Teachers In Action-Zachary Anderson, Cindy Blackburn, and Eileen Huppert
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The document summarizes the experiences of three college students, Cindy, Zachary, and Eileen, volunteering at a high school for disabled students to create a yearbook. It describes their initial anxiety and lack of experience. It then details activities they participated in with the students, such as decorating cupcakes, going to a farm, and playing games. They helped 19 students ranging in age from 15 to 21, with varying disabilities. Through this experience, the students developed a passion for exceptional education and learned how to effectively include all students.
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This document provides information about Nicole Pepin's service learning experience volunteering in a VE (Varying Exceptionalities) classroom at Riviera Elementary School. Some key details include:
- The VE classroom serves students with various disabilities and exceptionalities with a lower student-teacher ratio.
- Nicole volunteered in Mrs. White's 3rd grade VE class to better understand how these programs work and to help students.
- Nicole assisted with hands-on science activities and reading groups, seeing students' progress and understanding.
- The experience helped Nicole learn about instructional adaptations, self-contained VE classrooms, and emotional/behavioral disorders.Presentation
Presentationncpepin
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This document provides information about Nicole Pepin's service learning experience volunteering in a VE (Varying Exceptionalities) classroom at Riviera Elementary School. Some key details include:
- The school has 758 students, many from low-income backgrounds or limited in English proficiency.
- Nicole volunteered in Mrs. White's 3rd grade VE classroom to better understand how these programs support students with disabilities.
- Through hands-on activities like guided reading, Nicole was able to provide individual support to students with disabilities.
- Nicole gained a new perspective on instructional adaptations and self-contained VE classrooms from this experience.FAMILY INTERVIEW The Parent of a Child with an Excepti
FAMILY INTERVIEW The Parent of a Child with an ExceptiChereCheek752
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FAMILY INTERVIEW
The Parent of a Child with an Exceptionality
Wichita State University
Spring 2021
CI 401
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Introduction
As an educator, learning about our students and their lives is imperative to our jobs.
Every child comes from a different background, and every child and every background are
unique. Every family is different, and in order to fully understand the students in our care, we
need to also understand their families, (Friend and Cook, 2017, p. 267). One type of student
that I need a deeper understanding of is a student who has an identified exceptionality. A
student with an exceptionality is any student who has a disability or giftedness that requires
additional services in an educational setting. More specifically, a disability could be
characterized as limitations imposed on an individual including, but not limited to, physical,
cognitive, sensory, emotional, or learning limitations. In order to learn more about the family
life of a child with an exceptionality, I interviewed the mother of a student who is
developmentally delayed.
Methods
The child who I was interested in learning more about is a kindergarten student at
Gammon Elementary School in Wichita, KS. I was able to sit in on the students annual
Individualized Education Program (IEP) meeting, which was attended by the mother via Zoom.
After which, I was able to conduct my interview with her about her son. I met with her virtually
on March 16, 2021 for about thirty minutes. Gammons special education teacher joined the
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meeting as well to help facilitate the conversation. I first started by acquiring some background
information about the students mother and their family.
She is a single mother, the father is, at the mothers insistence, completely out of the
picture. She has two children, a daughter who is in 2nd grade, and a son, who is the
kindergartener and the focus of the interview. She is 28 years old and has lived in Wichita all
her life. She works for Phoenix Home Care and Hospice and is in the process of pursuing her
nursing degree and medication aid certificate at WSU Tech. They are a low-income, African
American family, and the mother was very shy during her IEP meeting and during the interview.
I was told that this is common for her and her demeanor. Having the special education teacher
present for our meeting likely made the mother feel more comfortable, considering that they
have an established relationship. Prior to the interview, the special education teacher
approached the mother on my behalf and gave her the consent form to participate in the
process. The special education teacher also went through the list of potential questions that I
had given her, and she picked out the questions that she thought would be appropriate to ask,
given the mothers background and personality. The interview went as follows:
Question: What are some ...The impact of poverty in the academic performance of selected grade 11 humani...
The impact of poverty in the academic performance of selected grade 11 humani...Ricky Jeciel
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This study examines the impact of poverty on the academic performance of selected Grade 11 Humanities and Social Science students at San Jose National High School in Puerto Princesa City, Palawan, Philippines. The researchers aim to understand how poverty affects these students by examining their profiles, families' average monthly incomes, parents' educational and employment statuses, and how poverty influences their studies. A random sample of 50% of the 177 Grade 11 HUMSS students will be surveyed to determine the relationship between their socioeconomic conditions and academic performance. The researchers hope this study can help address the difficulties these students face due to poverty and its effects on their education.Pamela_Kay_Pittman_Dissertation
Pamela_Kay_Pittman_DissertationPam Pittman
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This study examined how participation in professional learning communities (PLCs) influenced three middle grades English Language Arts (ELA) teachers' pedagogical content knowledge (PCK). The teachers taught at a Title I middle school that had not met state standards and had a high teacher turnover rate. They were mandated by the district to participate in PLCs. The researcher observed the teachers' PLC meetings and classroom teaching to determine if and how their PLC participation developed their PCK, which is the knowledge of how to effectively teach content. The study aimed to inform how teachers can learn together in PLCs and how PLCs can support developing teachers' specialized knowledge for teaching their subject.Issue 7 Non-Traditional ED December 8, 2014
Issue 7 Non-Traditional ED December 8, 2014Arturo Castrodad
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Radians School students donated gifts to Operation: Christmas Child. The school emphasizes virtues and values, teaching children empathy and kindness. Students prepared gift packages to directly help others in need. The school focuses on character development through activities that build virtues. Students reflected positively on their non-traditional education experiences, such as flipped and cooperative learning. They found the hands-on methods engaging and felt more involved in their education. A parent was proud that her children received an excellent education at the school that promotes love, unity, respect and helping others.Innovative strategies to engage parents of all backgrounds
Innovative strategies to engage parents of all backgroundsEileen Kugler
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Critical insights and strategies for engaging parents in school from "Innovative Voices in Education: Engaging Diverse Communities," based on presentation to Natl Coalition for Parent Involvement in Education. For more information see http://www.InnovativeVoicesinEducation.com . Contact Eileen about engaging students and families from diverse backgrounds at EKugler -at- EmbraceDiverseSchools.comNational Coalition for Family Involvement in Education
National Coalition for Family Involvement in EducationEileen Kugler
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Critical insights and strategies for engaging parents in school from "Innovative Voices in Education: Engaging Diverse Communities," based on presentation to Natl Coalition for Parent Involvement in Education. For more information see http://www.InnovativeVoicesinEducation.com . Contact Eileen about engaging students and families from diverse backgrounds at EKugler -at- EmbraceDiverseSchools.comMeeting the Needs of Disadvantaged Students by Ikhlas Ahmad
Meeting the Needs of Disadvantaged Students by Ikhlas AhmadIkhlas Ahmad
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- The document discusses meeting the needs of disadvantaged students and building relationships with them. It notes that students from low-income families have lower graduation rates and face distractions from poverty.
- It describes an experience where a teacher built rapport with a struggling student by greeting him excitedly each day. This positive relationship helped the student improve in English.
- The document advocates for high expectations, family involvement, exposing students to the arts, and recognizing signs of disadvantage in order to engage students and help them succeed.Lara snapshot
Lara snapshotlararonalds
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Lara Ronalds is an experienced teacher with 15 years working in a variety of educational settings. She is committed to helping children learn and developing programs that meet individual student needs. Some of her proudest moments have come from seeing students succeed, such as her work with a class of 32 young students from low socioeconomic backgrounds in rural Australia.Teachers In Action-Zachary Anderson, Cindy Blackburn, and Eileen Huppert
- 1. Cindy Blackburn, Zachary Anderson, and Eileen Huppert [email_address] [email_address] [email_address] 4/22/2010 EEX4070 Creating a Yearbook
- 2. Early Perceptions As a group, we were very anxious. We did not know what to expect. Only one of us had a substantial amount of experience working with disabled students. We were unsure of the expectations that the teachers or students would hold for us. Also, being elementary education majors, we rarely work with high school students.
- 3. Introduction to the Setting We visited University High School located in Orange County. We volunteered in Mrs. Trinhs class. Mrs. Trinh teaches students in higher grades with varying levels and types of disabilities.
- 5. Personal Demographics Cindy Blackburn- I am a Caucasian female. I am 18 years old, and I am currently in my Junior year at the University of Central Florida majoring in Elementary Education. Zachary Anderson- I am a Caucasian male. I am 21 years old and entering my Senior year at the University of Central Florida majoring in Elementary Education. Eileen Huppert- Eileen Huppert- I am a Caucasian female. I am 20 years old and getting ready to start my Senior year at the University of Central Florida. I am majoring in Elementary Education.
- 6. Engagement Activities We were involved in many tasks with the students. We took part in an introduction activity where each student answered questions about themselves. We also decorated cupcakes as a group, went to a farm, participated in a field day, and observed and played. We also voted on a theme for the yearbook.
- 7. Participant Demographics The students ages range from 15 to 21 Most students have no known specific disability, they just have a low IQ.油 Student ethnicity was a fairly even balance between Caucasian, African-American, and Hispanic students There was one student with Downs Syndrome and one with Cerebral Palsy. We helped 19 students
- 8. Reflection of your Experience This experience has given us a passion for exceptional education. We all agreed that with time and effort, the joys experienced in an exceptional class are endless. The ability to talk with students one on one had a large impact. We each realized how open these students are. They truly care about people. This experience has allowed us to see the joys in interacting with students with disabilities. The students are so personable and excited to interact every time.
- 9. We will each take away a unique experience that reminds us to include all students into our classroom. Our academic beliefs were greatly changed. We realized that planning lessons for exceptional students is often very in depth. We also learned effective inclusion techniques. Reflection of Your Experience (cont.)