Do a final write up (typed Reflection paper) of your field experience, including where it was done, what you did and saw, how the discipline differed in these classrooms, what the more difficult behaviors usually were, how the regular classroom teacher h

In Educating Exceptional Learners I put into practice essential information for teaching children with learning differences and challenges. For this Reflection Paper, I have included information from my field experiences as well as a paper, “My Philosophy of Educating Exceptional Learners.”

I spent over twenty hours this semester, observing and helping in a regular classroom environment, and aiding a child with special needs to integrate into two classes and the lunchroom. At the Learning Tree Co-op, which meets once a week, I assisted in two classrooms, so my notes will reflect both classes.

Mrs. Carole Sloan oversaw my field experience, and she was the teacher for this semester’s science class. Mrs. Sloan’s class focused on survival skills. In addition to helping in the classes (total of 2 hours per week, for 10 weeks), and assisting for a half hour in the lunchroom, I aided a student with assignments, homework and notes outside of class.

In Mrs. Tiberi’s language arts class, students are usually sitting at joined tables, facing one another and the teacher. Discipline was informal and relaxed, and the class was small (usually only eight students.) Ages ranged from around 8 to 12, and the students were mostly typically developing. The focus of the class was learning to appreciate, recognize and describe elements of literature. Students in the class demonstrated good behavior (seldom talking out of turn) and superior listening skills. As they listened to literature read by the teacher, they worked on various crafts and projects, which were used to demonstrate learning.

With such a wide range of ages and abilities, little differences didn’t really stand out (as differences were expected), and the teacher took them all in stride. Before the first class, both teachers received paperwork from the parents which informed them of any special needs. The student that had low vision was very attentive to sounds in the environment, and listened well, however, outside noises from other classes distracted her. I mentioned how everyone has gifts and challenges, and God has given this student extra good hearing, because she has low vision. The teacher said she is hard of hearing in one ear, so they could help each other.

In addition to an hour assisting in Mrs. Tiberi’s language arts enrichment class, I assisted for one hour each week, for ten weeks, in Mrs. Sloan’s science class. The science class was a hands-on survival course. The science teacher also had a range of ages and abilities. The class was informal (indoors, students sat on the floor during lectures and demonstrations, and often the class was outdoors).

The teacher had high expectations for the students, and treated them as if she expected them to behave like mature young people--the way I would have liked to be treated at that age. No kids are perfect, but you could tell these children had been raised to respect adult authority and listen politely. In both classes, there were only a few instances where students got a little “wound up” and excited, and talked out of turn or a little too loud. That was the extent of the “problem behaviors.” In all cases, the teacher gave a verbal reminder of the classroom rules (basic respect and good manners, which they had been taught at home), and that was the end of it. The most difficult behaviors were probably not focusing on instructions (spacing out) or not responding quickly to directions. I liked how the teacher noticed immediately if students were drifting off, insisted on attention to task and expected all of her students to complete all their assignments. I noticed that when students didn’t appear to be focusing, Mrs. Sloan brought them back to attention by reminding them of the importance of the information—that it might save their life, or the life of someone else, someday.

Mrs. Sloan was aware of the exceptionalities of the classroom, and spent a great deal of care finding accommodations to ensure all the children were able to complete all tasks. She was careful to observe all of her students to ensure that each of them mastered the tasks at hand, and she circled around the area, constantly and consistently checking on student progress during activities. This kept the students on task. If students are engaged and aware of the importance of information, they will do what they need to do to understand it.

The science class was made even more effective due to the teacher bringing in a guest speaker with expertise in survival. The guest speaker engaged the attention of students by telling a story about the “dangers” of DHMO, and didn’t tell them until the end that DHMO represents water. This was an effective bridge into a discussion on how essential water is in an emergency. On another class day, the guest speaker engaged the attention of the student with a story of two people who were lost; one who didn’t survive, because of lack of skills to keep herself warm, and another who despite advanced age, survived by making a “nest’ out of found materials.

During survival lectures, students were reminded of the urgency of acquiring safety and survival skills, and were told why they needed to know the information. However, they were instructed in a way that increased their sense of safety; because they were acquiring skills to increase their competence in emergencies. For instance, students were told to stay where they are if lost, use sun for directions if they need to travel, and were given hands on instruction on using mirrors for signaling.

This class was accessible to all learners, as the instruction used visual (reading information on the board, watching demonstrations and note taking), auditory (listening to lectures and stories), and kinesthetic methods (for instance, when they learned to gather kindling and practiced fox walking).

Much of the survival science class took place outside, so I was sometimes needed to help an exceptional learner with mobility issues, such as navigating uneven ground. I helped an exceptional learner to be included in class activities on medical emergencies and injuries, by serving as a writing buddy. Mrs. Sloan attempted to ensure that the student with low vision had access to view the board, and when that was found to be impossible (she still couldn’t see the information), suggested that I write the notes that were on the board for the student so that the student could see them. I helped the student to write notes during the teacher’s lecture. I continued this assistance in all of the additional classes this semester, and the student typed the notes into the computer when she got home. In future, the student will have access to equipment to tape record lectures (making her more independent), and then type them at home; however, she didn’t have the recording equipment for this semester. Mrs. Sloan mentioned that all of us have special needs in her class this semester, as learning about survival skills is something that was unfamiliar, new, and challenging.

September 9, I spent two hours assisting in classrooms and a half hour as lunchroom aid. In Mrs. Tiberi’s language arts class, students are usually sitting at joined tables, facing one another. Discipline is informal and relaxed, and the class was small (usually only eight students.) Ages ranged from around 8 to 12, and the students were mostly typically developing. With such a wide range of ages and abilities, differences didn’t really stand out, and the teachers took them all in stride. In both classes, there were only a few instances where students got a little “wound up” and excited, and talked out of turn or a little too loud. That was the extent of the “problem behaviors.” In all cases, the teacher gave a verbal reminder of the classroom rules, and that was the end of it.

In addition to an hour assisting in Mrs. Tiberi’s language arts enrichment class, I assisted for one hour in Mrs. Sloan’s science classroom, which was a hands-on survival course. The science class also had a range of ages and abilities. The most difficult behaviors were probably not focusing carefully on instructions or responding quickly enough to directions. I liked how the teacher insisted on attention to task and expected all of her students to complete all their assignments. I noticed that when students didn’t appear to be focusing, Mrs. Sloan brought them back to attention by reminding them of the importance of the information—that it might save their life, or the life of someone else, someday.

Mrs. Sloan was aware of the exceptionalities of the classroom, and spent a great deal of effort seeking accommodations. She was careful to observe all of her students to ensure that each of them mastered the tasks at hand, and she circled around the area checking on progress. This helped to keep the students on task. An additional guest teacher gave the children hands on demonstrations during class time.

Much of the class took place outside, so I was sometimes needed to help an exceptional learner with mobility issues, such as navigating uneven ground. I helped an exceptional learner to be included in class activities on medical emergencies and injuries, by serving as a writing buddy. Mrs. Sloan attempted to ensure that the student with low vision was able to view the board, and when that was found to be impossible, suggested that I write the notes that were on the board for the student so that the student could see them. I helped the student to write notes during the teacher’s lecture. I continued this assistance in all of the additional classes this semester. Mrs. Sloan mentioned that all of us have special needs in her class this semester, as learning about survival skills is something that was unfamiliar, new, and challenging.

Sep. 16, I spent two and a half hours assisting in classrooms and as lunchroom aid. I assisted with speech translation and writing guidance for exceptional learner in both classes. Science class discussed further information on emergency preparedness, such as packing supplies for emergencies. What is needed? As I wrote notes for student, I also modeled for others how to write their notes.

Sep. 23, I spent two and a half hours assisting in classrooms and as lunchroom aid. In book club with Mrs. Tiberi, I assisted the teacher and students making salt dough maps, modeled building salt dough mountains, and aided a student with communication challenges and low vision. In Mrs. Sloan’s science class, I took notes as an aid regarding safety preparedness and tornado drills. I aided in homework assignment on “how many ways can you use a bandana in an emergency. (For instance, use a white bandana for SOS signaling, and a red bandana as a bandage.) The class learned to take their own pulse, and others pulse—a task which was very difficult for me.

Oct. 7, I spent two hours assisting in classrooms and a half hour as lunchroom aid. In addition to assisting in language arts, I assisted in science. The class began with discussion of homework ideas kids came up with for using a bandana for emergencies. Discussion continued on emergency preparedness. We discussed preparation of a first aid kit, and the necessary items to be included. We also discussed homework assignment to bring something from nature for dry tender to start a fire.

Oct. 14, I spent two hours assisting in classrooms and a half hour as lunchroom aid. As always, I aided in language arts class, assisting in crafts (a book report on a cereal box project, illustrating the book My Father’s Dragon) and assisted in the lunchroom. In science class, I assisted in discussion of fire survival skills and writing notes for rules. Students were admonished to never light a fire unless they have responsible adult supervision and are certain they can control it. Homework was assigned to learn to set up a fire kindling teepee, and learn to use a fire striker, only with responsible adult supervision.

Oct. 21, I spent two hours assisting in classrooms and a half hour as lunchroom aid. Language arts class completed discussion on story elements and reading report. In science class continuation of fire starting skills. I aided groups of students learning survival skills such as identifying and finding various sizes of kindling materials, sorting, making fire teepees with kindling, and using various materials for lighting controlled fires.

Oct. 28, I spent two hours assisting in classrooms and a half hour as lunchroom aid. Language class finished discussion of an additional story and story elements in language arts. In science, class discussed need for water, finding and purifying equipment. DHMO=Water. The guest speaker engaged the attention of students by telling a story about the “dangers” of DHMO, and didn’t tell them until the end what DHMO represents. This was an effective bridge into a discussion on how essential water is in an emergency. We learned how to filer water with a bandana, and also sterilize to destroy bacteria with chlorine, iodine, and boil water one or 2 minutes. Guest speaker demonstrated how to use a hand pump water purifier. Assignment is to discover how many water bottles make one liter. Aided students with note taking during class. Students that were typically developing were also seeking help with their notes, when they noticed me helping the child with visual challenges. I could see that it was very helpful for these students to be required to learn to take notes at this age; it will aid them greatly in the transition from elementary to middle school.

Nov. 4, I spent two hours assisting in classrooms and a half hour as lunchroom aid, aided in note taking and speech interpretation for child with language challenges. In language arts, worked on finding and passing out missing materials and supplies, to help hold student’s attention while they listening to literature reading. In time after class, I ordered materials that will be needed when I will be substituting for the teacher in the final class. I ordered materials from the library--The Dragons of Blueland by Ruth Stiles Gannett, both in book and CD form.

In science class, the discussion was focused on what to do if you are lost. The guest teacher engaged the attention of the student with a story of two people who were lost; one who suffered hypothermia and didn’t survive, because of lack of skills to keep herself warm, and another who despite advanced age over 90 years old, survived by making a “nest’ out of found materials. Students were told to stay where they are if lost, use sun for directions if they need to travel, and were given hands on instruction on using mirrors for signaling. The class learned signaling symbols, such as V for require attention, X for require medical attention, Arrow for headed this way. Students practiced fox walking and more.

Nov. 11, I assisted students in book club/language arts class, and science class, including helping exceptional learner. In science/nature class, I helped typically developing students and student with special needs, in introductory map reading and using a compass.

Nov. 18--last day of semester, pizza party. In science/nature class, I assisted child with low vision to participate in classroom activities, including orientation and directional skills, and map skills. In classroom teacher’s absence, I served as substitute teacher, and we finished reading the book series, My Father’s Dragon. I helped the children, including an exceptional learner who used high contrast materials, trace pictures in the final book in the series, The Dragon’s of Blueland. Then I demonstrated how to use transfer paper to put the pictures onto bookmarks, and decorate them. I was also responsible for creating a display of classroom projects, using materials the student’s created in the book club/language arts class. The display was viewed by families and friends of all Learning Tree students, at Showcase, 7:00 P.M. open to families to view presentations, crafts and creations of students.

In addition to field experience, Educating Exceptional Learners included detailed reading assignments and analysis. I am included a sample, below, from a reading on autism/ASD.

1. Most important points covered in reading (this will be the most detailed section- like notes)

Autism or autism spectrum disorders (ASD) and pervasive developmental disorders not otherwise specified (PDD-NOS) are related terms with overlapping symptoms. Children with ASD and high functioning/Asperger's syndrome are considered to have a lifelong disability. People with Asperger's commonly have difficulty with nonverbal language and restricted interests, but have good verbal language. Also, students with Asperger's generally score higher on I.Q. Tests than students with classical autism or PDD. Children with Fragile X syndrome, a genetic disorder, have similar symptoms to autism and there is some overlap in diagnosis. Students with autism may also be diagnosed with ADHD and depression.

Psychologists and psychiatrists consider three categories to define and diagnose autism. These categories include social interaction, communication, repetitive and stereotypical behaviors and activities. In addition, they also consider delays or abnormalities in social interaction, language and play. Finally, autism disorders are not diagnosed if the symptoms are a better fit for Rett's or Childhood Disintegrative Disorder. Pediatricians are more likely to use a series of questions for parents, and exercises for the child, as a means of diagnosing autism. The Checklist for Autism in Toddlers (CHAT) is commonly used.

Leo Kanner first defined autism in the middle 1940s. Causes of autism and related disorders are debated, and of great concern to parents and researchers. Autism is thought to be primarily caused by physiological or genetic factors (although this is not fully understood) and/or environmental damage to the brain from metabolic or toxic influences. Autism is no longer thought to be caused by psychological factors, such as the debunked “Refrigerator mother” theory. I know a parent of a now adult child with autism who was actually a victim of this debunked theory. I can't even imagine the pain that must have caused to that mom and child!

However, the most important information in the chapter, from a teacher's point of view relates to understanding how Autism Spectrum Disorders affect communication, behaviors, and learning. In addition, the text describes practical methods for helping a child with autism to learn and interact in the least restrictive environment.

Educational programs which focus on directly teaching social skills and encouraging reciprocal speech skills can help children with ASD become more successful socially and academically. Children can be taught to take turns, stay on topic (as opposed to dominating the conversation with their own interests), communicate spontaneously, and practice their communication skills in all areas of life, including in the family setting. In fact, homeschool and private school educational settings can be tailor made to more naturally help a child with ASD gradually generalize skills, increase social interaction and decrease problem behaviors.

Applied Behavior Analysis (ABA) is thought to be an effective intervention for children with autism, determining why the student is doing a certain behavior, finding more socially acceptable behaviors to replace it, and reinforcing the new behavior.

The Lovaas Method uses ABA and requires intensive training and considerable time and expense for parents and teachers. This may cause strain for caregivers, but on the plus side, parental involvement aids success.

The Treatment and Education of Autistic Related Communication Handicapped Children program, or Project TEACCH, focuses on individual needs of the student and structured, one-to-one teaching use physical, verbal and picture prompts for correct response.

Picture Exchange Communication Systems (PECS) and social stories can aid communication, learning, social interaction, and create more positive behavior.

A child's diagnosis may lead to clues about his or her educational needs, but you still need to consider each child individually. I think that teachers need to know information and effective methods which will help them to help individual children with ASD to achieve their highest potential, not just academically but also in life. Gearing goals and methods to a child's strengths and interests will help motivate the child. Methods must respect both the child as an individual and the parental authority. Practically speaking, methods will be most effective if they are practiced in all areas of the child's life, not just the classroom. Therefore, treatments must be translatable to the home, and they must be sustainable, without using up financial resources and causing excessive strain on families and teachers.

3. How you will use the information that was covered in the reading in the future.

I hope to use my greater knowledge and skills to enable parents to find ways to help their child with an ASD to enjoy learning and communicating. The section on “Evaluating Evidence About Treatments for Autism” was useful not just for ASD, but also for evaluating treatments and therapies which abound for other disorders.

There is a high percentage of homeschoolers who are seeking to educate children with special needs. Whatever the educational setting, normalization—full integration into the community--may be difficult to achieve in situations where an individual has severe disabilities. The Bible, in Proverbs 22:8, charges parents with the responsibility to “train up a child in the way he should go.” Parents of children with disabilities are no exception to this rule; however, parents can delegate this responsibility to others, if they feel that is the best situation for their child. Individualized learning and support prove effective at helping most people with disabilities achieve more independence and integration into society, whether the child is in a public, private, or homeschool. My philosophy of education explores disabled children and society, disabled children in the classroom, the role of the general education teacher, working with parents or guardians of disabled children, interventions, teamwork, inclusion and management.

I have been involved in the homeschool community for twenty years, and my philosophy of educating exceptional learners is still developing. My curriculum choices are Biblically motivated and focused on each student’s individual learning style. I believe that this commonly utilized individualized approach to curriculum choice is a major strength in the success of homeschooling. I am unable to discover reliable statistics, but in my personal experience, there is a high percentage of homeschoolers who are educating children with special needs. Over and over, I have heard similar stories of exhausted, discouraged parents who tired of fighting the public “system.” Many of these families are homeschooling because they were unable to meet their child’s special needs in the public education system, and they either cannot afford tuition to a private school, or it also doesn’t meet their child’s unique learning needs.

Cultural beliefs about disability and its causes may influence the response of parents and extended family members to disability. However, I have not experienced difficulty interacting with families due to so-called microcultural differences. I don’t believe cultural differences are a major concern, at least in the community of homeschoolers with special needs. In the Communicating Partners list (Communicating Partners, 2010)^ⁱ, families post specific questions, and interact regarding their child’s struggles with communication. So-called micro-culture doesn’t even come into the equation at all; families just want to help their kids—period.

In Western Society today, children with special needs still face serious challenges, both socially and academically. Most children who are in special education are still far behind their typically developing students academically. Also, children with disabilities struggle to form and maintain deep, abiding friendships with their peers. Unfortunately, this is still true, despite efforts at normalization that began in the seventies. (Alper, Schloss, Etscheidt and Macfarlane, 1995 and Cromwell, 2004) ^ⁱⁱ

Each disabled person should be treated with respect by society, and educators should help them reach their potential in the least restrictive learning environment. God has created each child in His image, as a unique individual, with great potential, gifts and challenges. (New American Standard Bible, 1995)^ⁱⁱⁱThis is true whether a person is typically developing or has exceptional learning challenges, or is exceptionally gifted academically.

Disabilities can affect daily functioning, leading to limited capacity for independent living, and difficulty achieving economic self-sufficiency. People often struggle with learning, mobility (coordination issues), receptive and expressive language, self-care, and self-direction. Some people, such as those with Down syndrome, also struggle with physical health issues, such as heart disease, and may not be able to live a normal life span. (However, there is no guarantee for a normal life span, for any one of us!)

Persons who have mental retardation should be encouraged to learn life skills, such as using a checkbook and ordering from a menu, to enable them to function in the community. However, they should also not be limited in learning vocational, recreational and academic skills. Educators can use a list of skills as well as real world situations to assess life skills. Life skills curriculum should be based on both the person’s strengths and weaknesses—both remediating weaknesses, as well as allowing the person to excel in areas of strength.

Normalization—full integration into the community--may be difficult to achieve in situations where an individual has severe disabilities. However, individualized learning and support can still prove effective at helping most people achieve more independence and integration into society, whether the child is in a public, private, or homeschool education environment.

Disabled Children in the Classroom and the Role of the General Education Teacher

Ideally, a child with disabilities will be able to function in the general education classroom, if he or she is given appropriate support and adaptive equipment. For a child with severe disabilities, full inclusion can present serious issues and challenges. It will require a team approach including collaboration between the general education teacher and the special education teacher, and possibly help from specialized consultants and therapists. The authority of the parents and guardians should be respected as well.

What goals should a classroom teacher seek to achieve, when teaching a child who has severe disabilities, such as severe mental retardation or autism? In my role as an education consultant or classroom teacher, I would ask myself, “What would I want for my own child?”

I would want my child to learn to act as closely as possible so as to fit into the community, but more importantly, I would want my child to be aware that he or she is a beloved child of God. I would want my child’s environment to be normal, or as close as possible, socially and functionally.

However, classroom behavior and social situations can be a difficult hurdle for children with disabilities. The regular education classroom is one of the most challenging, age-segregated environments in modern society. Even children who are “typically developing” can find it difficult to “fit in” to a general education classroom. (I can testify to that, as I was a “typical—advanced” student who hated school.)

An education team (such as parents, classroom teacher, speech therapist, behavioral therapist, special education consultant) should work together toward both short term (for example, student will be able to distinguish between one dollar and five dollar bill) and long term goals (student will be able to make change correctly one hundred percent of the time, for purchases under ten dollars.)

The transition plan will identify the minimum skills in which a person will be able to transition successfully to a less restrictive environment—for instance, from an institution to a group home or from a special education room to a general education classroom. The transition plan will address skills such as communication, transportation, social skills, attire, behavioral expectations, word/ sign/symbol recognition, area-specific skills (for example, using the stove, depositing money, bowling, greeting customers), and decision-making skills.

As a homeschooler who wishes to become an education consultant, I have long recognized that all students can benefit from an individualized education plan, regardless of a child’s strengths or challenges. The wisdom of the long term teachers that I have been associated with and interacted confirms that it is best to individualize curriculum and methods for the student. There is no “one size fits all” education—and probably not even a “one size fits most.”

The parents’ expectations for caring for the child with a disability may not match with reality. First-time parents may not be able to benefit from advice from friends and relatives, and experienced parents may not be able to rely on their past experiences for some aspects of care giving.

Parents may experience short-term shock when they learn of their child’s disability, and other feelings such as grief and anger. Most parents eventually reach adjustment and acceptance, but old feelings of sadness may recur at important transitions in the child’s life.

Classroom teachers, homeschool/education consultants, and therapists can help families find adaptations and learning methods that work toward long term educational goals, by providing extra support, resources, advice and encouragement for the whole family on how to help the child at home. As an educator and consultant to homeschool families, I will need to reach out to parents and guardians, who must deal with extra physical, emotional, and financial demands that come with challenges such as developmental delay, autism, ADHD, low vision, and auditory processing disorder.

If parents find it demanding to raise a child with complicated medical, emotional, or educational needs, it can be especially difficult for siblings to cope. (Although in most cases, siblings take their “special” sibling in stride, and develop a unique understanding with them.) Parents and siblings may benefit from professional or church based advice or counseling. However, families can gain strength through networking with other families who share similar struggles, and homeschool support groups and co-ops. Homeschool families with special needs can take turns team teaching, giving both parents and siblings a break. It is okay to ask for and receive help; there is strength in numbers. Homeschoolers with special needs can find local support groups though NATHHAN National Challenged Homeschoolers Associated Network. (National Challenged Homeschoolers Associated Network, 2010)^{^iv}

Often an older teen in the church or homeschool group can spare a few hours a week to act as a substitute sibling and team teacher, giving a family precious respite time. Many mature teens would be thrilled to be more than a babysitter, and the team teaching assignment could be added to the young person’s portfolio as work experience as well as homeschool service credit.

The primary goal of interventions and teamwork should be to help children with disabilities learn, interact in positive ways with others, and ultimately achieve as much independence as possible. Often a classroom teacher will need individualized, tailored interventions and support from other professionals to meet these goals.

There may be instances where knowing the cause of a disability may help to find effective learning strategies; however, I think that classroom teachers need to guard against the dangerous temptation to think they have the expertise or knowledge to make judgments regarding causes, especially in areas where research is new and contradictory. We can use interventions and team strategies that help without knowing the cause of the challenge.

Between 1991 and 2001, the number of students with Speech or Language Impairments almost tripled. Specific learning disabilities category is the only larger group. As a consultant and teacher, I will need to know how to identify, assess and help find strategies and accommodations for students with communication disorders and learning disabilities. Developing phonological awareness begins at preschool level, and is essential to speech and language development. Phonological awareness can be developed using children's literature and playful nursery rhymes. Also early writing experiences help children notice letters and words. Experts believe children should demonstrate developmental readiness before formal instruction in phonics, and then letter-sound correspondence.

Speech-language pathologist identifies, assesses and treats communication disorders, through on-going, evolving assessment, as is an essential part of an education team. Approaches to assessment—used by both speech pathologists and teachers, can include parent/staff/student interviews, student history, checklists and developmental scales, curriculum-based, dynamic (what can student do with assistance), portfolio, observational/anecdotal (such as language samples—50 to 100), and standardized tests. Ecological (environmental) assessment focuses on child's ability to meet expectations; all students, not just students with disabilities, benefit from a focus on language expansion and development.

Traditional assessment methods compare child's test to tests of typically developing children. Pullout models exclude children with language difficulties from naturally communicating with others, as well as stigmatizing them; therefore, the trend is toward integrated classroom-based speech and language interventions, within daily classroom activities into literacy and functional activities.

Poor vision, speech or hearing issues can complicate learning, and in some cases, may lead to misdiagnosis of MR. In the case of people with severe disabilities, integration into a regular classroom environment may not be possible. Life-long support, such as a group home, may be required, but the person can still live a joyful, fulfilled life.

Teaching a child with hearing loss can be challenging, and a child that also had additional disabilities would be even more difficult. Hearing loss in an individual with normal intelligence can have a devastating effect on language acquisition, communication skills and reading ability. Children with deafness can only acquire reading skills using the “see-say” method, which is limiting compared to phonics. I think I feel somewhat better prepared to teach or help a family who is educating a child with hearing loss, but each child is a unique individual, and I would anticipate I would need to work closely with parents and others who have more knowledge than I have currently—especially if additional disabilities were involved.
Students with hearing loss often start school with language delay, and may not learn English until they begin school, although most are normal in intelligence. Due to difficulties in English, children with hearing impairment often do not achieve at grade level, and have poor reading skills.

Frustration at communication difficulties may lead to behavior problems, and testing of deaf students can be difficult and unreliable. If I had adequate support, I would actually prefer an inclusive environment, and assistive listening devices, Cochlear implants or hearing aids, if the child is able to use them, would be most useful for communication and learning. Otherwise, the child is in his or her own world—not able to be included in the hearing world. As a teacher, I will need to use effective communication strategies for all learners, as well as for children with communication challenges.

Level One refers to best practices for typical learners; Level Two procedures are used for children with language acquisition difficulty or learning English. Level Three would require Sign language and finger spelling for hearing loss. Students with autism may use systems like Picture Exchange Communication (PECS); students with developmental delay may need short, functional vocabulary plus signs. Students with visual impairments need concept development for visual ideas intentionally taught. For Level Three, I would also investigate augmentative communication systems.

Children with mental retardation have difficulty generalizing skills and information. These children would find it challenging to expand vocabulary, and would also experience language problems. Students with mental retardation would not be able to get practice sounding words as often as children who are typically developing. This difficulty in getting practice sounding words with others will carry over to both academics as well as social and emotional development. A child who can’t communicate can’t ask questions or share interests and concerns, making learning very difficult. If sounding words is impossible, other means of communication, such as story boards, electronic devices, and sign language, can help children with mental retardation to develop socially and intellectually.

I think, however, that a child with mental retardation as well as other disabilities can be taught to feel loved and valued by family, friends, teachers, and especially Christ. Specifically, family, friends and teachers can help the child to communicate more by paying attention to what they do, and imitating back and forth to demonstrate with reciprocal conversation, at the child’s level or a little above. (Often adults talk too far above the child’s level, so the child gives up.) Greater interaction with others, as well as a strong sense that God values them, can aid a child’s language, social, emotional and spiritual development.

In situations such as mental retardation where a child has difficulty in generalizing or transferring new skills from one situation to another, here are some strategies and accommodations:

Scaffolding helps children with learning disabilities by supporting them in independent learning. In my observations in classrooms where I was not the primary teacher, and students with special needs were included, I have noticed teachers "doing things" for these students. It is very difficult, I think, to take the time to give only the support needed, and gradually remove the scaffolding. It takes less time to just "do it" for the child. This is really similar to good parenting skills, I think. It is far easier, for instance, to pick up a child's toys, than it is to train them to do it themselves. It is also essential to know the child well—his or her strengths and weaknesses—in order to give them just the right help at the right time.

General education teachers can find ways to make inclusion, often a difficult process, easier for a child with disabilities. Ideally, the teacher will be able to explain to the class ahead of time, that you are going to have a new student, who is very smart, and is gifted in lots of ways. Just like all the children in this class, this child can do many fun things. However, just like everybody else, the new student has finds that some things are very hard. Depending on the age of the students, you may share (with parental permission) a simplified explanation of the child’s disability, and ways that classmates can help. The teacher can remind the children, however, to ask first if the child wants help. We want to treat others as we would like to be treated, and sometimes we want to do things ourselves.

A teacher can encourage parents to help the child to create a booklet, “About Me.” The child may wish to write about something they enjoy, either in a written question and answer format, by making a tape, making a video, or creating a website. The child’s booklet does not have to be about the disability; the point of the booklet is not to focus on the disability, but on the unique gifts and interests of the new student. A new student with disabilities will feel less singled out if all students in the class also share information as well.

Explain that this week we will be writing about things we find hard to do, and also about things that are interesting to each of us. If students wish, they can share things about themselves that they think are hard, embarrassing, or different.

Explain that we all have things that are easy for us to do, and things that are hard. Ask the class, “What is the hardest thing that you have ever had to do? How did you handle it?”

Although full inclusion into a general education classroom is ideal, in some cases this will not be the best environment for the child. Parents should have the final decision (without having to go to court!) for the best educational environment for their child, whether that is homeschool, private school, public school, residential, full inclusion, or special classes. In addition, students with severe disabilities should not be discriminated against by denying them funding which would support a private or homeschool educational setting. Basic fairness should dictate that opening up funding to non-public educational settings is required to repair a biased system that unfairly restricts the rights of parents to educate their child with severe disabilities according to the religious beliefs of the family.

Effective classroom management is essential, because a child must be “teachable” or they are not able to interact well with the teacher and classmates. Negative behavior can interfere with communication, as well as distracting the child, the teacher, and the class. For instance, a child who is angry or withdrawn will not be able to focus or attend well to activities.
A child who experiences difficulty in academics may act out or they may withdraw, due to frustration or lowered feelings of self-esteem. Either way, they will no longer be teachable; they will experience more failure, and the additional failure will fuel an escalating cycle of more anger or depression, worsening the behavior.

Although I have taught a wide range of ages and abilities (some with special needs), both in Sunday school, children’s church, and general education homeschool co-op classrooms, I have not had to resort to taking a child out of class, and returning the child to the parents. I have always reminded the children of the “class rules” at the beginning of each class. That, coupled with positive peer pressure and a few short verbal reminders has always done the trick—also I have always limited rules to only those that are absolutely necessary for students to learn. I have a pretty high tolerance for chaos, and I really like to have active, hands on fun activities. Children that are having a hard time listening usually end up being recruited as my “special helpers.” In all things, we should treat the child, as God’s creation, the way we would want to be treated, and model that behavior.
What if a teacher encounters difficult behavior problems in the classroom? Often a team approach, and seeking advice from specialists, is essential. Whether the child’s problem is physical or environmental—for instance, a child that has recently lost a loved one—educators need to first ensure that the child is safe and receiving adequate medical care. Parental authority must be respected and supported.

Children who have behavioral challenges, even those that have physiological components, can almost always learn strategies to better manage their behavior. Sometimes punishment can be positive and effective; I don’t think that a “one size fits none law is justified in making that determination. Sometimes a child should lose the privilege of participating in a general education class, even if they have a diagnosis of a behavior disorder

If a child cannot behave appropriately in a classroom, and show proper respect for the classroom teacher, the child should be removed and disciplined by the parents. The Bible, in Proverbs 22:8, charges parents with the responsibility to “train up a child in the way he should go.” Whatever educational decisions that parents make, the Bible holds parents ultimately responsible for teaching their child. However, the Bible also cautions teachers in James 3:1:

“Let not many of you become teachers, my brethren, knowing that as such we will incur a stricter judgment.” This is a sobering reminder of the awesome responsibility in teaching and advising others regarding God’s precious children.

As a Christian educator, I strongly believe that every human being is valuable, created in the image of God. Children with severe disabilities are wonderfully created for a purpose. They are endowed by their Creator (as the Declaration of Independence states) with both inalienable rights, and individual gifts and challenges, like all of us.

Alper, Sandra, Schloss, Patrick J., Etscheidt, Susan K., and Macfarlane, Christine a., Inclusion: Are We Abandoning or Helping Students? (1995) The Practicing Administrator’s Leadership Series: Corwin Press, Thousand Oaks, CA.

NATHHAN National Challenged Homeschoolers Associated Network, http://www.nathhan.com , assessed December 9, 2010

iEndnotes

Communicating Partners, http://health.groups.yahoo.com/group/communicating/, last assessed December 9, 2010

iiAlper, Sandra, Schloss, Patrick J., Etscheidt, Susan K., and Macfarlane, Christine a., Inclusion: Are We Abandoning or Helping Students? (1995) The Practicing Administrator’s Leadership Series: Corwin Press, Thousand Oaks, CA.

Cromwell, Sharon, Education World, Inclusion: Has It Gone Too Far?, 2004, http://www.educationworld.com/a_curr/curr034.shtml , accessed 11-1-2010

“God created man in His own image, in the image of God He created him; male and female He created them.”

ivNATHHAN National Challenged Homeschoolers Associated Network, http://www.nathhan.com/, assessed December 9, 2010

Educating Exceptional Learners

Fall 2010

Melissa L. Morgan