# data[].attributes.body
1. What did you think of the video overall? Was it something that was helpful?

1. I found that this video was extremely beneficial. From someone who struggles with a learning disorder themselves, I found a personal longing. When I was initially diagnosed, I found that the adults that I was dealing with were talking down to me. They felt as though this was something that I could not handle, and that they were going to have to deal with it for me. I found that when I was watching the video, I felt a sense of longing. The speakers were acknowledging the child, and making them feel as though they are a true person. They were not talking down to the student, like they were talking down to me. I found that the video accurately described the student’s way of life when they are dealing with the specific learning disorders and the opportunities that I wish that I had in order to deal with that.

2.  What activity did you find the most difficult?

1. The activity that I found the most difficult was the activity where you had to add a sentence to the story. I liked the activity at first, because it was something creative to do. I liked the fact that we got to think on our feet and add a sentence to the story. It got more difficult when we had to add a word that did not include the letter ‘n’. When we did the activity in class today, I did have more difficulty with it because we had to add a word that did not have an ‘s’ in it, but it still would make sense in the way of being. I found that we were talking more slowly. I found that this is an accurate representation of what happens in the classroom for students who are following a rule when they do not know what the word is that they are talking about. I found difficulty in thinking of the word, thus making it a difficult activity.

3. How could a student with a SLD struggle in the classroom?

1. A student could struggle due to the specific perceptions that they are going to give off to their peers,as well as the teacher that they are assigned to. Due to the fact that learning disabilities can in fact come off as a physical characteristic, the student can come off as lazy when in fact they are having issues in being successful in the classroom. The students will struggle to socially interact with the peers because they will seem odd to the rest of their classmates. The students will struggle to work with the teacher because they will not understand what is going on and the teacher will be frustrated that the student is not listening.

4. What are some of things you learned from the video that you could utilize in your classroom?

1. There were a number of things from the video that I would take to use in the classroom. One of the major things that I would take is that I want to enter the classroom with an open mind. It has become increasingly clear to me throughout the video that students with a SLD really do struggle. I want to make sure that my classroom is an open and welcoming environment and they will be able to excel, both academically and socially. I would also like to use the games. I found that though I had trouble with the activities, they were extremely beneficial and will be useful for each of the students.

5. What was your biggest takeaway?

1. One of the most important things to do is to be able to differentiate the learning in the classroom for the students with a SLD. Students are going to be in the classroom and they want it to be inclusive. It is up to the teacher to be able to differentiate and accommodate to be able to work with all of their students.

# data[].attributes.body
1. What did you think of the video overall? Was it something that was helpful?
I thought the video provided some insight as to how educators can facilitate a toxic classroom environment for students with learning disabilities. It was an interesting experiment to put professionals in the shoes of anxious students by putting extra pressure on them. I thought it was very helpful when the teacher would do something wrong and break down what would go through a student’s head and what to do instead.


2. What activity did you find the most difficult?
I found the activity where the letters were in different places to be the most difficult. I can understand how a student can become stressed in a fast paced environment especially when functioning adults also struggle. 



3. How could a student with SLD struggle in your class?
The video talked about how the instructor can serve as a source of stress for some students in the classroom which causes them to avoid answering certain questions by shutting themselves out from the classroom. Certain ways we ask questions can also yield a certain amount of anxiety as well. 

4. What are some things you learned from the video that you can utilize in your classroom?
I learned about the ways enhanced anxiety affects performance. Time duration can affect anxiety rushing a student and pressuring them to generate a response is not efficient or productive which was evident from the experiment. The participants weren’t able to answer the questions when there was an unnecessary amount of pressure on them however, if prompted to do so in a safer environment, students could thrive. I also learned to not use sarcasm in the classroom at a student’s expense because while it might be a small thing to me, a student will internalize it for the rest of their day. 

5. What was your biggest takeaway?
My biggest takeaway was having some insight into how students might feel in an environment that isn’t beneficial for their learning. It is important to be actively conscious about the things you do and how they might affect students with learning disabilities. Educators should always think about different ways to answer questions to cater to certain students.

# data[].attributes.body
1. I enjoyed this video and I learned a lot from it. I thought it was very helpful when learning about specific learning disabilities. With the simulations in the video, it gave a real insight into what students with SLD go through every day when learning and being in a classroom.
2. The activity that I found most difficult was the visual perception task. Looking at those pictures, I did not know what was on the page. I can see how being a student and having the teacher try to get you to answer what is on the page could be very discouraging because if you didn’t know at first you won’t know 30 seconds later.
3. A student with a SLD could struggle in my class because they may not be able to process everything, I am teaching them at the same pace as other students. If I am giving direction to the class out loud and not writing it down, the student may not be able to process the different parts of the directions and only do part of the task.
4. Some things that I learned from the video that I can utilize in my classroom are techniques to allow the students to process the information they are being taught and still allowing them to answer questions in a discussion with the rest of the class. The technique I thought was most helpful was the one where I can work with a student with an SLD and develop a signal so they can be prepared if they are going to be called on in front of the class.
5. My biggest takeaway in this video is how important it is to be conscious of the pace you are teaching at and being aware of how the students in my classroom learn. It is so important to have a welcoming and warm classroom environment for students to be in but, when they are not given the chance to process what is being taught and then uncomfortable when they are being called on in class is not an environment I want my students to have.

# data[].attributes.body
1. What did you think of the video overall? Was it something that was helpful?

I thought this video was extremely helpful.  We’re always asked what we can do to help the students in class but we need to know what exactly they’re experiencing in class.  It was eye opening to see what a class is like with a learning disability.  I feel like I have a better understanding of the struggles, and now feel more prepared to adjust future lesson plans to be fair to every student.  This video really put their situations in perspective.

2. Which activity did you find the most difficult?

The activity that I thought was the most difficult was the picture activity where the participants had to figure out what the picture was of.  I’ve seen teachers do this before, where they are impatient when waiting for an answer from a student, embarrass them in front of the class, or tell them to “look harder” at the picture.  This makes the students feel very overwhelmed and embarrassed (very reasonable response to these terrible interactions), and they don’t learn anything from it.  What they do learn is to not volunteer and participate in class again.

3. How could a student with a SLD struggle in your class.

A student with a SLD could struggle to process activities in my class. I had not realized the difficulty students with learning disabilities must face when being asked a question, first processing the question, and then having to process the answer, adding an extra step of work and processing for them.  Also, I have noticed many times in classrooms that when an LD student is asked a question and they answer correctly they will use the same answer to respond to the next question.  I hadn’t known that this was because they are still processing the initial question.

4. What are some things you learned from this video that you can utilize in your classroom?

From this video, I have learned that time and patients are the best things I can give to a student in my future classroom.  There is no need to rush a student.  It puts unnecessary pressure on the student, which will minimize what they actually get out of the question/material.  Speed is not important, what the student learns is important.  Patients with students will also take that pressure and embarrassment off of the student.  By being patient and understanding of students processing and performing differently than others will help them feel comfortable in the classroom.  Going beyond the video, I think it’s important for not just parents and teachers with LD students/children, but students and everyone else as well, to learn about learning disabilities.  The more educated people there are on LDs, the more understanding and accommodating everyone will be.

5. What was your biggest take away?

My biggest take away was to put myself in my students’ shoes.  It’s hard to come up with accommodations for students if I can’t understand what my students are struggling with.  This video didn’t just describe what it is the students might be experiencing, but it showed how those roadblocks affect specific activities the students must engage in.  Of course I will never be able to truly understand what it is like for them to experience a typical school day, but, by listening and learning from others and my students, I will be able to treat each student fairly, and give them the education they deserve.

# data[].attributes.body
1. What did you think of the video overall? Was it something that was helpful?                                   I think that the video was very helpful by watching the simulation of a teacher with students with learning disabilities. He makes it very clear the different ways teachers can put unnecessary pressure and anxiety on these students and by watching it we can learn what to avoid.

2. What activity did you find the most difficult?                          The most difficult activity that was done in the video was the reading activity where the words were not aligned and the letters “b” “d” “p” and “q” are mixed up. I tried to read each sentence before it was done in the video, and it took a really long time to read through. Another activity that was difficult was the picture of the cow, it was very stressful the way he kept pressuring each person to answer the question. Even after he started to show them where the cow was in the picture I had to pause the video to actually see the cow.

3. How could a student with SLD struggle in your class?                A student with a specific learning disability could struggle in many ways but a few are reading comprehension and perception. A student can struggle with perception of letters and words since what they have been taught from birth to school age objects are always the same but now when learning language those rules do not apply. It might be hard for them to understand that not everything has the same rules. Reading comprehension can easily be assumed by the teacher of just knowing the vocabulary but not the meaning of what they are reading.

4. What are some things you learned from the video that you can utilize in your classroom? One thing I would use in my own classroom from this video is the activity where they had to make up a story without using a specific letter. But instead of not giving them time to think, I would allow a time, give them a prompt to start with and a word bank full of words they could use and even add to.

5. What was your biggest takeaway? I think it is important that everyone takes away that each teacher needs to be more mindful of how they approach a situation, to not rush a child’s learning, and to change they style of teaching to cater to the students learning. Every child whether they have a disability or not can struggle with learning and teachers need to remain patient and adaptable.

# data[].attributes.body
1. I really enjoyed this video. I thought that it was extremely well-done and helpful. The speaker was charismatic and really made the participants and the viewers understand (the best they could) what it feels like to have a LD in a classroom.

2. The activity that I found the most difficult was the reading where the lowercase p, d, b, and q were all interchangeable. I have always been a very capable and quick reader and it was very frustrating to not be able to zoom through this reading and have to think about every letter that I was reading and which of the four letters it could be.

3. There are numerous ways that a student with a SLD could struggle in a classroom, as discussed in the video. I think that a lot of teachers struggle to understand that these students aren’t lazy and unmotivated, but rather they have struggled so much for so long that they no longer feel a drive to try. Students with LD can have resulting behavior problems and not feel comfortable to take risks like students without LD might, making teachers think that they aren’t as smart or capable.

4. Something really important for me was the idea that sarcasm creates a victim. I am a very sarcastic person and I find that a lot of people, children included, appreciate that about me. However, I need to be careful when using it in a classroom to be sensitive to students that may have a LD. There was also a discussion about how, when teachers don’t positively reinforce good answers, there is no incentive for students to try to produce good answers. I think it’s important as teachers to focus on the good that students do rather than the times that they may trip up.

5. My biggest takeaway was the discussion at the end about fairness. This is something that we have talked about in many ED courses before – the idea of equity, not equality. I think that this idea, while extremely important, is easier said than done. Utilizing the idea of fairness/equity in a classroom can create resentment among other students who feel like the student receiving extra help is getting more than they are. I think it comes down to educating students about LD so that they understand why another student might be “getting more” than them.

# data[].attributes.body
1. I really enjoyed watching this video! All of the various activities that the adults went through all had a purpose and although they were entertaining to watch, they also taught a lot about what it is like for a SLD student. There is so much content in this video but it is all very important for educators to know.  This video also offered various techniques that educators could use in there classrooms as well.

2. Honestly, there is no way that I would have been able to read the passages where the b, d, p, and q's were switched around. As  I was watching that activity, I was happy that I was not one of the adults trying to do that. If I was a student with a SLD and that was my experience while reading, I would have had so much anxiety from school.

3. A student with a SLD could struggle in many different ways in my class. Reading could be very difficult because the letters and words could be all over the page and make not only reading hard but it could hinder the comprehension of the text. Also, some students could interpret something completely different than how it is supposed to be, which could alter their understanding of content. Another example could be that it takes students time to get their words and thinking together. It might be easy for others to give an answer on the spot but for a student with a SLD it could take them a few seconds to get their thoughts together.

4. Something that really stuck out to me was at the beginning of the video, the man was talking about how some students get distracted.  One technique that he introduced was that whenever he stood in front of the student, that meant that he was going to call on them next. That gives them a heads up and they can focus on the question that he is asking so that they are able to give an answer. Another thing that I learned from the video was that fairness is not based on what is equal but what each student needs. This really stuck out to me because I thought that fairness was based on the group altogether instead of focusing on the individual.

5. My biggest take away is that there are many types of SLDs that could hinder a student's success in the classroom. As teachers, we have to be aware of all of them and try to work with the student to help them instead of telling them to figure things out on their own. The understanding and support from an educator is crucial for a SLD student  in the classroom.

# data[].attributes.headline
What did you think of the video overall? Was it something that was helpful?

# data[].attributes.subject
What did you think of the video overall? Was it something that was helpful?

# data[].attributes.body
This video was extremely helpful when learning about students with SLD. I think this video would reach viewers more than a simple article reading because we were able to follow along on activities and actually feel the struggles of having a specific learning disorder. In all aspects of life, it is hard to feel empathetic to others when you aren’t faced with the same challenges. I kept thinking to myself how well the activities resonated with me as I really had not known any of this prior to watching the video. I would definitely recommend this video when discussing SLD.

What activity did you find the most difficult?
The activity I struggled with the most during this video was visual perception. I have had previous experiences with pictures that are meant to boggle your mind. I tend to get very frustrated even if the activity is not in a classroom setting with little pressure on me. I genuinely had no clue what I was looking at in the picture he was showing to the participants. Once he put the cow drawing in front of the original picture it was an automatic realization. This was the moment I truly realized how a students with an SLD can feel.

How could a student with SLD struggle in your class?
One way a student with an SLD can struggle in my class is if I don’t give the students that much time to process the information. Distracted students are focused, they are just focused on other things than the information that is being presented. If the teacher is doing a read aloud, the students with an SLD might not catch all the information the first time around. It is just so important to manage your lesson time so that every student gets the opportunity to process their thoughts.

What are some things you learned from the video that you can utilize in your classroom?
ome things I learned from the video that I can utilize in my classroom are mostly personal strategies to make all students feel less anxious and not rushed when procession questions and information. I really liked the example he gave when he said he would only ask the student a question when he was standing in front of the desk. This way, the students has time to process all the questions previously asked and can be aware of when the teacher will direct a question. Characteristics of SLD can commonly be seen as similar to laziness, but it is up to the teachers to recognize these learning deficits and find ways to allow success for these students. Students with a SLD do not need answers given to them, or a hard time due to lack of correct responses, they need a teacher that will excursive the proper strategies.

What was your biggest takeaway?
My biggest takeaway from this video was that every child should have the opportunities to succeed in the classroom. This video verified that teachers are responsible for not only the positive experiences in a classroom, but also the negatives. Teachers are always able to learn more, just like their students. Having an open mindset and being open to different strategies and tips will make for a successful classroom environment.

# data[].attributes.body
1. What did you think of the video overall? Was it something that was helpful?

-   I think the video overall was very beneficial for us to watch. As future teachers, it is important to understand how our teaching and behaviors and attitudes make our students. Knowing how difficult it is us to learn and perform under pressure, it is that much harder for students with disabilities. The pressure and anxiety we put on our students can occur without us even realizing and if the needs of our students aren’t met, then they will not be able to perform at their best. It is also important to pay close attention to positive and negative reinforcement. Only saying something after they get something wrong and not saying something after they get it right reinforces the ides to them that the teacher will embarrass me only when I get something wrong, so students will not want to participate out of fear of being wrong. Instead, students should be praised and positively reinforced for trying to encourage them that it is okay to try and be wrong than not saying anything at all. The pace of the classroom, the tone of voice that we use, our body language, amount of wait time and choice of words we use will impact students and their performance and needs to be taken into serious consideration. Each student is different and has different needs so we need to think of way to accommodate all of their needs. The teachers teaching style in this video was hard for me even me to process. It was anxiety provoking and fast paced and if it was difficult for me to perform, so it would be that much harder for students with disabilities.

2. What activity did you find the most difficult?

-   The activity that I found most difficult was visual perception. I had difficulty figuring out what it was he in the picture he was telling us to look at. It became even more difficult to figure out my thoughts when he repeatedly asked to tell him what we saw. It may seem like an easy thing to tell him, but in the moment when the teacher is pressuring you to tell him, you can’t get your thoughts together fast enough to give them an answer. This was difficult for me, so if this was a student with a processing disability, it would be even harder. Adding the pressure and anxiety from the teacher to give him an answer adds to the difficulty. Once the teacher gave us direct instruction, it was visible that it was in fact the face of a cow but I would not be able to have seen that without his help. We can’t expect students to teach themselves, some may need more guidance and help than others. Some may be able to and some may not, which singles out the student that is struggling more than the student next to them.

3. How could a student with SLD struggle in your class?

-   One way a student in my class with an SLD may struggle with is the pace of the class. It can be difficult for them to understand what is being taught or what is asked of them if they are not given enough time to process it. The pace might work for those without an SLD but that doesn’t mean it works for everyone. Teachers need to be conscious of the speed they are going at and how they can accommodate the students with an SLD. If they need more time to process something, they will need more time to complete the task given to them and shouldn’t be penalized for needing extra time. If there is added pressure and anxiety put on them, that will account for even more time that they will need. Understanding that students with or with an SLD need more time than we would think and it is important to take into account the needs of all students regarding the time given and the pace of the class.

4. What are some things you learned from the video that you can utilize in your classroom?

-       One thing I learned from this video that I can use in my class is the pace at which I teach and ask questions. Giving enough time for students to process the content, as well as answer the questions is important. Asking student’s questions repeatedly on top of calling on them to answer a question they might not know, adds to the amount of pressure put on them which will also add to the amount of time they need to answer a question. I also learned that it is important to positively reinforce when they answer a question right and not embarrass them or ask additional questions when they are wrong. Only saying something after they get something wrong and not saying something after they get it right reinforces the ides to them that the teacher will embarrass me only when I get something wrong, so students will not want to participate out of fear of being wrong. Instead, students should be praised and positively reinforced for trying to encourage them that it is okay to try and be wrong than not saying anything at all.

5. What was your biggest takeaway?

-   My biggest take away from this video is that things like the pace of the classroom, the tone of voice that we use, our body language, amount of wait time and choice of words we use will impact students and their performance. All students are different, they learn differently and takes different amounts of time to process the content or questions. It is important to be conscious of the time we give to answer questions, the pace we go at, and the amount of pressure we put on students, as well as to positively reinforce and not just negatively. I am taking away the understanding of how important wait time is for students and to be conscious of how much extra pressure that I am putting on them that doesn’t need to be there, especially for students with SLD. This video showed how crucial it is to take into consideration the needs and accommodations of all students.

# data[].attributes.body
1. I really really liked this video. For me being a student who always had no troubles in school, I thought it was extremely eye-opening. Not because I wasn't aware of the struggles SLD students go through, it was more eye-opening in the way that there are so many ways a SLD could impact a student that go deeper than just not being able to read completely fluently for example. I learned about the side effects of that on the student, like how damaging it could be on their self esteem and ability to comprehend information.
2. The activity that stuck out to me was the dysnomia activity. In this activity, those in the room had to add-on to the story created and added on by the person before them and so on. At first the activity was not too difficult because everyone was able to focus on the one action of adding on whatever made sense. Then the rules changed and you could only add on to the story using words that did not include the letter "n". I think this was difficult because not only did you have to make sure your sentence was "n"-free but there was there pressure of other students waiting to hear your response and you couldn't think of a sentence before hand because it had to be based on the person's sentence before you. It was eye-opening to see how quickly people apologized because they felt they were holding things up.
3. Students with SLD's could struggle in so many ways. They could have processing issues, reading and visibility issues, difficulty writing, all of which could in turn lead to worsening anxiety which makes things only more difficult.
4. From the video I learned ways to let the student know they don't have to be fearful in your classroom. One method was letting the student discretely know when you would want their input in class by standing close to them. Another method was simply giving students time to think about the question and their answer while you (the teacher) do another task.
5. My biggest takeaway was how much pressure kids with SLD put upon themselves. Mr. Lavoie kept stating things like "we're only 3 minutes in to being learning disabled and you're already apologizing" which simply says how easy it is for the students to feel it is their fault and they are not doing what they should be.

# data[].attributes.body
1.     I thought this video was great overall, I thought it was very eye opening to see how students in a classroom may feel. It is the closest thing to being able to put ourselves in these students’ shoes. I think that this video also makes us more aware as to how what we are doing can affect our students in more ways than what we may realize. This video will help me learn how to be a better teacher for all students.

2.     The activity I found to be the most difficult was the activity that required you to read but had had letters in different places and missing. It put added anxiety when the teacher insisted they read faster than they were reading. It seemed nearly impossible to read it correctly and I could see why students would become so stressed in this situation and get nearly nothing from the lesson.

3.     A student with a SLD could struggle with the pace of my class because if they lose track of what I am teaching they may feel a sense of anxiety. When students get that type of feeling they often give up which leads to them giving answers such as I don’t know rather than getting the most out of the lesson.

4.     One thing I learned was the importance of causing as little anxiety within your students as possible. Another thing I learned was to give students a good amount of time rather than rushing your students.

5. My biggest takeaway was how something so small a teacher does can have such a large impact on a student. What stuck out to me was how accepting “I don’t know” from one student that makes all the other students more likely to give up and say I don’t know as their answer as well.

# data[].attributes.body
1.	What did you think of the video overall? Was it something that was helpful? 
I think this video was very helpful in allowing you to get in the head of someone with a learning disorder. I noticed right away that he was talking very fast which he later explained was related to anxiety and processing issues that students with learning disorders can suffer from. I liked that they highlighted that these were intelligent adults who, under the circumstances, were unable to come up with answers to simple questions like “name a story with a cat” or “I’ll give you $100 if you tell me what is in this picture”.

2.	Which activity did you find the most difficult? 
The activity I found the most difficult was the “name a story with a ____ in it”. I think this was really challenging because 1) he was speaking so fast that there was very little time between when the animal is identified and when he asks the question and 2) everyone is waiting for an answer from you and you feel pressured to think of something on the spot so the class can continue at the current pace.

3.	How could a student with a SLD struggle in your class? 

Students with SLDs can struggle because they have a harder time processing information. It takes them longer to “translate” what you are saying. They can have a hard time understanding when you are lecturing which will cause anxiety, and more struggling, when they are asked a question about the material. If “I don’t know” is accepted as an answer they are more likely to use that as an excuse to avoid the anxiety and pressure and might fall behind with the material because they won’t be forced to process it in the same way.



4.	What are some things you learned from the video that you can utilize in your classroom? 
One takeaway from the video is the idea that not all students will grasp the material the first time or at the same time. One way you can help these students is to repeat the information/directions again or in a different way. An idea from the video that I really liked was that you can pull the student with the SLD aside and create a secret signal to let them know when you will ask a question. If they have less anxiety about being called on they will be able to devout more effort to processing the information and less effort about worrying. I also think it is important to remember that students with SLDs don’t want to have learning disorders and aren’t purposefully trying to be difficult. They aren’t lazy or unmotivated they just need additional assistance.

5.	What was you biggest takeaway?
My biggest takeaway was that students with SLDs don’t want to have learning disorders and aren’t purposefully trying to be difficult. They aren’t lazy or unmotivated they just need additional assistance. I also found it very eye-opening when he said that the strategies of teachers when a student isn’t getting the right answer is 1) tell them to “look harder” 2) bribe them 3) take things away and 4) blame them for being unmotivated and not trying. I think it is important to remember not to do these things and create a positive environment where students are able to admit they don’t know and need more help.

# data[].attributes.body
1.     I thought this video was really helpful in highlighting what it was actually like to have a specific learning disability. Teachers always talk about what it’s like to have a student with a learning disability but many of them do not actually know what it is like to have one. I never really thought about all the things that occur when one has a learning disability so seeing the activities and processing that occurs was really helpful. It also was really helpful to see the different techniques to help students with learning disabilities adjust to being in a classroom and to feel more comfortable.

2.     The activity that I had difficulty with was the reading where the words were not aligned and some letters were reversed. This put learning disabilities into perspective for me especially with the fast paced nature of classes. It was interesting to see that on top of struggling to decode the reading, students with learning disabilities also have to keep up with how fast the teacher is in their mind. I also found the activity where the pictures were not explicitly shown difficult because it I saw many different things before I saw a cow or a woman in a mirror. It kind of put into perspective the necessity of expression and direct instruction for students with learning disabilities.

3.     A student with a SLD may struggle in a classroom due to the pace of the information being taught. Since students with SLD’s have a harder time processing things, they may struggle with keeping up with questions and can have a harder time storing or recalling that information. They could also struggle with feeling comfortable in the classroom because of their disconnect with those things.

4.     One thing I learned from this video that I can utilize in my classroom was approaching teaching in an understanding way. Giving students with learning disabilities the opportunity to prepare an answer or giving them a heads up about the questioning would allow them to feel comfortable and possibly give them the boost to participate more in the class. Approaching teaching without the use of sarcasm and at a slower pace gives students the opportunity to enjoy school and enjoy what they are learning about.

5.     My biggest takeaway was how important it is to allow students to have the time to process what is being taught or asked of them. Seeing the breakdown of how students with learning disabilities versus students without learning disabilities process the information at two different paces puts into perspective how students learn. There is no set approach to learning or teaching, so it is important for the teacher to understand their students and work with them on how they can succeed in the classroom. I thought that when the instructor said, “Fairness doesn’t mean everyone gets the same, it means everyone gets what he or she needs” it kind of summed up the importance of how the classroom should be adapted to fit all student’s needs.

# data[].attributes.body
1. I really enjoyed this video and thought that it was very interesting. I liked how they showed the different activity that actually put you in the position of being a student with a SLD. This video opened my eyes a lot to what these students actually have to deal with when it comes to processing information and then comprehending it. I have never seen a video like this that actually shows how those students feel and I learned a lot more about how to teach this students and make going to school a positive experience. I think it was very helpful to see the examples and hear what exactly can be a struggle for a student with a SLD. Seeing the examples made me realize how important it is to make these students feel comfortable in class and to do my best to help them learn as much as they can.
2. I think the hardest activity they showed in the video was the first activity they did. I thought that it was really difficult to answer the question correctly when he was asking them really fast and not giving anyone time to process what was being asked. The specific question about recalling a story with a specific animal in it seemed very hard to me. The teacher didn't give them enough time to think and I think this shows how difficult school can be for students who struggle with processing information.
3. A student with a SLD may struggle when it comes to processing the information that is being presented to them. They may take longer to process questions and therefore are not able to come up with answers as quick as other students are able to. They may also struggle with feeling discouraged and not wanting to raise their hand out of fear for being wrong and called out by the teacher. This can cause them to just give up since they may not feel as smart as the other students despite only struggling to process the information as fast.
4. One thing that I am going to take away from this video to use in my own class is making deals with students to help them during class. I liked the idea of having little things that the teacher can do such as standing in certain places before asking certain students questions during class. I think that will help take some stress off of the students and allow them to feel comfortable and more prepared during class. I will also make sure to not punish stunts for struggling when it comes to getting questions wrong. I will make sure to not single those students out and call them out in front of the whole class. One last idea that I will use in my class is to give students time to answer questions and allow them to think a for a little bit as opposed to expecting them to know the answer to a question right away.
5. My biggest takeaway from this video was that it is very important to put yourself in the position of students with SLD. This video showed me that the struggles that these students go through can really impact how they learn. I learned a lot about how to approach teaching these kinds of students in a way that makes learning not as scary of an experience for them. It is important to be sympathetic to these students and try to find ways to make their experience in school a positive one. My biggest takeaway is that it is important for the teacher to responsibility for the situation and not put down any student that may have a SLD.

# data[].attributes.body
1.  I found this video extremely helpful and interesting.  It’s one thing to talk about what students with learning disabilities go through, but it is another to see examples of how difficult it really can be in the classroom for these students and how people without learning disabilities struggle so much with the simulations of what a student with a learning disability may go through.  This video also touched upon a lot of different aspects of education and the experiences a child with a learning disability may have which I enjoyed and it also incorporated techniques and other do’s and don’ts when having a child in the classroom who has a learning disability.

2.  I think the most difficult activity was the one where they were asked to read the story aloud but the words were broken apart and the letters p, b, d and q were all interchangeable.  It really showed how m any different things a student can be experiencing and trying to work through.  Something that may seem so simple as reading a small passage can be so extremely difficult for a student with a learning disability in more ways than one.

3.  A student with a SLD can struggle in many different ways. They may face increased feelings of anxiety.  The pace of the class may be far too fast for them if they struggle with cognitive issues that cause them to take a longer amount of time processing tasks or questions.  They could have trouble with reading comprehension or their visual motor coordination may be a struggle they have to deal with.

4.  One of the techniques I thought was a really smart thing to bring into the classroom was the technique of making a plan with the struggling student that during class discussions, the teacher will only call on them when they are standing in front of their desk.  This is a great way to relieve some of the anxiety a student might have about answering questions in class.  Another is providing books on tape.  This accommodation can help students who struggle with reading comprehension by hearing the book audibly.

5.  My biggest takeaway was definitely in regard to the little things.  What I mean by this is there were some small things and comments that were being made.  Some that were sarcastic that one may not think could impact a child’s whole day, but in fact will linger over their heads.  I also think it’s important for people’s opinions towards children with a SLD to not be negative in order to provide these students with the best possible learning environment and experiences.  Some of the techniques we heard about in this video are not huge changes or modifications that are needed, while that can be the case at times, there are tons of little accommodations we can make for these students so that they feel comfortable and succeed.

# data[].attributes.body
1.  What did you think of the video overall? Was it something that was helpful? I think this video was extremely helpful. Learning about students with special needs and learning disabilities is important, but getting a glimpse into what they actually go through in the classroom was even more helpful. It's easy to feel like we understand because we know ABOUT their disabilities, but I feel like after watching this video I understand them as an individual even more. As a teacher, it's easy to get caught up in the classroom when you have so many students to think about. This video reminded me of the importance of being sensitive, empathetic, patient, and aware of what students with specific learning disabilities are experiencing in my classroom.
2. Which activity did you find the most difficult? The activity I found the most difficult was tracing the letters in the mirror. This was something that seems like it wouldn't be that difficult, but watching the participants attempt to do this was extremely eye opening to what students with learning disabilities go through. This was an extremely helpful way to learn about what students with visual motor coordination disabilities experience in the classroom.
3. How could a student with a SLD struggle in your class? In my future classroom students with a specific learning disability could have trouble understanding directions for assignments. Students with an SLD could also struggle to keep up with the pace of the class, whether that's in terms of answering questions, following along with reading, and completing assignments in a specific amount of time.
4. What are some things you learned from the video that you can utilize in your classroom? One thing I learned rom this video that I can utilize in my classroom is being aware of how my teaching style might be making learning difficult for students with a SLD. It's easy to make assumptions about students when you don't fully understand what they are going through. From watching this video, I am going to ensure I take the time to talk to my students when I notice they are struggling, as well as be proactive about noticing small signs of students not being able to keep up, becoming frustrated, etc. I want students to feel like my classroom is a safe and inclusive place for them no matter how they learn, and that they will not be punished or ridiculed for having a SLD.
5. What was you biggest takeaway?
My biggest take away was how our perception of students with a SLD can affect their entire learning experience. If I decide to be impatient, insensitive, or embarrass them in the classroom, I can have more of an impact on their education and life than I know. It's so important to be aware of how we may be making students feel in the classroom, and making sure we are not consciously or subconsciously hurting a child's learning experience.

# data[].attributes.body
1. 
What did you think of the video overall? Was it something that was helpful?
 I think the video overall was very helpful to see how some students struggle. This video helped me put my feet in those student's shoes to see what it is like to learn with a disability. This video gave me a true idea of how students feel when they are put on the spot or trying to be bribed with answering a question. This video helped me to understand how students with learning disabilities conquer each school day and how I can become a better teacher to help them. 

2. Which activity did you find the most difficult?
The activity that I found the most difficult was knowing what the picture is that he showed his students. When a student with a LD who does not understand what the teacher is showing them feels under pressure and on the spot. When you tell the students that you will "give" them something if they know the answer to your question is not okay. This is not okay because that student with a learning disability is still not going to know the answer even though you are bribing them. Blaming the victim for not knowing what something is because they are "not trying hard enough" is wrong. Students with learning disabilities are still motivated and want to learn. 

3. How could a student with a SLD struggle in your class?
One way that a student with a learning disability can struggle with is losing track of what I'm saying. The teacher can talk to fast and a student who processes things slowly can struggle to keep up with what the teacher is saying. Understanding that each student learns differently is so important while teaching. Making yourself aware of your students need is so important so that you can reach each and every student. 

4. What are some things you learned from the video that you can utilize in your classroom?
There were a lot of things that stuck out to me while watching this video. One of the main things that I learned from this video is to slow down while teaching. Realizing that every student is not going to keep up with what you are saying is important. Going over things and repeating things more than once is vital to make sure your students are with you during your lesson. Slowing down your classroom will help you as a teacher to realize who is struggling and who is understanding. When teaching fast, some students may understand however the majority of your class will be lost once they get home and do their homework. Slowing down will help you and your students to understand what is going on and can give them a chance to ask any questions.

5. What was your biggest takeaway?
My biggest takeaway was to work to the best of your ability with your students. Make sure your students are on track with you lesson, go over notes, homework, everything once more once you have already said it. Reassuring all your students and especially those with learned disabilities is so important so they know that you are there for them. Those who struggle with their learning disability are having a hard time to begin with so being an understanding teacher is extremely important for their learning.

# data[].attributes.body
1.What did you think of the video overall? Was it something that was helpful?
I think the video overall was very helpful to see how some students struggle. This video helped me put my feet in those student's shoes to see what it is like to learn with a disability. This video gave me a true idea of how students feel when they are put on the spot or trying to be bribed with answering a question. This video helped me to understand how students with learning disabilities conquer each school day and how I can become a better teacher to help them.

2. Which activity did you find the most difficult?

The activity that I found the most difficult was knowing what the picture is that he showed his students. When a student with a LD who does not understand what the teacher is showing them feels under pressure and on the spot. When you tell the students that you will "give" them something if they know the answer to your question is not okay. This is not okay because that student with a learning disability is still not going to know the answer even though you are bribing them. Blaming the victim for not knowing what something is because they are "not trying hard enough" is wrong. Students with learning disabilities are still motivated and want to learn.

3. How could a student with a SLD struggle in your class?

One way that a student with a learning disability can struggle with is losing track of what I'm saying. The teacher can talk to fast and a student who processes things slowly can struggle to keep up with what the teacher is saying. Understanding that each student learns differently is so important while teaching. Making yourself aware of your students need is so important so that you can reach each and every student.

4. What are some things you learned from the video that you can utilize in your classroom?

There were a lot of things that stuck out to me while watching this video. One of the main things that I learned from this video is to slow down while teaching. Realizing that every student is not going to keep up with what you are saying is important. Going over things and repeating things more than once is vital to make sure your students are with you during your lesson. Slowing down your classroom will help you as a teacher to realize who is struggling and who is understanding. When teaching fast, some students may understand however the majority of your class will be lost once they get home and do their homework. Slowing down will help you and your students to understand what is going on and can give them a chance to ask any questions.

5. What was your biggest takeaway?

My biggest takeaway was to work to the best of your ability with your students. Make sure your students are on track with you lesson, go over notes, homework, everything once more once you have already said it. Reassuring all your students and especially those with learned disabilities is so important so they know that you are there for them. Those who struggle with their learning disability are having a hard time to begin with so being an understanding teacher is extremely important for their learning.

# data[].attributes.body
1.  What did you think of the video overall? Was it something that was helpful?
Overall, I found this video very helpful. It was so eye opening to see all of the areas a student with a specific learning disability could struggle in the classroom. Also, it was really important to see how typical phrases or responses to a student can really discourage a student with an SLD. It is so easy to only see from your own perspective and think with your own mind.  When a student doesn't have the same answer or the same pace of thinking a teacher can easily get frustrated which will completely destroy a student's confidence, self-esteem and relationship to school. This video is a great reminder to have patience and understanding with every student in the classroom.
2. Which activity did you find the most difficult?
I found the activity where they had to read a text with jumbled letters and letters missing and fill in the blanks really difficult. This was from the reading and decoding portion of the video. Not only did they have to try to make sense of a jumbled paragraph but they also had to read aloud to their peers while the teacher was telling them to read faster. All of this together was a high anxiety situation and it was clear that if this was in the classroom the student would have learned nothing from the lesson and only been stressed out.
3. How could a student with a SLD struggle in your class?
This video really shows that there are so many different areas a student with an SLD could struggle in the classroom. Every activity from read aloud, answering questions in class discussions, looking at pictures in a text, communicating ideas, listening to directions and more. This really shows why differentiation as well as patience is key in the classroom.
4. What are some things you learned from the video that you can utilize in your classroom?
One tool I really liked was when he discussed telling a student with an SLD before class that he won't call on them unless he has been standing by their desk before he asks the question. This is a great tool because the student can spend the lesson focusing on the material rather than being anxious about being called on in front of the class unexpectedly. He said this often helps students so much that they end up volunteering to answer questions on their own. I also will make sure to avoid the meaningless phrases he pointed out. Like "quick" or "hurry up" or "were you even listening" or "this is an easy one" because none of this is helpful and only hurtful. Instead I will give extra wait time for students to think and use positive and encouraging language. I also will not assume a student with an SLD is being "fresh" if they give an answer that they truly think is right but is not what I expected. I will remember that they perceived the question or activity differently than me.
5. What was you biggest takeaway?
Over all, my biggest take away is how important it is to be understanding and patient as a teacher. Every behavior has a reason. If a student is struggling in my class it is my job to help the student and alter the way I am teaching or interacting with that student. I need to be thinking of ways to make my instructions clear, my expectations reasonable and overall make my communication with the students positive.

# data[].attributes.body
1.  What did you think of the video overall? Was it something that was helpful?

Overall, I think the video is really helpful and definitely showed us a glimpse into learning with a learning disability. The video did a great job showing the many struggles that students with learning disabilities have. When the teacher began asking the adults rapid questions, you could see how they were clearly under pressure to answer the questions. Students who have learning disabilities may suffer from anxiety and this fast paced learning is not beneficial for them. Something that was helpful was how the teacher walked them through the problem. When the adults could not see the cow for the longest time, the teacher showed them one thing that completely changed their outlook and they were then able to see the cow. Students with a SLD need direct instruction and adequate time to process questions and think about their answers.

2. Which activity did you find the most difficult?

The activity that I found the most difficult was the visual perception activity. It’s so hard to look at a picture and try to perceive what it is. It almost seemed like a trick because the picture didn’t look anything like what the teacher said it was. I didn’t even see it was a cow until the teacher placed the outline over the photo.

3. How could a student with a SLD struggle in your class?

A student with a SLD could struggle in my class if it’s too fast paced for them and they are unable to understand the directions that are given and then know how to respond to them. In addition, I think students who have a SLD could struggle if they are randomly called on to volunteer their answer for a question. The pressure and anxiety of being called on during class and not being prepared for it is very scary for children who have a SLD. Children with a SLD do not like surprises and they will not want to be randomly called on to answer a question.

4. What are some things you learned from the video that you can utilize in your classroom?

Something I learned from the video that I can utilize in my classroom is allowing adequate time for students to comprehend the question the teacher is asking and allow time for them to respond. It’s not necessary to rush so much through a lesson where students feel like they’re drowning and not able to stay afloat. Providing time and allowing students to actually think about the question is crucial to their learning and understanding of the lesson. In addition, we should never victim blame. The student is clearly trying to figure out the answer, they just might not be motivated.

5. What was you biggest takeaway?

My biggest takeaway from this video is to try to put myself in the shoes of my students who have a SLD in order to help them succeed in class. Being a student with a SLD must be extremely frustrating, and a teacher should never add to that frustration, but instead help their students through it and find ways to succeed. Students who have a SLD need more time to process and should not be rushed through their own learning experience.

# data[].attributes.body
1.  What did you think of the video overall? Was it something that was helpful?

I think the video was very helpful and beneficial for us to watch because as future teachers, we need to be aware of how students with learning disabilities learn best, as well as students without learning disabilities. There were many instances throughout this video where we were shown how hurtful to a child’s education it could be for their needs to not be considered. I also found this video helpful because I personally have not experienced a teacher teaching students the way this teacher did, so it is beneficial to see how teaching like this could impact a student’s experience in school.

2. Which activity did you find the most difficult?

The activity that I found the most difficult was when he was asking the students what animal was on the page and then asked for them to say famous stories of the animal in it. This seemed very difficult for students because they did not have time to process what they were being asked. Learning disabled students have a difficult time with processing language, so even when the class is moving at a normal rate, the students who have learning disabilities may think the class is moving at a faster rate.

3. How could a student with a SLD struggle in your class?

A student with a SLD may struggle in my class if they are not given enough time to process the information that is being taught to them. If the pace of a class is an acceptable pace for students without a SLD, that does not mean that it is a manageable pace for students with a SLD. It is important for the teacher to be very conscious of their teaching pace. Another aspect in which a student with a SLD could struggle in my class is that they may need some extra time to be able to communicate their thoughts or responses to the teacher and other classmates, which could go along with the issue of the pace in the class.

4. What are some things you learned from the video that you can utilize in your classroom?

One thing I learned from the video that I can utilize in my classroom is to not repeat the question multiple times in a row without giving students time to process what is being asked of them. It can be very stressful for students when they do not have enough time to think about the answer. Another thing that I learned from the video that I can utilize in my classroom is the importance of having a steady pace for the whole class. I never want to make students feel like they are in too much of a rush to finish their assignments because of the pace or time.

5. What was your biggest takeaway?

My biggest takeaway from this video was that not all students learn the same way and all students learning needs need to be considered in the classroom, whether the students have a learning disability or not. I find it beneficial for the teacher to put themselves in the position of their students because the teacher can then think about how they might want to be taught if they were the students. This video has stressed the importance of making sure all students’ needs are taken into consideration and addressed, which may include the teacher altering the way they may teach or altering other aspects of how they run their classroom. It is important to not have any students feel isolated because they may learn differently due to a learning disability.

# data[].attributes.headline
Answer the following questions! Post them here on Padlet! 

# data[].attributes.subject
Answer the following questions! Post them here on Padlet! 

# data[].attributes.body
1.  What did you think of the video overall? Was it something that was helpful? 2. Which activity did you find the most difficult? 3. How could a student with a SLD struggle in your class? 4. What are some things you learned from the video that you can utilize in your classroom? 5. What was you biggest takeaway? 