Children as an Afterthought RCady

Children as an Afterthought: 

Children as an Afterthought A Case Study Children with Learning Problems GED 641B Rebeque Cady

Table of Contents : 

Table of Contents Introduction 3 Who is Sammy? 4-6 What she says about herself What I know about Sammy Collection of Data 7 IEP for 2003-4 8-14 Accommodations Goals Change Performance Make a Difference 15-17 Learning Style Graph My Methods 18-20 Instructional Strategies Lesson Plans Moments of Connection and Hope 21-27 Conclusion and References 29-36

Slide3: 

My journey began on October 2, 2003 and ended on Monday, November 17, 2003. The thought of being able to truly help a student in need was such an important step for me as a teacher and as a person. The teachers, students and things I have encountered during this time have been exhilarating, powerful, defining, thought provoking and exciting. These things and people have also been heart-wrenching, debilitating, discouraging and terrifying. I will never be able to look at education in the same way. Perhaps you will find some insight into one of our schools and the children who are left behind. Maybe some of what has changed my views will profoundly change the way you view our educational system as well. In the end, my hope is that after reading this you will not be able to say to yourself or colleagues, “It’s just the system, there’s nothing I can do”. An Introduction

General Information : 

General Information Name: Samantha (Sammy) Age: 16 Grade: 9 Gender: Female Disabilities: Reading, Oral and Written Language Diagnosed at age 10

What she says about herself…: 

What she says about herself… “My favorite subject is Global Studies” “I don’t really like Science “I don’t think I can draw” “I listen to rap music when I do my homework” “I have a journal and like to write” “I’ve always wanted to make a video about my life” “I like to read love stories” “I used to have a lot of friends, but now I only have a few”

What I know about Sammy…: 

What I know about Sammy… The expectations for her are very low. Sammy only does what is required of her. She does not want her peers to know that she likes her classes. She has difficulty performing tasks on a timely basis. She used to read stories to Kindergarteners.

Collection of Data: 

Collection of Data

Samantha's IEP Goals for 2003-4Areas of Speech and Language, Mathematics, Reading and Written Language: 

Samantha's IEP Goals for 2003-4 Areas of Speech and Language, Mathematics, Reading and Written Language By June 2004, Samantha will produce a written piece that reflects purpose, is organized, contains detail and appropriate voice and tone. (Vermont Writing Standard 1.5) These writing pieces will demonstrate increase mastery of correct English spelling, capitalization and punctuation (Vermont Writing Standard 1.6). By June 2004, Samantha will demonstrate at least one year’s growth in word identification skills and read materials made up of the phonics skills and sight words she has learned with 85% accuracy as measured by special education personnel. (Vermont Communication Standard 1.1, Reading Strategies 1.2, Reading Accuracy). By June 2004, Samantha will demonstrate movement toward competence in understanding arithmetic in computation, and in select and use, in appropriate situations, mental arithmetic, pencil and paper, calculator and computer (Vermont Science, Math and Technology Standard 7.6)

Objectives for Samantha: 

Objectives for Samantha Sam will develop language flexibility through multiple–meaning words with 80% accuracy over 3 consecutive trials by 6/04. Sam will establish correct use of conjunctions in conversation and in writing with 80% accuracy over 3 consecutive trials by 6/04. Sam will understand, sequence and follow oral directions with 80% accuracy over 3 consecutive trials by 6/04. Sam will apply critical thinking to comprehend, describe and solve problems with 80% accuracy over 3 consecutive trials by 6/04.

What the heck does all this mean?: 

What the heck does all this mean? Samantha needs to learn how to write paragraphs and essays with proficiency and style. Samantha has trouble with doing more than simple calculations. She needs instruction that shows applications relative to her life. Samantha’s reading and comprehension skills need to be enhanced with various forms of audio and visual technology.

Samantha's Accommodations and Modifications: 

Samantha's Accommodations and Modifications Tests should be read Samantha should be provided with extended time Assignments should be modified Modify the amount of homework Break down assignments into manageable sized chunks. Samantha should be encouraged to type written assignments Samantha should be encouraged to use a calculator during math A reader and scribe should be available to Samantha for all testing situations that allow such accommodations including midterms and finals. SIMPLE, YES?

Are the accommodations being utilized?: 

Are the accommodations being utilized?

Is change needed? Goals and strategies for Samantha 2000-2004: 

Is change needed? Goals and strategies for Samantha 2000-2004

Levels of Performance: 

Levels of Performance Written Working toward VT Communication Standard 1.5 Improvements as of 8/02: No improvements noted in file Math As of 8/02: Can add and subtract multi-digit numbers Needs help with counting money and making change Improvements as of 11/03: No improvements noted in file Language Reading at fifth grade level 8/02 Improvements as of 11/03: No improvement in reading noted in file Oral Language As of 8/02, Samantha has difficulty following oral directions Made improvements from 1997 in categorization of language Improvements as of 11/03: Still needs work on analogies, metaphors and idioms No other information noted

How do we MAKE A DIFFERENCE for Sammy?: 

How do we MAKE A DIFFERENCE for Sammy? Look at how Sammy likes to learn. How can we integrate her style into our instruction?

How does Sammy like to learn?: 

How does Sammy like to learn? Environmental I like to listen to rap music when I study. I sit at a desk or table to study. I do not do my homework in school during study hall or class. People I prefer to work by myself sometimes and with others sometimes When working with others I do a little of the work. My parents ask about my homework. Homework and studying are stressful. I don’t ask anyone when I need help with homework or studying. Style I prefer having the assignments spelled out step by step. I do not like having creative license. I sometimes write down assignments given by my teachers. Most answers given

Multiple Intelligence Profile: 

Multiple Intelligence Profile Number of answers given in each area Most answers given

So….here’s what I did: 

So….here’s what I did

Instructional Strategies: 

Instructional Strategies Use of Multiple Intelligence Learning Pictures Audio Drawing Computer Introduction of Kerrigan’s Composition method Introduction of Organizational Tools Note Taking Strategies with Graphic Organizers Weekly goals Positive feedback Provide simpler materials, i.e. books for independent reading Relate vocabulary words to her environment and experience Use of “three knows”

My Instructional Plan: 

My Instructional Plan Writing Portfolio Purpose: The purpose is to examine where her difficulties with writing and formulating structures are at this moment in time, and to assess her growth until the Christmas break. Overview of program: I will meet with Samantha for 30 minutes twice a week until the Christmas break. We will meet at 9:30 am Mondays and Wednesdays. There will be a minimum of 5 writing assignments: A Biography A Novel Synopsis A piece about friends A Bio Poem Self Reflection on written pieces in portfolio Samantha’s IEP suggests that she needs to work on several parts of written language. We will therefore focus our attention on using the correct parts of the written language such as: Prepositional Phrases Complex Sentences Conjunctions Metaphors Increased Vocabulary Sammy

Slide21: 

Moments of Connection and Hope

Mask Sketching: 

Mask Sketching I planned a lesson on self-esteem and reflection. In this lesson, we discussed how we see ourselves, how others see us and how the way we feel about ourselves changes from day to day. We then made sketches of masks portraying how we felt inside. We finally made the masks out of clay. Sam liked her mask so much, she kept it! I was asked to try and work on her homework instead of “doing art”.

Slide23: 

Poetry Write as part of Portfolio Samantha and I made some progress toward understanding of metaphor and analogies through poetry. Here are the topics I used in this lesson plan: Bio-Poem Using colors to relate emotions Metaphorical relationships in colors and emotions The special education team didn’t think this was all that productive, so I needed to find something else.

Story telling and Urban Myths: 

Story telling and Urban Myths Sam was not responding to the reading and writing lessons like I had hoped. I was frustrated with the lack of progress. The Wednesday before Halloween I decided to shake things up and give her a chance to tell some stories. I hoped that in this way she would be able to understand better how writing is linked to storytelling. I created an environment to make it less threatening and fun. I lit a candle and turned out the lights in our room, brought in some donuts and hot chocolate and asked her what her scariest stories were. BULLSEYE! We laughed and had so much fun, I didn’t even notice the time. I was there for the entire 55 minute period. Unfortunately, I was told we could not do this lesson again. I had to try something else…again.

Samantha’s Video: 

Samantha’s Video Samantha’s version of “Who am I?” was shot on video tape over a weekend. Samantha was so excited to be able to use film as her way of expression and had lots of ideas on how to show it. I was told by the case worker that I could not use the tape. It’s unfortunate that we will never be allowed to see the tape she made.

Video Tape: 

Video Tape

What I learned about me: 

What I learned about me I am: Well researched Flexible Frustrated when unable to get through with plan in time allowed Hurt or disappointed deeply Very tenacious I need to affect policy within education to be satisfied

There’s Got to be MORE we can do!!: 

There’s Got to be MORE we can do!! Make a new beginning Create an IEP at a glance with learning styles and suggestions Check in with teachers more frequently Expect more!!!… Be more creative in lessons and with media Learn more about students before the semester begins If something isn’t working…MOVE ON!!!

References : 

References IEP courtesy of BFA, St. Albans. All data information compiled directly from IEP. Samantha P. interviews, instruction and observations performed at BFA, St. Albans during school hours. All pictures, sound and media are included for educational purposes. Some pictures taken inside school halls at BFA, St. Albans and with permission.

 Author Note: 

Author Note I want to thank Dr. Mary Beth Doyle for all the encouragement and thoughtfulness that made it easier to continue. I also want to thank the Special Education Department at BFA, St. Albans for allowing me total access to Samantha and various classes. Although the road blocks I encountered were surprising to me, I have no doubt that they are typical in today’s educational system. My only hope is that things can change for the next person who volunteers their time, energy and heart to help someone in need. Thank you.