Low-Incidence Disabilities {Chapter THREE Synthesis}

What I Do Right...

I have not had much experience with teaching students with low-incidence disabilities. So, I would like to reflect on ways that I {and my school community} have tries to raise awareness for students with disabilities:

We have a wonderful lady at my school {Centerville Elementary} who coordinates our tutoring program. She also organizes a Disabilities Awareness Day each year. She has stations that the students can rotate through where they can feel what it is like to have various disabilities. She also has had Michael Cogdill {from WYFF News Channel 4} come to our school twice to speak and read his book Cracker the Crab and the Sideways Afternoon. This book is a great tool to use in the classroom because it teaches how to treat people how have disabilities with dignity and respect. 

We also have two LD self contained classes that are new to our school each year. One of these classes includes a boy who is Vision Impaired. This child is truly a blessing to our school. My class has the opportunity to go to related arts with this class, and my students love to talk to him, help him, and learn about him. He uses a Braille machine, and his teacher will hang his writing out in the hall. He has helped my students to learn how to treat others in a kind and compassionate matter.   


Just recently, I had a group of students to read a book about Guide Dogs in one of my guided reading groups. I was shocked and AMAZED at what they had learned while I was teaching a whole class lesson when we were discussing Henry Ford. We learned that Ford would hire people with disabilities to work in his factory because he would focus on what they could do rather than by what they could not. During the whole class discussion, the students from that particular guided reading group began to share what they had learned from reading the book. WOW! I was one proud teacher during that moment! I included the website under the Webliography tab to the right.


What I Do Wrong... 
I do have a student this year who is high functioning autistic. He is an extremely bright boy! He makes the honor roll, is a great reader, and he is a whiz at math. He does, however, have a hard time socially. I feel that I have not done the best job with him by helping him find ways to express his emotions. I tend to ignore behaviors rather than trying to find ways to help him deal with his social problems.

How I'm Going to Fix It:
Reading the chapter, I have found many new strategies that I cannot wait to implement with him. I think that I can implement some "consistent prompts, cues, and feedback" that only he and I would know. This way he would see the cue, and modify his behavior without being embarrassed. I could also try reading social stories that would model to him successful ways to interact with his friends and handle frustrating dilemmas. Finally, I could target certain behaviors to work on when he does interact with his classmates. I could work with him on how to handle losing a game, handling a disagreement, and sharing classroom materials. 

 

High-Incidence Disabilities {Chapter TWO Synthesis}

What I Do Right...
I teach a variety of students with high-incidence disabilities such as Learning Disabilities {LD}, Attention Deficit/Hyper Activity Disorder {ADHD}, and Speech and Language Imparments {SLI}. One way that I try to reach these students is through differentiated instruction. I have learned ways to teach students in small groups so that they are instructed on their individual level. During my school day I have:

• small math groups
• small guided reading groups
• small writing groups
• individual writing conferences
• spelling groups and word study instruction 

Another way that I try to reach students with high-incidence disabilities is through lots of interactive, hands-on lessons. I do not think that students learn best when they are stuck in their desks all day long. Here are some examples:

This little girl is reading a book that she has checked out from our classroom library. Students are instructed on how to select "just right books" for themselves to read independently. Students then have to keep up with their tasks and reading logs in their reading folder. This strategy is great for kids with LD because it is totally designed for their level.

These students are enjoying our word study games. I find that learning games are a great way to break up the monotonous day for students who really need to get up and move during the day. This strategy is great for students with ADHD.


What I do Wrong...
I think that I really need to better analyze the work of my low-incidence disability students. In the CRAZY, busy schedule that I keep as a classroom teacher, mom, and student, it is so hard to find time to carefully investigate the work that students turn in to me each day. I take running records often in reading, and this is soooo effective when I am planning for the next week. However, I rarely do the same type of observation in math, writing, and word study. If I take more time to analyze areas of weakness in math, spelling, and writing, then I will be able to gain more insight as to HOW I can better assist these students. 


How I'm Going to Fix it...
I want to design some forms that I can keep with my lesson plans. These forms will be designed to specific content areas, and will include space for analysis of reading, word study, writing, reading, and math groups. The forms will provide me with the chance to reflect on my teaching, the mistakes students are making, and the strategies that I am going to use to help them improve. 


I also want to better differentiate my spelling instruction. I have tried to implement a program that challenges students who need it, but I still find that my students with LD and SLI struggle with sight words. I want to differentiate their spelling words so that students are learning words ON THEIR LEVEL rather than just giving them all a one-size-fits-all spelling list. 

Response to Intervention {Chapter ONE Sythesis}

What I Do Right...
I try my best to deliver high quality instruction to my students everyday. When dealing with students with special needs, I strive to implement strategies that are suggested in their IEP. I also look at testing data so that I can monitor each student's progress and see if the interventions that have been implemented are being effective. I like to research the students' individual area of strengths and weakness, then design an action plan that is feasible for a classroom full of MANY students. I find that there are many resources that I can pull from which give suggestions as to how to instruct students with special needs. To further illustrate my action plan, I will describe my current teaching situation with one of my actual students {whose name has been changed}: 

• Sally performs significantly below grade level, and significantly below that of her peers. She was referred for testing at a different school, but did not qualify for special education services. I follow Jan Richardson's guided reading plan from her book The Next Step in Guided Reading for 10 minutes of one-on-one instruction 3 days a week. I also modify and re-mediate assignments based on her needs. 

What I Do Wrong...
When teaching a classroom full of second graders, I find that my WANT TO falls short of my NEED TO. I want to do so much for each child, and give them all that I can. However, in the busy pace of the day, it is so hard to follow through, keep up with, and research the strategies for students who need that "little extra push." Data analysis, interventions based on scientific research, and implementation of BEST practices instruction based on individual needs is at times ignored...due to the fact that I have a very full plate.


How I'm Going to Fix It...
I think that, by pursuing a Masters Degree, I am learning more and more about how to become a better classroom teacher. I strive to gain new insight by taking classes, and implementing new strategies that are best for my students. I also try to read new books and stay current with the trends in education. Similarly, I want to learn from seasoned teachers who have tons of classroom experience. These teachers can provide insight into strategies and methods to reach all learners in the classroom. Finally, I think that each year will be a teacher in-and-of itself. Every year I see a variety of new faces with a variety of new concerns. So...education, veteran teachers, and experience with continue to give me "a new tool in my tool belt" as I continue to implement interventions for my students who need it.