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IDEA stands for Individuals with Disabilities Education Act.  Their mission as stated on the website is “to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access” ( https://sites.ed.gov/idea/).  All educators should be familiar with this site because it gives off a lot of great resources like a links to several sites like The Office of Special Education and Rehabilitative Services Blog, The Department of Education website             ( https://sites.ed.gov/idea/), The Department of Special Education Programs, and many others that give a wealth of information that will be helpful ( https://sites.ed.gov/idea/).

I found that the Department of Education gave me many avenues to look at and dive deep into ( https://sites.ed.gov/idea/)..  It has Data information on several different things but the one I love to look over was the Nation’s report card.  It gives data on how the nation as a whole is doing in the core subjects like math and reading ( https://sites.ed.gov/idea/).. It gives tools to use in your classroom to help students achieve higher percentages.  I also thought the OSEP and the OSERS website were helpful ( https://sites.ed.gov/idea/)..  They give great information about special education and students.  It has some blogs that give great ideas to use in the classrooms.  I will definitely use this website in the future because it has a lot of information that I will use.  I will check it weekly because of all the blogs that are on there.  There is so much useful information on them.  The 43 annual report gave me insight on how IDEA uses data to compile national numbers for special education (https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf) .  It shows the demographics of the different cultures and what disability they have and the increase from 2010 to 2019. Now in 2023, I am sure that the numbers are even higher due to population increase (https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf).   It also discusses how many complaints to the districts there were about how their children were being treated in school (https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf).  It shows the data of cases that went to court to get compensated and if mediation was necessary (https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf). I have a learned a great deal from this website.  I didn’t know there was a website for children with disabilities, that gives me access to educational information that will foster students who need it.

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Journal Entry #5 Building Relationships/Social Supports 

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Journal Entry #5 Building Relationships/Social Supports 

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·        What are the 6 ways to facilitate relationships outlined in the textbook? Are there other ways you can think of to foster relationship building that you have seen used or have used yourself?  One way to facilitate relationships would be to point out similarities amongst the students.  Being able to listen to conversations between them and pull something out of it to show similarities will increase communication and relationships (Causton, 2015).  Another way would be to help students invite each other to socialize.   You could do this by providing times when they can get up a move around to talk to other students.  This creates relationships with each other. Another way would be to reward good behavior with a chance to hang out with a friend and do something fun.  Create ways for students to socialize in a fun setting.  This benefits all who are involved (Causton, 2015).   Games are a fun way to socialize with a friend.  Reading a good book together is a fun way to socialize.  A fourth way to facilitate relationships would be to provide opportunities for students to do classroom jobs together.   This will be relationships between them because they have to collaborate together to get the job done.  Another way would be to help students understand each other.  Give them information about each other so that there is no judgment.  This will help build their relationship.   Another way would be to make yourself invisible when students are having a conversation (Causton, 2015).  This naturally builds relationships and allows the students to get to know each other without an outsider intervening in what they talk about.

·        How can students be supported naturally that are outlined in the textbook? There are many ways teachers can support students naturally.  Do not sit right next to a student (Causton, 2015).  Give them space to breathe.  Never dismiss a student from the room.  Even if there has to be some intervention, have it done in the classroom.  The reason for this is so that the student doesn’t miss important instruction time.   Encourage independent work.  Students need to be able to work by themselves.   Encourage interdependent work (Causton, 2015).  This is where students work together.   Learning to fad cues will increase independence and interdependence.

·        How can adults support students during an unstructured time without it being socially damaging for the student?  An adult can encourage students to walk to school together or ride the bus together.  They can also encourage them to walk home together or take the bus home together.  In the hallway, students could be encouraged to walk the hallways with partners (Causton, 2015).  There could be games amongst students as they walk the hallways. At lunchtime, students could be encouraged to sit where they want and with whom they want.   Having themed tables will encourage students to sit at a particular table.  Students with similar interests will sit there too.  They can converse about their favorite hobbies (Causton, 2015).

·  Make a list of outside resources schools could utilize/advertise to help support social skills for students. Think about what may have been mentioned in the reading but also resources you can think of in your own community.   A few outside resources for schools to utilize to support social skills for students would be holding dances at night.  Sports, having fieldtrips, hosting BBQs for families, and offering different clubs that meet after school.   Having community helpers come in to speak and do activities with the kids.

Causton (2015). The Educator's Handbook for Inclusive School Practices. Baltimore, Maryland: Paul H. Brookes Publishing Company ISBN: 9781598579253

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Part 1.

When constructing a positive student profile for a client, I would start with his strengths.  After writing about his strengths.  One of the best ways to think about the students you support, is to look through the lens of his or her strengths (Causton, 2015, pp. 55-57).  Clint’s strengths might be that he applies himself in math.  He is a great problem solver. It’s important that you note not only strengths but also talents and interests. Clint’s interests could be drumming and using his hands for various projects.  On the positive profile I would also list dislikes.  Clint’s dislike might be having to sit for long periods of time and not being able to move his hands.  How he communicates could be that he talks when he needs to get a point across.  Academic performance might be that he succeeds in math and science but is easily distracted when having to sit without movement. With social information, I would include how he gets along with his classmates and teachers. With any other concerns, I would write them down in a positive way so that others wouldn’t be able to label him.  As a teacher it is important not to label students, it can affect how others see them.  It is important that teachers create opportunities for the students to grow in a safe and positive environment.  It is obvious that Clint’s hands are always moving so it is important to incorporate that into his learning instead of making it a behavior.  Creating positive lists changes the way teachers see a particular student.  Relationships can grow stronger when the anger of a teacher isn’t there anymore.   Teachers need to be able to find how a student communicates and promotes that instead of shutting it down.  As Clint’s teacher, I would use the keep them anchored strategy (Schwarz, 2007, p.7.).  Giving Clint assignments that he can work on his own and at his own pace might help him complete the tasks.  He would be allowed to move his hands because they would keep him focused on his work instead of worrying about what other students are thinking.   Another strategy that I think would work for Clint would be having classroom stations or centers where Clint can go through and complete each task while being rotated.  The rotations would be quick so that the attention will be on the task and not moving his hands (Schwarz, 2007. p. 13.).

Part 2.

In your opinion is there anything wrong with this story? Did anything stand out to you or bother you? What could the school and/or teachers have done differently for this student to help him feel included? How do you feel about the students’ reactions after the football player noticed this boy?

This story really made me feel bad for Bo, because at the beginning the story that we hear is that he would always eat alone.  He didn’t have any friends.  It bothered me that he wasn’t included at a table with his classmates.  It also bothered me that his classmates wouldn’t eat with him.  It really bothers me that 6th graders were judging Bo because of his autism.  What stood out the most was that teachers haven’t done anything to help Bo feel included and are not holding the rest of the students accountable for their actions.  Teachers need to set an example so that all are included.  Teachers and the school should have assigned seats at the lunch tables so that no one is eating alone.   Being mean to others should not be tolerated.  Teachers could have sat with him and made it a special thing so that others would want to sit with him.   I Can’t believe that students finally sat with Bo when they thought he was a celebrity.  When someone famous sat with Bo then all the students wanted to sit with him.  That seems very sad to me.  Why does it take something like that to get students to like others?

References

Causton (2015). The Educator's Handbook for Inclusive School Practices. Baltimore, Maryland: Paul H. Brookes Publishing Company ISBN: 9781598579253

·        Schwarz (2007). You're Welcome: 30 Innovative Ideas for the Inclusive Classroom. Heinemann ISBN:9780325052960

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In a classroom where teachers co-teach together there are some structures to keep in mind that will work in a regular education classroom. It is important for the teachers to work well together. One of the structures is called duet teaching. This is where each person who is teaching in a classroom gets together (Schwarz, 2007. p.51) They take turns with the other leading the classroom. Doing the lesson and answering the questions. They do all the activities that go with the lesson. Then they switch and the other teacher does the lesson and everything that goes with it (Schwarz, 2007. p.51). The next structure is parallel teaching which means that the class is divided into two groups. Each of the teachers will take a group for themselves. Both teachers can teach the same lesson and activity, or they can teach two separate lessons and activities. When they teach two different lessons, they will rotate each group so that they are learning the same things and doing the same work (Schwarz, 2007. p.51). The third structure is called station teaching. This is where there are different stations around the room and the students rotate. Both teachers can work with smaller groups at their station. This allows more of a one-on-one scenario where lessons can be repeated but on a much more concentrated scale (Schwarz, 2007. p.51).

When co-teaching with another teacher, problems arise. If the teachers don’t find solutions to the problems and try to work things out, the team will break down and no longer exist (Schwarz, 2007. p.43). Some people can’t get past the initial problem, and this can create a hostile environment. Some problems that may surface is that the teachers just have the same teaching style. They might not agree with how the other teacher is doing a lesson. If one person does all the work and the other doesn’t do much, this could create a problem. If the teachers can problem solve together using different strategies, it can lead to a more productive environment (Schwarz, 2007. p.43). The first strategy is to figure out the situation and try to problem solve together. As they are working on the situation, they could talk about different options on how to solve the problem. They can make decisions on how to fix the problem and make it where it would work for both teachers. Then they need to assess how they are doing with problem solving. Another strategy that the team can do is to take the problem from the beginning and break it down until they get to the end. This will allow them to see how each party created the big problem then they can hopefully solve the issue so they can be more productive in co-teaching (Schwarz, 2007. p.43).

Student collaboration in a classroom is especially important to the success of the students involved. When Students get involved in helping the teachers help the students in their classrooms everyone will succeed (Schwarz, 2007. p.53). There are diverse types of support the students can do. The first is to participate on an IEP team. This is where a student will go to their own IEP and take notes. With the notes they can give reports to others about the meeting. They can be a self-advocate for themselves (Schwarz, 2007. p.53). A student could become a peer advocate and attend an IEP meeting of a friend. They could help by being the voice of that student. They would be there for support. The students could also become student members of a committee. They can help with decision making and bring innovative ideas to the table for the teachers. Having input from students could help teachers when they decide to do something. Students could also be peer tutors (Schwarz, 2007. p.53). This is where they help other students with things they may need. They can tutor them on assignments and help them get things done. This is helpful for the students because they have an extra person helping them with work. This is also helpful for the teachers because they have an extra person helping students with work when they are helping others (Schwarz, 2007. p.53).

·        Schwarz (2007). You're Welcome: 30 Innovative Ideas for the Inclusive Classroom. Heinemann ISBN:9780325052960

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Entry #1- Introduction to EDSP 301 Video Reflection

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Entry #1- Introduction to EDSP 301 Video Reflection

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After watching the video, Every Child Has a Right to This Kind of Education by Jonathan Mooney, I found that the young man speaking was showing us how he was put down by his teachers, put down by his father and began to believe he was a bad student (Mooney, 2020).      This young man couldn’t read until he was 12 years old because he didn’t have the support from his home or his teachers (Mooney, 2020).   When he was in special education, they made him feel like he was bad and couldn’t do anything.   It took a janitor Mr. R. to turn this young man around (Mooney, 2020).    He told Jonathan that he was a good writer in which Jonathan didn’t believe him (Mooney, 2020).  He felt like he could accomplish good things after he had this person in his corner (Mooney, 2020).  Mr. R. changed his life for good.   Everyone has the right to and education to show what they can do and not what they can’t do (Mooney, 2020).  As a teacher, it is my responsibility to show the students what they can do and not put them down for things they can’t do.  It is up to me to be that person in their corner to help them accomplish good things.

In the video Standout Strengths Roles: TEACHER in 60 Seconds, by Marcus Buckingham, one of the biggest things I took from this was that as a teacher I need to ask what I can learn meaning that I will continue to grow (Buckingham, 2020).   As a teacher I want to be a work in progress and continue to develop alongside my students.   As a teacher, we learn from others (Buckingham, 2020).  We value other’s differences.   Another thing I took from this video is that we need to take other’s development very seriously.  We want to help others grow (Buckingham, 2020).  We see how people learn differently and at different speeds.   We help people grow to their own potential. (Buckingham, 2020).   The last thing I got from this video was that one important role as a teacher is Getting to know students by walking with them and being their encouragement (Buckingham, 2020).  As teachers we must be the best we can be with our students.  Those with disabilities will respond to a teacher who is in their corner helping them grow and staying along the side of them as their biggest fan.

In chapter one of The Educator’s Handbook for Inclusive School Practices I found that Mathew at the beginning of the story was treated poorly because the special education teachers didn’t know him (Causton ,2015). They assumed that he was just special needs, and he couldn’t learn alongside his peers (Causton ,2015).  Mathew wasn’t happy in the special education room because he was bored and not learning.  He was kept away from his classmates (Causton ,2015).     This caused behaviors that the teachers couldn’t handle.   Another idea that I thought was amazing, was that when Mathew was moved to his classroom full-time because of inclusion, he was a happier student and participated with his classmates (Causton ,2015).   He was allowed to grow and learn alongside his peers.   Another thing that I found awesome about this chapter was that Mathew used a tablet to communicate (Causton ,2015).  He regular teacher and special education teacher worked together to help him succeed in his class by including him in whatever they were learning (Causton ,2015).    As a teacher, I feel like any student I have that may have a disability, I need to fight hard to keep them in my class full-time so that I can work with them.  I also need to work with the special education teacher so that we are both a support team for those with disabilities.  We need to help them learn and be a part of the class.