to see what other information this class will prep. me with.
ReplyDeleteLook me in the eye by John Elder Robison and Asperger's Disorder
ReplyDeleteThe lower capitals and name of the book comes from a fear most asperger's children have of other people; looking them in the eye
- When John was younger he displayed many characteristics of a child with aspeger's.
- Wouldn’t answer to his name, constantly bouncing and bobbing his head, couldn’t sit still, unresponsive
-could not keep friends yet at the same age he
- became a genius at pyrotechnics, electronics and math
- In the 1960s he was variously labeled lazy, weird, and sociopathic .
- He discovered a very comfortable world of machines, circuits, colors, soft light and most importantly, mechanical perfection.
His love for machines led him to exciting jobs.
- He developed the rocket-shooting guitar for KISS.
- Computerized toys for Milton Bradley.
Currently, John runs a successful business repairing high end cars.
Major Themes/Ideas from the Book
Positivity
o Offers real inspiration and hope for young people struggling to find their way in life
Self Realization /Acceptance
o John realizes his responses to people are not want they want to hear and with this he teaches himself how to respond correctly to peoples questions
Growing up
o He found people to appreciate and mentor him
Making his dreams come true
o Joining a rock band
o Designing electronic games
o Fixing and selling exotic automobiles
o Becoming a successful author
Links/Useful Resources
http://www.youtube.com
http://www.naar.org
http://www.autismresearch.ca
http://www.aspergers.ca
http://www.behavior-analyst-online.org
http://www.aspergeradults.ca
http://kidshealth.org/parent/medical/brain/asperger.html
http://www.autisminspiration.com
http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm
http://www.udel.edu/bkirby/asperger
http://www.grasp.org
http://www.udel.edu/bkirby/asperger/karen_williams_guidelines.html
The first part of the course has been very enjoyable. I have learned so much about different disorders and I think my perspective of teaching has changed. Before hearing about different disorders I never quite understood the ways in which a teacher was able to work with these students. I feel as though I was more fixated on the disorder and what students couldn't do versus focusing on what they were able to do. Educating ourselves is one of the best things we can do in order to be able to tackle a challenge such as working with a child(ren) who have disorders. This course has helped me keep an open mind and become familiar with strategies and techniques that have been proven useful with teachers in the past. It has helped me to truly realize that every child is a gift and they each bring their own characteristics into the classroom. As a teacher I think one of the most important things we can do is to be open to each and every individual student and to do it with love, laughter and our own insights.
ReplyDeleteTo answer to your first question, yes, I am a bit overwhelmed, but going through this last semester I know how to arrange my course work (at least I hope).
ReplyDeleteIn general, these past four weeks have been a revelation for me. I realized that many students within our classroom could be affect by some disorder. I have also learned that it our responsibility as teachers for us to accommodate such students and see them succeed. My other classes in the prior semester have touched on special needs students within the classroom. I was quite unsure on to accommodate these students. After doing a broad research on special education and special students, I learned a variety of new techniques that I will implement within the classroom.
Autism was a disorder that I was aware of, however, I did not realize the complexity of such a disorder and how many individuals are affected.
Overall, I have learned an abundance of new information that I can take into my classroom one day. Special needs students are a part of teaching and as I said earlier, it should be our goal as teachers to see and help all students succeed.
Autism
ReplyDeleteInclusion Tips
What you might see What you might be tempted to do Alternative Responses Ways to Include Peers in the Process
Behavior She often rocks back and forth over and over during class activities she’s not interested in Ignore her behavior or tell her to stop Conduct a functional behavior assessment to understand why she is rocking Help peers to understand her behavior. Encourage and support their acceptance of her
Social Interactions On the playground, she is usually left out of group interactions. Assume that being alone is how she prefers to spend her time. Teach her to ask is she can included and to develop the skills to participate in play with one or two peers. Pair her with students who understand her preferred communication method.
Educational Performance He learns very slowly and need a great deal of extra help to learn simple concepts. Expect less and make requirements less structured. Use visual images and music to teach abstract concepts. Provide opportunities for peer tutoring with visual images and music.
Classroom attitude He becomes antagonistic during activities in which there is much noise or confusion. Remove him from class activities to work alone in the library. Use social stories to learn ways to concentrate in noisy environments. Teach peers to write social stories that include all students. Have small groups, including the student, revise and work out different scenarios.
Tammet, D. (2006). Born on a Blue Day: Inside the Extraordinary Mind of an Autistic Savant. New York: Simon & Schuster, Inc.
Classroom Strategies
• Insistence on sameness
• Impairment in social interaction / language difficulties
• Restricted range of interest
• Poor concentration
• Poor motor coordination
• Poor organizational skills
• Academic difficulties
• Emotional vulnerability
• Sensory sensitivities
Some Other Ideas Still Being Developed…
• Gaming as a solution
• Art therapy
• Video-self modeling (VSM)
LINKS!!
Daniel Tammet’s blog:
• www.optimnem.co.uk
For classroom strategies and other information:
• Online Asperger Syndrome Information and Support (OASIS):
o www.udel.edu/bkirby/asperger
• Accommodating students with Asperger’s
o www.tourettesyndrome.net/files/tips_asperger’s.pdf
• Games and teaching techniques
o www.autisminspiration.com
o www.newhorizons.org/spneeds/autism/may.htm
o www.bced.gov.bc.ca/specialed/docs/autism.pdf
Other references
• Classroom Strategies:
British Columbia, Ministry of Education, Special Programs Branch. (2000). Teaching Students with Autism: A
Resource Guide for Schools. Canadian Cataloguing in Publication Data. Call # RB0102. Retrieved January
31, 2009 from http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
Williams, K. (1995). Understanding the student with Asperger’s Syndrome: Guidelines for teachers. Focus on Autistic
Behaviour, 10 (2). Retrieved January 30, 2009 from http://www.udel.edu/bkirby/asperger/karen_williams_
guidelines.html.
• Gaming as a solution:
Loeppky, S. (2006). Gaming and Students with Asperger’s Syndrome: A Literature Review. Retrieved January 31,
2009, from http://www.usask.ca/education/coursework/802papers/loeppky/index.htm.
• Art therapy:
Elkis-Abuhoff, D. (2008). Art Therapy Applied to an Adolescent with Asperger’s Syndrome. Arts in Psychotherapy,
35 (4), 262-270.
• Video-self modeling:
MacDowell-Boyer, G. (2002). Video-self Modeling as an Intervention Tool in Autism. Retrieved February 3, 2009,
from http://www.harding.edu/alphachi/pdf/onlinepublishes/2002under/videoselfmodeling.pdf.
Misc References:
http://www.youtube.com/watch?v=i1XMSPfNyiA
http://www.youtube.com/watch?v=AbASOcqc1Ss
http://www.youtube.com/watch?v=WfoGsXYLxcs
http://www.youtube.com/watch?v=o7oEdE2XjXE
http://www.youtube.com/watch?v=UqLzoiVzEY8
http://www.youtube.com/watch?v=qMz3gjl9x-M
Turnbull, A., Turnbull, H., Shank, M., & Leal, D. (2010). Exceptional lives. (6th ed). Englewood Cliffs, NJ: Prentice-Hall.
Presentation by:
Rodolfo Garcia: rgarcia@buffalo.edu
Daniel Morrison: checktheo_r@hotmail.com
Rosa Williams: daisy14615@aol.com
I have really enjoyed this class,so far.I have found the special education unit very interesting and have learned a lot. As I have various special needs people in my extended family, I am relatively familiar with different aspects. However, I have really enjoyed learning about the symptons that are not so common.
ReplyDeleteUnderlying Themes:
ReplyDeletePositive Attitude- even in the face of Negativity. Dealing with the cards life deals you. John has a difficult time at home, his mother suffered from mental illness and his father was an alcoholic. He suffers at the hands of his teachers, who assume he is lazy or a troublemaker. He also suffers socially, he has a difficult time making friends and relating to people. Despite his struggles, John remains optimistic.
Self-realization- John is aware of his limited strengths and thinks about how he can use them to his advantage. He uses his love of math and skills in electronics to create fun experiences (like working for KISS). He establishes for himself a career and eventually owns his own business.
Links/Useful Resources
http://www.udel.edu/bkirby/asperger
http://www.grasp.org
http://www.johnrobison.comhttp://www.naar.org
http://www.autismresearch.ca
http://www.mugsy.org/connor1.htm
http://www.aspergers.ca
http://kidshealth.org/parent/medical/brain/asperger.html
http://www.autisminspiration.com
http://www.ninds.nih.gov/disorders/asperger/detail_asperger.htm
http://www.youtube.com
http://www.autismspreaks.org
http://www.teacch.com/highfunction.html
http://www.udel.edu/bkirby/asperger/karen_williams_guidelines.htmlhttp://www.behavior-analyst-online.org
http://www.aspergeradults.ca
So far this course has not only been interesting, but I think fundamentally necessary for any aspiring teacher. I knew a little bit about certain disorders before, but not to the extent of which we have been studying them. I think that this course and the book (look me in the eye) has really made me realize how invisible children with special needs can be in the classroom. This is ironic because of their obvious difficulties they demonstrate in the classroom. Students like John Robison would have completely flown under the radar for me. I think teachers thought he was just a troublemaker or a lazy student. It’s important for teachers to truly know the facts before they begin to generalize students. I know that when I am faced with a student with special needs I will keep an open mind and make sure to give that student personal attention. Lumping students with special needs into all one big category is a dangerous game, even within a disorder the amount of different needs and characteristics can be staggering. I know that is how I felt when I was doing research for our last paper. The needs of one student with asperger syndrome can be very different from that of another.
Here are the notes that I worked from with the presentation and the strategies that I think would be useful in working with a student with Aspergers
ReplyDeleteIf asked to design an environment specifically geared to stress a person with AS, you would probably come up with something that looked a lot like a school. You would want an overwhelming number of peers; periods of tightly structured time alternating with periods lacking any structure; regular helpings of irritating noise from bells, schoolmates, band practice, alarms, and crowded, cavernous spaces; countless distractions; a dozen or so daily transitions with a few surprises thrown in now and then; and finally, the piece de resistance: regularly scheduled tours into what can only be described as socialization hell (a.k.a. recess, lunch, gym, and the bus ride to and from school).
This seems to be like a normal school in most instances thus many strategies must be implemented to ensure the student with Aspergers succeeds.
STRATEGIES
- Schedule
. It is very important for individuals with autism to learn to rely on daily schedules. By doing so, they will be able to function in a more organized and independent manner as adults. We recommend that students with autism learn to independently follow the directions of a daily schedule that is contained on the inside cover of their school notebook. It could be housed within a laminated sleeve so that they can use a water soluble marker to cross off each event as it occurs. This is also a good avenue for introducing unexpected changes that may occurring during the day. Changes should be highlighted so that he can anticipate them without becoming upset.
- Minimising/removal of distracters
- Linking
- Children with AS have eccentric preoccupations or odd, intense fixations (sometimes obsessively collecting unusual things). They tend to relentlessly "lecture" on areas of interest; ask repetitive questions about interests; have trouble letting go of ideas; follow own inclinations regardless of external demands; and sometimes refuse to learn about anything outside their limited field of interest.
- (GROUP ACTIVITY)
Programming Suggestions
- Do not allow the child with AS to perseveratively discuss or ask questions about isolated interests. Limit this behavior by designating a specific time during the day when the child can talk about this. For example: A child with AS who was fixated on animals and had innumerable questions about a class pet turtle knew that he was allowed to ask these questions only during recesses. This was part of his daily routine and he quickly learned to stop himself when he begain asking these kinds of questions at other times of the day;
- Use of positive reinforcement selectively directed to shape a desired behavior is the critical strategy for helping the child with AS (Dewey, 1991). These children respond to compliments (e.g., in the case of a relentless question-asker, the teacher might consistently praise him as soon as he pauses and congratulate him for allowing others to speak). These children should also be praised for simple, expected social behavior that is taken for granted in other children;
- Some children with AS will not want to do assignments outside their area of interest. Firm expectations must be set for completion of classwork. It must be made very clear to the child with AS that he is not in control and that he must follow specific rules. At the same time, however, meet the children halfway by giving them opportunitites to pursue their own interests;
- For particularly recalcitrant children, it may be necessary to initially individualize all assignments around their interest area (e.g., if the interest is dinosaurs, then offer grammar sentences, math word problems and reading and spelling tasks about dinosaurs). Gradually introduce other topics into assignments;
- Students can be given assignments that link their interest to the subject being studied. For example, during a social studies unit about a specific country, a child obsessed with trains might be assigned to research the modes of transportation used by people in that country;
- Use the child's fixation as a way to broaden his or her repertoire of interests. For instance, during a unit on rain forests, the student with AS who was obsessed with animals was led to not only study rain forest animals but to also study the forest itself, as this was the animals' home. He was then motivated to learn about the local people who were forced to chop down the animals' forest habitat in order to survive.
-
- FURTHER STRATEGIES
- Protecting
- Prevent bullying although this should be understood that no child should be bullied it is at a higher likelihood that students will pick on a child with Aspergers.
- Thus it is crucial that you monitor other students at all times etc.
- Support
- Support the student when they exhibit promising behaviour in their areas of weakness.
- If they have trouble relating topics to anything other then their area of interest reward the student when they are able to.
- If they struggle with group work reward them for being able to work with a group.
- Ensure that they understand their problems or issues.
- Group Work
- Group work should be limited and each group members task should be clearly defined. Although it can be seen that there would be great advantages to working with a variety of different people for a “normal” child the student with Aspergers will benefit from working with students he or she feels comfortable with. Attempt to place the student with these students.
- Breaks
- Between class allow that student to leave 5 minutes early so they can miss the in between class shuffle in the hallways. Students that struggle socially may be overwhelmed by the shuffling of classrooms and the added stress of the hundreds of students in the halls during break may take the student a full period to calm down from.
FURTHER
I think that when working with any student of special needs it is important the educator gets to know the student, his/her dislikes, likes, what works for that specific individual, just as you would any student, or what you should be doing with any student. Working with special education students forces us as educators to implement good teaching strategies, but most of these strategies are things that we should be working on to bring into every classroom, it is just emphasised when researching these special education issues.
When looking to my future in education I am looking forward to seeing how I am going to react in these special education situation, but I feel that the educational system better prepares teachers to work with all students through teacher education programs, IEP's and more research done on educational, social learning disorders. I do not feel that we should stress about working with students of varying abilities but embrace the challenge to reach all students, because as educators it is our role, goal and mission to successfully educate, create good character and build moral within all students.