Chapters 12 & 13

There are students will behavioral issues in every classroom across America. Teachers need to have training and experience with these issues in order to recognize them for what they are. Many students become labeled as a trouble maker or an unruly child, when there are deeper issues involved. If teachers have the education and training to help students with these disorders, they can help the student to get the special services or therapy that they need. In our rural area, I have noticed that many teachers do not believe in behavioral disorders, they believe the child just needs more discipline. Sometimes that may be the case, but there are those children that have a neurological disorder that prevents them from acting accordingly.
Another issue in classrooms is students that are hard of hearing or deaf. It can be difficult for parents and teachers to agree on this issue. Many times the students are accused, by teachers or parents, of not paying attention when really, they could not hear properly. I have family members that are deaf and it is difficult to diagnose early when the child would not have developed language skills yet. The biggest sign of a child being deaf or hard of hearing should reveal itself by the time they are toddlers (2-4 years old). This is when the children begin talking. They may have delayed speech, which many people will say "they are just stubborn, they will talk". Or the child may talk with some sort of slur or impediment because that is the way they hear things. Hearing problems need to be addressed as quickly as possible to give the child the best chance.

Chapters 10 & 11 Week 10

The information in these two chapters is extremely important to general education teachers. The majority of the time the general education teacher is the person that realizes a child may have a learning disability or other disorder. If the teacher does not know what to look for or the true signs of a disorder, then the child may be labeled as a trouble maker or a difficult student to work with. If the teacher knows the signs and how to recognize when the child needs special services, it works out better for the child all around. I have students in my field experience classes that may have ADHD. One child in particular, I have noticed, has trouble staying in one spot for more than a couple minutes. He is always moving around within his seat and talking out of turn during class discussions. I have heard some teachers complain about him, but I think that if they modified their lessons to involve more movement or activity, that he would be able to soak up the information better. With students with intellectual disabilities, Chapter 11 offers a multitude of strategies and information for teachers. It is important for teachers to not limit the students with disabilities, they will learn by being challenged and given support throughout their educational career.

SPED 3000 Chapter 7 Week 9

As soon as I read what this chapter discussed I thought of Fairview School. It is not my intention to talk badly about this school or show them in a negative light, but I have been shocked by things that I have witnessed, especially in the way special needs students are educated and divided into classes. I am glad for this opportunity because it has opened my eyes to the fact that not every school in America educates student with special needs to the best advantage for the student. One thing that sticks out to me: inclusion. The word inclusion does not come into play in the classroom division in this school. There are distinct "high", "middle", and "low" classes in each grade level. In my opinion, this strategy does not work in the best interest of any of those children, whether they have special needs or not. It is important for children to be around others not exactly like them, as it can help both children learn about others and how to treat/talk to each other. In my "low" class of the day, there is a girl that does not talk very plain. She is called on is class, and those few students in there (it is smaller than other classes) are exposed and able to learn to understand her and communicate with her. There are many students in that class with special needs, and very few in any of the other classes. In 6th grade there is one student that is pulled out for RTI, and he just sits in the general classroom drawing in his notebook while the other children work until time for him to work with the teacher's assistant.

In my opinion, it is extremely important for all students to be involved in projects together. I think that it allows those with special needs to learn how to live in the real world after school has ended, and it helps those without special needs to learn to talk to and accept those different than themselves.

SPED 3000 Chapter 6 Week 8

This chapter offered me a lot on insight into the behavior of children that I have been around in classrooms. Each time I have been in classrooms grade 3 and up, I have witnessed a wide variety of consistent inappropriate behaviors. More often than not the behavior was followed by a negative reinforcement from the teacher. I have always thought that positive reinforcement is the best behavior modification strategy, for the home and for school before leading into punishment. I have witnessed teacher punishing the students before attempting another possibility. The most important way to maintain and discourage misbehavior in the classroom is to establish classroom rules and procedures at the beginning of the year. If the students begin the year with set goals and expectations in the classroom they are more likely to choose more appropriate behaviors during the day. I thought the contingency contracts for older students discussed is a great idea. I have never heard of this, but I think it would be worth a try to see how it works with students. Each student will be different though and what may work for the almost all of the class, may not work for one or two students. These students could have different positive behavior reinforcements included in their management strategies.