Teachers in Action Project - Dustin Hedges

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Teachers in Action Project:

Teachers in Action Project Dustin Hedges dhedges87@knights.ucf.edu 04/21/2012 EEX 4242-0W61

Introduction to the Host Setting:

Twin Lakes Elementary School Egypt Lake- Leto , FL near Tampa High Hispanic student population High percentage of ELLs Introduction to the Host Setting

Student Statistics:

Ethnicity This School State Average Hispanic 55% 25% White 18% 46% Black 13% 23% Asian/Pacific Islander 7% 2% Multiracial 7% 4% Student Statistics Subgroups This School State Average Students eligible for free or reduced-price lunch program 77% 46% Students with disabilities 14% 15% Gifted students 1% 4% English language learners 24% 11% Source: FL Department of Education 2007-2008

Engagement Activities:

I worked one on one with a student who needed further support outside of his regular classroom. We spent most of the time working together to complete his classwork in several different areas from math to writing to science. I began working with the student on April 2. To complete the 15 hour requirement, I came back every school day for two weeks and stayed for around two hours each time. Engagement Activities

Participant Demographics:

Eight years old Hispanic (non-ELL) Emotional/Behavioral issues 3) Child with a disability (A) In general The term “child with a disability” means a child— (i) with intellectual disabilities, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in this chapter as “emotional disturbance”), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) who, by reason thereof, needs special education and related services. Participant Demographics

Service in Action:

Service in Action

Perceptions of Differences:

I was very nervous before getting started with the service learning. I had zero experience working with children with disabilities and hardly any children in that age group in general. After the service learning was over, my outlook is completely changed. By the end of the third or fourth day, I already felt very comfortable working with the student. On the beginning of the second week, he was really excited to see me come into the classroom so we could work and talk. He mainly was looking to talk, but it still felt nice to be so appreciated. Perceptions of Differences

Connections to Your Course:

I am enrolled in EEX 4242. Emotional Disturbance Behavior Management Instructional Strategies The things I learned from this experience can be applied to lots of students with or without disabilities. Connections to Your Course

Civic Engagement:

My perspective of service learning hasn’t changed much since doing this assignment. This is one of my last classes before getting my degree, so I have had plenty of experience with service learning. I have learned how important service learning is for students with disabilities. Standard resources sometimes aren’t enough, so volunteers help fill in the gaps. One volunteer working with one student can do a lot and I feel like I had an impact even though our time was short. Civic Engagement

Civic Engagement:

I was already pretty motivated so I’m not sure I’m more motivated than before. I am a lot less scared and nervous now, though. I would recommend service learning to teachers and students. Nothing can prepare you better. Civic Engagement

Final Thoughts & Reflections:

Everybody, including myself, can spend more time around students with disabilities. Teachers can explain the benefits of non-educational topics like volunteering. Must be unbiased. Teachers are paramount to the greater good of society because students don’t always have a reliable source of education outside of school. Final Thoughts & Reflections

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