This video showed me that students with disabilities can make real progress when they are given the right support and time. It connects to what we’ve learned about meeting students’ individual needs and using different teaching strategies. Growth may come in small amounts but any and every growth is important!

Lauren had difficulties with organization, completing tasks in one sitting, and doing things independently. Her social connections were weak and many of her peers did not treat her fairly, which caused Lauren to struggle more in school because she was more focused on that than learning. Lauren was given a focus coach that helped her academically, socially, and organizationally. She was able to try medication that helped her with attention and being able to complete tasks, but her parents were not wanting to continue the medication. Therefore, she got help from her teacher that improved her confidence in learning and significant progress was made.

This video proved that students with all types of disabilities are able to make progress both academically and socially with the right support and structure. This connects with what we have learned in class about meeting the unique individual needs of all students by using different instructional strategies or accommodations that will better benefit them. It is important to continue supporting and encouraging all students to keep improving and growing because it will pay off in the end.

Something I learned from this video is that learning disabilities don’t mean a student isn’t capable, they just learn differently. This connects to what we’ve been learning in class about differentiated instruction and the importance of meeting students’ individual needs. It also made me realize how important it is to be patient and understanding as a teacher. Overall, the video helped me see how much of an impact teachers can have when they take the time to support and adapt to their students.

Lauren struggled with organization and the completion of tasks. She struggles to do things independently as well. Her school and social interactions lowered her self-esteem and made her feel lonely. People were telling her that she was dumb and that she couldn't do anything correctly. She didn't have any friends either. She focused more on these interactions rather than her schoolwork. These social problems were a clue to what her problem was in school. A focus coach came into Lauren's life to help her stay organized academically and become more social. She was given a medication to help her with her dopamine levels to keep her organized and calm. Her family, however, did not want to raise her on this medication, so they chose to say no to it.

This video and these two situations have shown me that students with all kinds of disabilities need support, help, and structure to excel socially and academically. We have talked before in class about meeting the needs of each individual student and how important it is. We should find accommodations that fit them without making them feel left out. If we support and encourage our students, no matter if they have a disability or not, they will excel and improve in their academics and their social lives.

There is a story about a boy named Nathan who had a learning disability that hindered him in reading and comprehending. Although Nathan was an intelligent and hard-working kid, Nathan had a problem reading and studying. Thanks to a certain special education program tailored for Nathan, Nathan solved this problem and even acquired self-confidence.

Lauren's story:

There is a story about a girl named Lauren who suffers from dyslexia that hinders her from reading, writing, and understanding written information. Lauren felt disappointed since she spent much more time doing some work than others. Nevertheless, Lauren succeeded thanks to the right help.

Reflection:

I noticed from viewing this video that learning disabled kids can study successfully with the help of appropriate assistance. One connection I made between the content viewed in this video and the topics we discuss in class is connected with the necessity of individual classes and appropriate programs for kids. The second important issue that is raised in the video is that the pressure caused by disabilities may act as an obstacle for success at school.

This video connected to a lot of what we have learned in class. Nathan's story reminded me of MTSS because he needed targeted interventions, progress monitoring, and increasing levels of support before finding what worked best for him. Lauren's story showed the importance of accommodations and individualized supports because students do not all learn in the same way. The video also reinforced how important it is for families, teachers, and specialists to work together, just like we discussed with the Case Conference Committee (CCC) process.

The biggest thing I learned is that learning disabilities do not mean a student is not smart. Every student has strengths and challenges, and it is our job as educators to figure out what supports they need in order to be successful.

Lauren's story hit very close to home for me. Most of her behaviors were similar to my experiences as a young student, and into adulthood. Lauren was very easily distracted, yet was able to focus on certain tasks that stimulated her brain while avoiding tasks that needed to get done. Socially, Lauren missed out on some cues that many people understand innately, such as interrupting a conversation when she had something that she wanted to say. Again in this scenario, I see the hesitation from her parents like I do with the families in our school. It's a difficult decision to introduce pharmaceuticals into a developing brain, especially when it seems like there are other options. Changing the environment of Lauren's school provided a temporary stimulation but ultimately did nothing to improve her organization or social skills.

Every one of us is wired differently and students are not an exception to that. Select students are going to need that extra support where it's needed in order for them to be successful, while still allowing them to be their full selves. Identifying the individual needs of these students and applying measures to support their success seems to be at the core of this class. As shown by these two cases, I believe that a high percentage of these students can do well when given the tools and instruction that fits their specific disability.

I have several questions, specifically about Nathan's situation. Why was he not given Tier 2 and 3 remediation in first grade? I don't understand why he was retained in first grade, and the parent was left to get him a private tutor, only for him to be put in the "resource room." This could be a different situation from my school system, but it seemed like the proper channels were not followed.

At any rate, this video did a good job of showing that the proper support make a HUGE difference in a child's life. Medication is often needed. Remediation is often needed. Neither is "bad." Whatever the child needs and helps them to succeed is a good thing!