Language Difference or Disability?

The Department of Education presents a Resource Packet designed to help assess a child with a disability.  To determine whether a student with a limited proficiency in English has a disability, differentiating a disability from a cultural or language difference is crucial. 

Students may exhibit a decrease in primary language proficiency through the inability to understand and express academic concepts due to lack of academic instruction in primary language, simplification of complex grammatical constructions, replacement of grammatical forms and word meanings in the primary language by those in English, and the convergence of separate forms or meanings in the primary language and English.  These language differences may result in a referral to Special Education because they do not fit the standard for either language even though they are not he result of a disability. 

There are many things an assessor must consider to determine if the language difficulty is due to inadequate language instruction or the actual presence of a disability.  Has the effectiveness of the English instruction been documented?  Was instruction delivered using the second-language teacher or was it received in the general education classroom?  Is the program meeting the student’s language development needs?

We must also have information on the child’s background information, language, phonology, and fluency considerations.

I thought it was also interesting to see the developmental stages in the acquisition of a second language.

- Silent/Receptive:  includes limited comprehension, hesitant, often confused/unsure

-Early Production: includes yes/no responses; improving comprehension skills, relates words to environment, one word verbal responses-groupings of two or three words

-Speech Emergence: transition from short phrases to simple sentences, continuing mispronunciations

-Intermediate Fluency: transition to more complex sentences, engage in conversation and produce connected vocabulary

-Advanced Fluency: student can interact extensively with native speakers, few errors in grammar

Gaming Practices

The U.S. Department of Education maintains that NCLB and IDEA work in concert to ensure that every child with a disability reaches high standards.  Yet, despite the stated intent of NCLB to improve outcomes for all students, particularly those who have been historically neglected, educators and others may adopt a series of  “gaming” practices in order to artificially inflate schools’ passing rates.  Many different subgroups can be negatively affected by such practices, including those within the special education realm.  In addition, some students are even classified as a special education student as one way of excluding them from high-stakes tests.  Though NCLB principals hold schools and districts accountable for the performance of different subgroups, students are not equally valuable to a school’s test scores.  If a particular subgroup does not meet a minimum size requirement they are not disaggregated.  In addition, students are not counted at all in a school’s scores if they are not enrolled in a school for a full academic year.  School systems have been extremely pressured to meet NCLB standards and ensure accountability for testing results.  Consequently, teachers are dividing students into safe cases, cases suitable for treatment and hopeless cases and ration resources to focus on those students most likely to improve a school’s test scores.  Schools face serious sanctions for failing to meet adequate yearly progress targets and gaming practices have been used by some school systems in order to ensure adequate test scores.  I am very disheartened by the extreme focus NCLB has placed on test scores.  Not every child tests well, and we are neglecting to spend instructional time on other valuable lessons such as life skills or social interaction. 

Cognitive Disabilities

Should students with cognitive disabilities be expected to demonstrate academic proficiency?  Personally, my vote is no.  Nonetheless, I absolutely advocate high achievement for students with cognitive disabilities; however, I do not believe these students should be held to the same standards as the rest of the student body.  We should recognize that there are alternative standards or programs that can be used for students with cognitive disabilities that will certainly aid educational growth.  It is essential that we provide these alternatives for those students who cannot reasonably be expected to learn the core curriculum and be tested on it.  We want to focus on what students can do and how we can help them thrive.  By holding students with cognitive disabilities to the same standards as those in general educational classes I believe we are actually discouraging students with cognitive disabilities to meet high standards.  How unfair and frustrating would it be for a student with cognitive disabilities to be expected to achieve skills that are beyond their mental capacity.  Some advocates for academic proficiency may suggest that having high expectations for all children (including those with cognitive disabilities) improves performance.  Realistically, I believe we need to accept that there will be tasks that children with cognitive disabilities are unable to master.  We can certainly encourage high achievement but we must be reasonable in what we expect.  There have been students with cognitive disabilities who have impressed us all-completely blown us away with impressive accomplishments.  However, as any student who may excel in a certain area, we cannot expect all children to meet these same standards.  My concern is that we risk setting a child up for failure when expecting a child with cognitive disabilities to demonstrate academic proficiency.  Exceptional students need options for curriculum, instruction, and placement. 

Full Inclusion

“Taking Sides,” Issue number 14 ‘Is Full Inclusion the Least Restrictive Environment?’ reveals different stories about two students who experienced full inclusion.  It was touching to learn about their experiences and how it affected their lives.  One child greatly benefited from full inclusion; she remained in general education classes from kindergarten all the way throughout her college years.  Another student began his educational journey in full inclusion but eventually decided on his own that he would rather be in a special education setting with other students he could relate to.  It was interesting to compare and contrast both stories while recognizing what worked better for each individual student.  It was inspiring to see the first student thrive in general educational courses; she developed meaningful friendships, experienced limitations, and conquered some of her hardships.  Everyone experienced school life within the same setting; she learned from her peers and her peers learned from her.  The second student did well within the general education setting, but never felt this same sense of belonging.  He often gravitated towards students within the special education class every chance he was given.  As he got older, he actually chose to learn in this environment opposed to general education where his parents thought he would have more opportunities. 

How do we determine where a child with disabilities will thrive?  Does it make a difference if a child has cognitive disabilities opposed to physical?

SPED Identification in Kindergarten

Should a child in kindergarten be eligible to receive special education services?  I have mixed feelings!  One author within Issue 16, “Taking Sides” edition highlights a valid point: “If five-six year olds are ready for the academic emphasis that defines ‘kindergarten’ practice then they are also ready for special education identification.”  I was personally interested in this reading because I have a child who will be attending kindergarten next year.  The same author who referenced the above quote also mentioned that retaining and ‘red shirting’ a child could be potentially harmful for a child who may require special needs. So many children have been held back or even waited a year before attending kindergarten; parents have thought this was the right thing to do so their child would not fall behind.  As a parent, this makes me nervous.  How do we determine normal delays in development opposed to the presence of certain long-term disabilities?  How does this affect a child (such as my own) who cannot begin kindergarten until the following year because he barley missed the cutoff to attend the current year?  If he is deemed to require special education needs, will this delay be harmful to his educational experience?  In order to ensure the success of every student, it is necessary for teachers to always balance, monitor, and adjust curriculum/instruction as necessary.     

Success

A great teacher has high expectations for their students.  Although every classroom is different, a successful educator must learn to engage their students. Teachers are responsible for creating effective lesson plans that motivate students to learn. Classrooms should radiate a positive atmosphere, treating every student with respect.  If we want to see our students succeed academically, and behaviorally, it is important for us as professionals to set clear expectations at the start of the year; in addition, we must commit to these expectations consistently as the year progresses.  An effective teacher aims to prevent certain misbehaviors for a child rather than punish them.  As educators, we have the power to influence our school environment in a positive, caring, and engaging fashion.  A teacher must establish trust with each individual child and learn ways to meet their individual needs.  While reading, “Annual Editions,” article 2, I discovered key questions and answers that effective teachers should consider before the start of a new school year.  As mentioned in article 2, it is extremely pertinent to gather as much information as we can about each student.  If we want to see students succeed we need to understand how each individual child learns, communicates, and generally reacts to undesirable situations.  We must use this vital information throughout the school year and pass it on to other teachers along the way.  After we develop a rapport with our students we are better able to acknowledge their strengths and their weaknesses.  We can find ways to highlight their strengths, and build up their weaknesses.  After discovering this information on students you can also build onto existing lesson plans that support needs of your individual students.   

Responsible Inclusion

“Inclusion Strategies,” edited by Paul Zionts consists of a series of perspectives, experiences, and best practices used while working with students with learning and behavior problems.  There are many facets to inclusion but I feel it is most important to focus on key components for success.  If students with special education needs are going to integrate into the regular classrooms there are crucial components that need to be addressed.  I feel like it is not beneficial for educators to focus so strongly on subject matter content.  If there are not appropriate inclusion activities incorporated within the curriculum many students with special needs are certainly going to be left behind.  It will also be necessary for general education teachers and special education teachers to join together and share their expertise in working with difficult students so we can ensure positive collaboration among educators.  If special education and general education teachers do not maintain essential communication efforts students with disabilities will not appropriately benefit from general education inclusion.  It will be vital for a general education teacher to know whether the student is placed in general education for academic purposes, or primarily the social development aspect.  If a student is integrating back into regular education classes it is important for general education teachers and special education teachers to work together to ensure that the student does not fail in this setting again.  This means re modeling the general education curricula so that it meets needs of students both in and outside of special education classes.  Educators need to make crucial decisions as to what the students need to learn and what accommodations will need to be implemented so that child benefits from the inclusion process. Responsible inclusion consists of careful planning, communication between educators, and a confident method to evaluate progress.    

Understanding Dyslexia

Understanding Dyslexia

I recently learned that a child is not diagnosed with dyslexia until the age of eight, due to it being developmentally appropriate to read numbers and letters backwards prior to that age.  My son is almost five years old and I noticed that he often times reads numbers backwards; over time I became progressively concerned.  I decided to check into dyslexia so I could better understand what it means.  It was interesting to met hat recognizing the signs of dyslexia are relatively tricky, and perhaps difficult to distinguish.  “Dyslexia” refers to an overwhelming difficulty in learning to read, write and use language.  Possible signs of dyslexia are as follows: your child is late in learning the letters of the alphabet, your child is confused about how letters are written, your child has great difficulty blending letter sounds, your child has difficulty copying information, and interestingly, one or both parents have a learning disability.  Though it is a comfort for me to know that a child with dyslexia is not diagnosed until a later age, I still wonder if he falls into any of those warning signs.  I have two very close friends who were diagnosed with dyslexia as a child; one has more difficulty than the other.  I remember my childhood friend traveling to the nearest urban area (Nashville TN) for classes once a month- I believe this was something additional she did outside of school accommodations.  My adult friend still has a great difficulty reading.  She enjoys it very much, but has to read very slowly and becomes easily frustrated.  I cannot imagine a child with dyslexia, who is undiagnosed.  Imagine the frustration on the child’s end, as well as the parent or teacher.  It was interesting to know that it “doesn’t work for a dyslexic child to simply try harder.”  I did find several creative ways to engage a child with dyslexia which I found to be heartening: 1. Encourage your child to write in cursive style (with letters connected).  It is more difficult to reverse letters when writing in cursive, 2. Teach your child to use a keyboard.  It is often easier for children with dyslexia to type their papers. Computers also allow them to use a spell-checker.  This is a real lifesaver for children with dyslexia, 3. Play picture and word matching games, 4. Find books with large print. They make it easier for your child to read, 5. Have your child to be the teacher.  You be the student.  By teaching you, he’ll be learning the material.  Ultimately, dyslexia requires team effort between parent and school.  The sooner you can identify dyslexia, the better. 

News Story...

http://www.examiner.com/autism-parenting-in-san-antonio/guide-dog-for-autistic-boy-can-attend-class-for-now




Check out this news site about a little six- year old boy with autism. The school initially denied him the right to bring his guide dog school. Interesting story. I had actually never heard of a guide dog being used for a child with autism; the news report indicates that he is used for comfort and safety for the child. The school did not feel like the guide dog served a legitimate purpose as it would for a child who is blind. The case was taken to court and the child and his family won temporary victory. The child will be allowed to have his dog by his side until at least November when the lawsuit against the school is addressed in court. What do you guys think? Do you feel like a guide dog should be allowed in the classroom for a child with autism? I can certainly see the debate; if a guide dog is allowed in the classroom for children with autism, what other debates could arise if this were permitted? On the other hand, it is fascinating that a dog can be used for the purpose of allowing a child with autism to feel secure and comforted!

POINT/LEVEL SYSTEM

POINT/LEVEL SYSTEM works! While working in an alternative behavioral classroom setting I have recognized the benefits of this system. I presume point/level systems are all different, but I can only present what I know in my current classroom. As each new child enters into the alternative setting they are given clear and concise guidelines for the classroom. They are then given their first point sheet. Every child starts at level one and is responsible for working their way up to level five; level five is when they are ready to exit the program and reintegrate back into general education classes. Every week each student is obligated to create their own personal goal; the goal they choose must be in reference to an area where they, perhaps, need improvement. The child’s personal goal is the first thing you see on the point sheet-they must always be mindful of their personal goal.



Every day the students are expected to follow certain behavior objectives. Immediately following their personal goal is a list of the following objectives: stay on task, stay in assigned area, use appropriate language, interact with others appropriately, follow directions, and give attention to their personal goal. Each block (first through fourth) every child is expected to uphold each objective with a positive attitude while participating in classroom activities. They will be rated on a 0-5 scale for each objective, each block; this gives each student the opportunity to gain up to 120 points. While on level one the child MUST make at least 96 points (or 80%) to “make their day.” To work your way out of level one, the child must earn 10 days; the last three must be consecutive. Each level presents a similar outline; the main difference is that as you move up to a higher level you are expected to earn more points and consistently “make your days.”


Although each level requires more responsibility, it also holds more privledges. Students are very eager to successfully move through each level so that they can acquire the right to certain classroom opportunities. The point/level system strongly focuses on structure, respect, and responsibility/accountability. As a child earns points or “makes their day” you can distinguish a sense of pride and ownership in their behaviors. If a child does not “make their day” they acknowledge and understand that they must take ownership. Every day is a new day; we do not focus on yesterday or last week.

Can Whole School Reform Reduce Discipline Problems?

If there are carefully designed implementations put into place, with the emphasis of a positive approach, there is certainly always the potential for improvement. In “Taking Sides, “ by MaryAnn Byrnes there are two opposing parties who dispute whether or not whole school reform can reduce discipline problems. While the ‘NO’ team does present a list of credible challenges, I believe there are some enlightening and instructive ideas offered by the “YES’ team. Howard S. Adelman and Linda Taylor, representing ‘YES’, direct their focus towards the positive social and emotional development, as well as academics. Both Adelman and Taylor agree that disciplined students might become disengaged, unmotivated to continue learning. They go on to advocate for school improvement efforts that seek to identify the reasons for difficult behavior, incorporate positive behavioral supports to minimize the occurrence of undesirable behavior, and ultimately re-engage troubling students, whether or not they have a disability. As mentioned in the Annual Editions, “Educating Children with Exceptionalities” regulating emotions is important for children because it enables them to focus their attention, approach and learn in new situations, and form lasting and sincere friendships. Emotional regulation contributes to the success in the classroom, with one’s peers, and in every aspect of life (Rothbart & Ahadi, 1994). To me, this passage verifies that the fostering of emotional development can and will have encouraging affects on a child’s life, including their attitude and behavior in a school setting. Adelman and Taylor believe that students who are engaged and re-engaged in classroom learning is the key to enhancing and sustaining good behavior. They believe that professionals who conduct pre- or in-service preparations do not generally organize interventions or techniques that educate teachers on how to learn this style of classroom management, though it is a necessity. It is crucial for a teacher to not only know subject content, but to also formulate creative and varying lessons that will engage the students. Ultimately, Adelman and Taylor advocate for major program changes that identify solutions to every day behavior problems that children will commonly exhibit. They both believe that educators should dip deeper into a child’s behavior so that they can identify the core reasons they arise in the first place. In the future, they hope that new program changes promoting social and emotional development will prevent the behaviors from occurring in the first place. As I reflect on all of the information presented by Adelman and Taylor, I most respect their promoting of social and emotional learning by using not only a special curriculum, but also by using ‘natural opportunities” or “teachable moments”. Adelman and Taylor support the aim of leaving no child left behind and believe that their approach is a step in the right direction. I appreciate Adelman and Taylor’s view on discipline, and I too, believe it is possible for whole school reforms to reduce discipline problems.

Regulating Emotions using Picture Books!

I am fascinated in the value of introducing picture books for children with special needs to help regulate their emotions. After reading “Educating Children with Exceptionalities,” article 7 I learned a vast amount of content centered solely on this topic. It is important to note that though this approach is strongly encouraged for children with special needs, it can also be used for children not labeled with special needs. When emotions are not regulated extreme behaviors can develop. It was important for me to learn that emotional regulation is the most challenging aspect of development, and that many children do not understand emotions or easily develop emotional regulation. With this information presented, I understand how crucial it is to ensure that a child learns how to understand and properly express their emotions. This learning process is an area where we, as Special Education Teachers, play a huge role! When we introduce captivating picture books to a classroom of children we are giving them the tools they need to help mimic what they feel inside. As children discover their favorite characters in movies or storybooks, this is a wonderful way to incorporate books with learning! Children focus their attention and admiration towards these characters and are eager to follow their lead. In addition, if a student identifies with a specific character they can relate the characters feelings to their own. This influences the child to talk more openly about their feelings and discuss their feelings in a constructive way. Stories help children develop skills and learn important concepts in a natural, non-threatening way. The Annual Edition, article 7, also points out many other reasons and ways that stories and picture books are valuable to a child with special needs. Overall, I am profoundly impressed with how creative we can be with picture books while working with children, especially those who are labeled with special needs. Visual literacy is an exciting, inspiring, and original approach to use with children of all ages.

R4S (Reading for Success)

If you want to get ahead you must read, read, and read! I absolutely love reading. I feel as though it is extremely important to introduce a love for reading to all children. Every classroom should have a sector dedicated to reading! It is crucial that teachers should have attention-grabbing books and novels accessible to children of all ages. Every day, from 1:00 to 1:45, Walter J Baird Middle School dedicates this time to reading, referred to as R4S (Reading for Success). All teachers and students are either in the library checking out books or reading quietly in the classroom. This program encourages students to understand the impact that reading has on improving academics and stimulating your imagination. I believe that every child can learn to appreciate the rewards of reading. As teachers, it should be our obligation to help [each child] find age appropriate and interesting books that appeal to the individual child. We should be aware of their interests and talents so that we can point them in the right direction. Although some children may not be strong readers, the more they read the better they will get! Reading for pleasure widens ones vocabulary, stimulates imagination, and improves academics as a whole. Reading aloud is also a fun, hands on approach to reading. I encourage all schools to take an active part in reading for success. Children can enjoy to read; the benefits of this discovery is limitless!

The “highly qualified” teacher…

What is a “highly qualified” teacher? It seems that there are many disagreements as to what this truly means. While it seems exceedingly important for a teacher to be well educated on the appropriate content knowledge, there is also a need for this same teacher to have the capability to apply this knowledge effectively to a classroom. Is what to teach more important than how to teach? Which is more effective? A valid concern for the field of education is that the “highly qualified” teacher requirements and expectations may differ in effectiveness between a regular education class and that of a special education environment. Pedagogical preparation appears to be a more useful skill while working in a classroom with students who have special needs. When there is a classroom filled with students who consistently need help with addressing their behaviors, it makes sense that one should be qualified in handling these situations at any moment. If “highly qualified” teaching requirements are strongly focused on content knowledge our special education teachers may not have the skills to successfully educate and manage their classroom in a way that meets the students needs.


I seem to be more receptive to the Professional education groups. This group advocates for more rigorous standards for teachers. While these standards include and emphasize knowledge of subject matter, they also include the ability to transfer this knowledge effectively to a classroom. I believe that it is not beneficial for laws to be so overly focused on having content knowledge that they forget how crucial and necessary it is to not only present this knowledge effectively, but also have the skill to successfully manage a classroom.