The art of teaching is the art of assisting discovery.

Assignments

EDPY 301 Assignment 1

Including Maggie: An Ordinary Life

Question 1:

Erin describes her desire for inclusion fundamentally revolving around keeping her daughter safe. What is your reaction to the evidence she reported by Lou Brown regarding general versus segregated classrooms and student safety? You must connect your response to the video.

My response:

Like Erin, my chief concern for my child is that her vulnerabilities are not exploited. My reaction to the evidence Erin describes, regarding general versus segregated classrooms and student safety, as described by Lou Brown, was initially one of surprise. Like Erin, I perceived a separate school, such as the school in St. Louis, with its’ own school board, to be an ideal setting because it is closed. I envisioned a customized environment with trained staff, who I imagined would be exceptional at addressing Maggie’s educational and physical needs. I also imagined Maggie’s safety would be of paramount concern to the school.

Given Maggie’s specific developmental challenges, particularly her inability to verbalize, she would be at the mercy of the people allowed daily access to her. The facts Mr. Brown outlined enabled me to view separate, closed spaces, with people who have power over Maggie, through a lens of caution. From a safety perspective, a separate and closed space designed solely for people, who statistically speaking, are among the most vulnerable, means Maggie would be away from the eyes of mainstream teachers, parents and other children who may very well have higher expectations for what constitutes a best and appropriate environment. As Mr. Brown points out, Maggie would be “without competent witnesses”, which is a terrifying thought. By having Maggie in a general, open classroom Maggie can develop relationships and bonds with other more articulate children whose very presence levels the power dynamic, and who can advocate on her behalf.

Video #2 Changing the Script: Person-Centred Planning Tools

Question 2

Not knowing "how” to teach literacy to children with disabilities often results in the denial of literacy instruction for many of these students. Describe ONE way you can ensure you have the skills to support literacy acquisition for all students in your classroom. You must connect your response to the video.

My response to question 2:

I agree that not knowing "how” to teach literacy to children with disabilities often results in the denial of literacy instruction for many students with special needs. By grade two of Maggie’s school journey, it became clear to Erin that Maggie’s school support team, which was comprised of teachers and special educators, had failed to “imagine Maggie as potentially literate” and for this reason, they missed the signs that Maggie was actually “somewhere on the road to literacy”. This happened because Maggie’s teachers were satisfied with having inadequate research outlining how to recognize, remove barriers, and work with children wherever they are along their literacy journey.

Like Erin, I believe I can ensure I have the skills to support literacy acquisition for all students in my classroom by rejecting the notion that not every child can become literate, and I will do this by seeking out practical, prescriptive, informative resources like those of Kathy Staugler’s Literacy Rubric. By seeking out and making myself familiar with the myriad of outstanding online resources dedicated to teaching literacy to children with special needs, like those Erin described from the Centre for Literacy and Disability Studies website, out of the University of North Carolina Chapel Hill, I can better understand where each child is at, and map out our next step. If I strive to understand how to make literacy for all children possible, I can share that powerful sentiment with my students and their parents, thus creating an atmosphere of optimism.

Video #3 Is it Really Inclusion?

Question 3:

Choose ONE statement from the list titled 'It Isn't Inclusion If:” that stands out to you. Then, describe how you will work to change this in your classroom. You must connect your response to the video.

My response to question 3:

The statement “it isn’t inclusion if we don’t remove barriers to developing literacy skills and understanding,” stood out to me.

Firstly, I must be sensitive to and make every attempt to remove the external factors that inhibit my student’s optimal comfort. I will work to accomplish this is by using observational tools and investigative methods. This will enable me to learn what each child’s optimal mode of exploration and engagement is, as well as the stimuli that has a negative impact on their concentration. I can plan lessons that are structured and delivered in a way that has taken into consideration these provocations. As in Maggie’s case, her teaching team implemented optimal conditions for Maggie by placing filters over the overhead lights to attend to her unique visual sensitivities.

Furthermore, I can not allow my inadequacies regarding special education best teaching practices to be an excuse for why “I don’t teach children like that”. I need to access research, and like Erin, modify and customize the prescriptive literacy tools to create plans that fit the unique child. I can speak to families, so I gain a sense of what works best. In addition, like Erin, when I am stumped, “I can ask a child’s peers”, as kids are incredibly observant and creative problem solvers.

This careful, onset attention and planning will enable me to implement practices that will reduce barriers and allow my students to move through their literacy journey, even when the process is slow.

Video #4 Is That a Life Worth Living?

Question 4:

Is that a life worth living? Describe ONE lesson you learned from a significant life challenge in your own life or someone you have heard/read about with a significant life challenge. Describe how this lesson could impact how you actualize inclusion in your classroom. You must connect your response to the video.

My response to question 4:

In grade three I experienced a significant life challenge that continues to impact how I interact with people with disabilities; I was diagnosed with Legg–Calvé–Perthes disease.

One lesson I learned from this was that students will withdraw from or avoid disabled people because they are unsure of how to interact or how much help to offer. Fortunately, children are naturally curious, which creates a wonderful opening for teachers to facilitate open, honest discussions about what makes us uniquely different, and to talk about our less noticeable strengths. Having these conversations within a safe environment enables me to actualize inclusion for all my students, because it allows the person with the most obvious difference in the classroom to not be viewed as the least valuable.

In addition to facilitating dialogue, I need to create daily situations where each student can showcase or have showcased their specific abilities, as this gives each child a chance to experience the joy of being viewed as important and contributing to the class. As with Maggie, her perseverance after many setbacks and how she progresses from here to there, and confidentially accepts help, these things, when celebrated, show her peers that her life has real value. It has also prepared her classmates for the people they will encounter later in life. When we give voice to the unknown, we start to see just how similar we each are, and this is when true inclusion becomes a natural occurrence.

Video #5 The Real Meaning of Help

Question 5

Erin states that in most classrooms "help” is given as "charity” rather than as "solidarity”. Describe an example of "help as charity” that you have seen/engaged in, and then describe how you could change this example to "help as solidarity”. You must connect your response to the video.

My response to question 5:

One example of help as charity that I have witnessed involved a young girl with Downs Syndrome. This child was very socially engaging and excited to interact with the children around her. Her teacher, although very kind in her approach, felt it was important to ensure this child had constant friendly faces around her every recess and lunch. The teacher created a friend schedule so that this child would feel connected and valued, but instead created an artificial environment where the children felt forced to be her friend. I’m not certain, but I imagine the little girl sensed that the people around her were with her for reasons other than because they enjoyed spending time with her.

In order to change this situation to an environment of shared, reciprocal solidarity, like Erin, I would look for children in the class who shared her interests and who seemed naturally drawn to her. I would then create authentic opportunities for working friendships to grow, this could be done by having them engage in partner work on engaging subjects they both enjoyed. I would build on this by creating unusual situations where this child could help other children in the unique ways she is equipped to help. As time went on, reciprocal supporting would be given a chance to develop, shared appreciation and fondness for each other as a group could develop, and like Maggie’s peers, helping each other would become something that is done merely because they could, and they wanted to.

Question 6

Describe TWO pieces of information about inclusion that stood out to you as you watched this video series. Explain how you will use this information in your classroom.

In video five Erin talks about our fear of asking for help and how that affects our thinking in terms of where children with disabilities should be educated. Because society views people who are needy and vulnerable as users of resources and unable to contribute, this impacts the decisions we make surrounding the degree to which we truly include and value all children. This mind set can change if our classrooms are set up in ways were everyone has ongoing opportunities to share their gifts, and freely give and receive support. This modelling can start to develop communities that view supporting each other as reciprocally rewarding relationships.Environments where people are not afraid to ask for help, and to see how they themselves have something valuable to offer.

In video one Erin talks about her specific dreams for Maggie’s life, specifically being a part of a fully inclusive classroom. Sadly though, Erin found that “so much of what schools accidentally do is prepare kids for a disabled life”. Teachers have the responsibility to teach from a position that all children could advance. Equally important is the fact that all students have the right to be present and participating to the very best of their abilities. By using baseline tools such as those Erin describes, I can teach myself to recognize emerging developments when I see them, and I can plan for the next step.

EDPY 301

Assignment 2 https://www.ted.com/talks/aimee_mullins_the_opportunity_of_adversity

Describe how does your "mindset” or attitude toward the adversity/challenges/obstacles in your life affect who you are, as well as those around you.

Connect your response to the TED talk. (200 word min - 250 word max EXCLUDING question)

At thirty-seven I became pregnant. From the onset, because of my age, the medical community spoke doom over my unborn child’s potential disabilities. I subconsciously allowed their language to shape my perception of the life she would lead. Rather than recognizing my ability to help my child overcome adversity, my fear “put lids on and cast shadows on our power.” Out of love, but also fear, I robbed my daughter of the opportunity to “recognize the human potential we can unleash when we embrace a struggle head on.” I thought my job was to help her “circumvent it all,” rather than teaching her “to embrace it and grapple with it.”

Fast forward fifteen years and we are fully immersed in the medical model of dealing with “disabilities.” Her doctors are on the precipice of making suggestions for her life because they fear she is weak. Watching this video, I am overwhelmed to realize “their negative language will bring her failure into existence,” and for certain “lay the first brick in a wall that will actually disable her.”

I want to be like Aimee Mullins. I will embrace the fact that my child is “rare and powerful” and can grow from adversity. My attitude has the power to teach my daughter that “it is not the smartest or strongest that will survive, it is one’s ability to adapt that matters.” My girl has such a great spirit – why am I teaching her it is not enough?