Chapter 5

Chapter 5

Child and Adolescent Development

Jenna's Statements:

1. The roles of adolescents may be similar across peers--family member, friend, student--but even these roles are socially constructed and vary according to many variables, such as family structure, socioeconomic status, gender, and geography.
1. I have to keep in mind that even though there are many theories on development of adolescents, there are a checkpoint for me to refer to. Not every student develops at the same rate. 
2. One may assume that higher levels of the taxonomy are not reached until students are older, near the end of their schooling. This is not necessarily the case.
1. This statement stood out to me because I think sometimes as adults we dumb things down too much for children. Children are smart, and when given the opportunity to expand beyond what they are expected to be able to do, they usually surprise us with their capability to perform tasks. As a teacher, I need to challenge my students and remember to give them the opportunity to go beyond what the "norm" is for them.
3. Nevertheless, we apply tremendous pressure on our children to be good at everything...And none of us adults can. In one way or another, all minds have their specialties and their frailties.
1. I need to keep in mind that not every student will be the best at everything, but this does not mean that he/she is not smart. I do well in math but not reading. I am still smart, and still do well in school because I had teachers who took the time to teach me a different way than the "normal" approach to reading so I could succeed. I hope to be that teacher for all my students.

Alex's Statements:

1. Analyzing the qualities of various materials, they (first-graders) synthesized the information they had learned and created many different kinds of traps and, applying their knowledge of leprechaun preferences, loaded them with appropriate bait.
1. The last part of the quote about loading the students with the appropriate bait stood out to me because it made me realize that students can succeed at things that are not expected of them when equipped with the right tools. I have build many relationship with students through BOOST, and have seen student succeed after a "failure" when equipped with tools that work best with their unique personalities.
2. If students are not encouraged to interact toward new learning or if disagreements are met quickly by the teacher's intervention and solving the problem for them, children will not feel competent to handle problems on their own. Likely, they will always seek adult help to resolve any issues that come along.
1. I need to remember as a teacher taking the leading role in everything can do more harm than good. Allowing my students to independently work through issues will develop skills they need in everyday life. 
3. Classrooms and schools need to offer different types of learning to students, so they can shine in their own unique ways.
1. I hope to create a community where my students feel comfortable to allow their unique skills to shine, including children with diverse abilities.

Tyler's Statements:

1.       “Intelligence is a theoretical construct whose existence can only be inferred on by a basis of a person’s performance on certain types of cognitive tests that only represent a sample of the person’s intellectual skills and abilities.”

a.       What this tells me is that intelligence, while a good indicator of certain things, is not all that should be paid attention to.

2.        “The vast majority of persons with intellectual disabilities have an IQ between 50 and 70-75.”

a.       This means that the vast majority of people with intellectual disabilities can live full productive lives if they are given the right tools.

3.       “Common behaviors of persons with mental retardation include attention deficits, or difficulty focusing and attending to relevant stimuli, and memory problems.”

a.       As these symptoms become more wide spread in the classroom it is important to make sure we label the right students in order to give them the right help as soon as possible. 

Tori's Statements:

• "Once a child has developed a positive self esteem via many experiences if feeling competent, he will be able to exhibit much greater self-control."

• As far as any students goes, making sure to be an uplifting character in their lives is key. Some of the "worst" teachers I had were some of which we're degrading and didn't treat their students like young adults. Some of the "best" teachers I have had gave me uplifting feedback and helped me find the person that I was meant to be. I need to remember that the same applies in the Special Education classroom. In tough times, I need to be a positive light, because all of my students will be finding their identity, and in turn, will be better students because their self esteem will be high in my class, thus their self-control will be also.

• "Each person is unique and has an unique journey of identity."
• Although putting myself in my student's shoes to try to understand them, I need to also remember that everyone is different. I may have not had the same family life, home style, strengths and weaknesses. Because we are all unique, we are all going to find ourselves differently and I need to remember to respect that in each of my students.

• "Trying on" different roles is common in adolescence and made easier by a society that offers many choices."
• Because I would like to be in a middle school setting, this quote really sticks out to me. I need to remember that these students are confused about "who they are" in general, and while they are on the journey to finding themselves, I need to be patient with them and point out the good in who they truly are.

Courtney's Statements:

1. "If teachers create a learning community that values diverse ideas, opinions, and strengths, the children will feel a sense of belonging in a context where they are viewed as competent and appreciated."
1. This statement reminds me that I need to create an environment that is beneficial to all the individuals in my classroom. The children in my class need to feel like they are safe and secure and not have to worry about judgement from others. 
2. "When reading theories about how children typically develop, it is important to be careful not to equate that with normal or acceptable development."
1. It is important that I do not think that someone is abnormal if they are not developing at the same pace as others. I have a tendency to think something is wrong if a child does not act the same way. I need to keep in mind that is perfectly fine to be a little slower than average. 
3. "There are always individuals who progress in ways that do not fit the model described by theorist."
1. I also need to keep in mind that some individuals develop in a different way than the models describe. People can develop in different orders and that is perfectly okay. 

Chapter 4

Chapter 4 Statements

Jenna's Statements

1. "Providing services from multiple disciplines, such as education, social work, occupational therapy, speech-language therapy, and physical therapy, requires coordination and cooperation."
1. When working with students who might be going this process, I need to remember that a positive attitude that is cooperative and organized will best benefit the student. Additionally, all these other doctors, therapist, and social workers have spent time previously in order to benefit the child. Working with them cooperatively would give them the respect that is deserved in this situation.
2. "[McWilliam's interview technique] not only helps the family and interventionist identify areas where assistance is needed, but also identifies ways that the family is already solving problems that may be applied to other areas of the day."
1. Communicating with parents of students that receive special education because they may have techniques that their child are accustom to that can be implemented in the classroom. The parents know their child better than I do majority of the time, and I need to remember that.
3. "Last, on an individual level, finding ways to instill a vision of hope in families with young children with disabilities and to open the world of opportunity through community involvement are essential."
1. I can not imagine what might be running through the minds of parents with young children with disabilities. Ones who have not been educated on such disabilities, I am sure will find it difficult to find hope among all the paperwork and all the differences that society puts on children who are different. Being a ray of hope and a positive reinforcement for them maybe when no one else is, could make a world of difference in their family.

Tyler's Statements

1.       The entire family constellation is affected by the presence of a child with a disability. The various subsystems and individual family members are impacted. No two families are likely to deal with an exceptionality in quite the same way.

a.       No child with disabilities is the same, and no family that deals with one is the same. Also it affects individual family members in different ways so it is very important to remember this when dealing with the child and family members.

2.       If the values, traditions, and beliefs caregivers from culturally and linguistically diverse backgrounds are not addressed, then the development of optimal relationships will very likely be hindered.

a.       If we do not take into consideration other peoples values and beliefs, they are more likely to think of them as invalid, therefore they begin to think of themselves as invalid. As teachers it is up to us to uplift our students for who they are.

3.       Service providers must be genuine and exhibit a caring attitude, using active listening when communicating with family members and other significant adults.

a.       People can tell when you really care and when you don’t so it is very important that you really are sincere.

Tori's Statements

"When providing services to young children and their families, cultural and socioeconomic considerations must be anticipated and made... Each family should be treated as a unique family..."

• Through this quote, I realize that with every student I encounter that may need special services, I need to clear my mind of what has happened in the past. I cannot go into the situation with stereotypes, past history, or anything I may have heard about the family already. Each family deserves a fair and equal chance for their child, despite their status culturally and socioeconomically.

"The connection between poverty and a young child's development is overwhelming... lack of prenatal care, proper nutrition, and preventative health care as some of the reasons for the strong relationships between disability and poverty: "Children living in poverty are more likely to have a disability than their peers who live in middle and upper-income families."

• Although this quote makes very much sense logically, I am so surprised that I was not realizing the connection between the two earlier on. After thinking about all of the things that I was given as a child, such as proper nutrition and medical attention, I was very lucky compared to the sweet souls that may not have had money for these things and sometimes leading to results such as a hard time developing in poverty as a child. This quote simply breaks my heart.

"Short of all human services becoming a natural and valued part of a community's infrastructure, the sociopolitical sentiments and values of the time will continue to affect the future of early childhood intervention."

• This quote just reinstates the importance of care of children in early stages. Making sure they have medical care, a good home care, etc. so that they will grow greatly. This quote reminds us of the fact that if our values are not on good services for all humans, even the infants, we will greatly be affecting their futures.

Alex's Statements

“Due to malleable nature of development in very young children, advocates sought to include this group, citing the belief that if intervention is received at an early age, the impact may be the greatest.” Pg. 73

            This statement stood out to me because it showed the significance of early intervention. The sooner a disability is discovered, then the more can be done about it sooner. Another reason this stood out to me is because I have worked with a student since she was in first grade. She is now in fourth grade. Ever since I started working her I noticed signs of dyslexia. However, she never got diagnosed with it until this year in fourth grade. If the signs had been noticed earlier on then intervention would have been very beneficial to her learning. However, she is even further behind in school because no intervention was talking.  In the future I will speak up when I notice these signs because I realize how early intervention can be very beneficial.

“A philosophy that all children from birth through age 21 years have the right to be educated with typically developing peers and attend their neighborhood child care centers and school must be adopted and enacted fully.” Pg. 79

            I really liked this point because I did not know that education was legally provided until they were 21 years old. I had a friend in high school and her sister had down syndrome. I never knew why she stayed in school so much longer than us. After reading this section and statement, it all makes sense. One part about this statement that will be very beneficial to me when I become a teacher is that all students have the right to interact with “typically developing peers.” I need to make sure as a teacher that I include every student in every activity and encourage interaction between each other.

“Families desire hope as a means of looking ahead to a future where their children are valued and perceived as contributing to the world as full members of society.” Pg. 80

            This statement really caught my attention because it is talking about focusing on the positives and giving hope to families. I want each student in my future class to feel significant and important. Not only do I need to make them feel significant, but I also need their families to feel included in their learning process. The more the family is included and encouraged, the more they will be willing to help and take my advice as a teacher. Each student needs to be treated fairly, and I want parents to see that as truth in my future classroom.

Courtney's Statements

• "As previously mentioned, providing early intervention services to young children in their natural environment became a focus of service provision. . ."
• It is important that children are provided services in their own environment that way they are are comfortable and will be able to rise to their fullest attention. 
• "In the 1970s, professionals expected parents to defer to their opinions and focused services for young children with disabilities on teaching the parents how to conduct intervention with their child."
• It is great that parents are becoming more involved in the process of their childs education and development.
• "Providing services from multiple disciplines, such as education, social work, occupational therapy, speech-language therapy, and physical therapy requires coordination and cooperation.
• This statement stood out to me because I am excited to work with so many people to benefit these children's lives. 

Tic Tac Toe Project

Tic Tac Toe

By: Jenna Bryan, Tyler Cox, Alex Dickenson, Courtney Huskey, and Tori Johnson

R-Word Campaign

 I got my idea from various videos that have been made for Spread the Word, To End the Word Movement. Majority of the script are not my original ideas, but I pieced various lines together to make an unique script with a few of my own lines. The music is "Change" by Tracy Chapman.

Editorial on Charter Schools and Disabilities

          To begin what exactly are charter schools, and are they any different from any other school? They are public elementary and secondary schools just like what are found in normal neighborhoods. Charter schools receive state funding and appeal to parents because they claim to have higher academic values along with smaller class size. Charter schools abide by the same rules  and regulations as public schools, but they operate independently from the school districts. Charter schools have more freedom over the curriculum that is taught in the schools. Teachers can change their curriculum to meet their students' needs. However, charter schools are held accountable to state standards like public schools. Students are required to meet standards set by the state dealing with test scores and school achievements. These schools have the freedom to have longer periods of time in the classroom and also where the actual class might take place depending on the educational need of the lesson. There is a lot of controversy about charter schools because they are not completely federally funded, and they do not have entirely the same guidelines as other schools. They do have to comply with laws and create a learning environment that is accessible to all individuals.

           This is where the system get tricky because charter schools are supposed to follow laws but special education is a little confusing. Under the IDEA (Individuals with Disabilities Education Act) schools are obligated to give students a free appropriate public education (FAPE).  However, if the school has too many applicants for the school that are in the special education program the school may not be able to handle the workload and create a lottery to choose who gets into the school or not. When a child with special needs transfers to a charter school the funding they receive from the state and federal governments follows them to that school. Some charter schools are their own LEA (Local Education Agency) meaning they can develop their own curriculum. This also means they come up with a Special Education program that complies with IDEA. If the charter school is part of an existing school system’s LEA, then the school is able to use the existing program and resources to fund and run its Special Education program. One of the issues that are pressing charter schools now is determining whether schools are discriminating against students with disabilities or if there are other reasons why there are not many special needs children in the schools. There are several reasons why the schools do not have as many special needs students. It may be because parents do not wish to place their students in these institutions or differing ways in determining the extent of the disability. There are some charter schools that are designed primarily for special needs students. These schools were some of the first designed before there were laws calling for a least restrictive environment. Parents and teachers made these schools in order for their students to benefit from a classroom environment that was non-judgmental. Another issue with charter schools is their disciplinary plan for the school. Some people believe that these schools are using disciplinary actions to discriminate against students with disabilities. Charter schools are trying to include everyone especially students with disabilities but laws sometimes make it very difficult. 

Graphic- Breaking Down the Normal/Disabled Dichotomy

Chapter 3

Chapter 3

Special Education Law and Legislation

Tyler's Statements

1.       “In the latter part of the twentieth century, interest in cultural pluralism and multiculturalism education was sparked. U.S. society is now characterized metaphorically as a floral bouquet or patchwork quilt; cultural and ethnic differences are valued and respected.”

a.       This is very important in order to make everyone feel included. As students become more and more diverse, the margins between the majority and minority become smaller and smaller. With their increase in numbers we need to let them experience their culture with our support.

2.       “Multicultural education addresses issued of race, language, social class, and culture as well as disabilities and gender.”

a.       It is important to expose students to these kinds of things because it is important that the students have a well-rounded experience with their fellow man.

3.       “Historically, greater numbers of children from minority groups have been placed in special education classrooms that would be anticipated based on their proportion of the school population. This situation is commonly referred to as overrepresentation. Underrepresentation in certain programs, or fewer students then one would anticipate based on their numbers in the school population, is also a problem.”

a.       This shocked me when I read it. However, I can see how it could happen. Because people of other cultures and languages may not be ready for an Americanized education system as of yet.

Jenna's Statements

1. "Students were pigeon-holed into a finite number of categories according to what they could not do, how they were not developing typically, what they would not be able to do as quickly as their typically developing peers...assumption that all students with a particular label learned the same way."
1. I need to remember it's not about what students can't do, but what they CAN do! Every student is unique in how they learn. It is my job to advocate and learn how to best serve all students. Not just "normal" students.
2. This viewpoint reinforces the assumption that interaction with students with disabilities is something negative, rather than positive. If we view disability as a difference, not a deficit, then there is another factor to consider--the possible negative effects of exclusion on typically developing peers, because it robs them of an opportunity to learn about diversity."
1. I agree that segregating students with different abilities does rob typical developing peers of learning how to interact with all people. I remember it was not until high school that I was aware of peers with special needs. Even at that, I never had a class with a student. That is why I believe now I fear that I will not be able to adequately educate students with different abilities in a regular classroom.
3. "A teacher's tole is to advocate for students, focus on their strengths, and create communities where barriers to inclusion are broken down."
1. In order to advocate, I need to be educated and aware of legislation and how I can best root for all my students.

Alex's Statements

1. Regarding the LRE-“Although it was designed to provide several options for educating all students, it came with a message that not everyone belongs in the general education classroom.”

        This statement stood out to me because even though LRE tries to be inclusive it still remains exclusive. It still labels the students as children who do not necessarily belong. Including students is significant, however making it obvious that they are not a part of the “normal” class does them no good.

 

2. “As a result, more and more persons with disabilities are in the workplace, but this does not mean that individuals with disabilities are not treated in a discriminatory way.” –pg. 50

        This statement is significant because allowing someone to do something does not mean that everyone’s heart is in the right place. Just because they are allowed does not mean that they are treated right. Discrimination will be found within the workplace and people with disabilities will still not feel accepted. In my future classroom I want all of my students to feel accepted and included. I hope the other students in my class treat the students with respect and treat them equally.

 

3. “One of the reasons that stereotypes of people with disabilities continue is because most people have few first-hand experiences with diverse learners and abilities.” Pg. 58

        This statement was really powerful to me because it is so true. They are quickly labeled because people do not take time to understand them. It is just assumed that they are very different and they cannot fit in the same way everyone else can and that is not true. Students need to have more first-hand experiences with students with disabilities so they can better understand them, and that will help relieve some of the stereotypes.

Tori's Statements

• "Historically, students have been considered intelligent based on quantitative measures, such as intelligence quotients, test scores, and grades. They have been considered successful in school if they are neat, organized, compliant, and prompt with homework..."
• Although these are good qualities to have for any person, I believe that no one should measure intelligence by these standards. In my opinion and experience, I find that everyone can be intelligent and sometimes that cannot simply be found in test scores. As a teacher, I will need to remember that the students that may not be organized or on time, the students that have low scores, are still intelligent people and have all the chance in the world to learn.
• "One of the reasons that stereotypes of people with disabilities continue is because most people have few first-hand experiences with diverse learners and abilities."
• Although I have not had a ton of experience with students with disabilities, I want to be able to pride myself in gaining knowledge through my practicum experiences and teaching experiences down the road. I want my inclusion students to know that I care and want them to learn in my classroom, and want them to feel welcome.
• "If we strive for society's idea of "normal," we perpetuate the belief that there is only one way to be acceptable in school."
• In the future, I want everyone to feel "un-normal" in my classroom. By this, I mean that I want students to feel different in a good way. I want them to realize, and celebrate that people learn differently, but we all learn.

Courtney's Statements
       1.       In 1975, there were more than 8 million children in the United States with disabilities. More than half of them were receiving poor educational services or were being excluded entirely from schooling.”
o   It is pitiful that so many children were not included in the classroom. As an educator it is my job to be an advocate and stand up for children who are not getting the educational experience that they need.


2.    “. . . the United States District Court ruled that it is unconstitutional, in any way, to postpone or deny any child with developmental disabilities who is of compulsory school age access to a free program of education and training, appropriate to his or her learning capabilities.”

o   This was the turning point at which Special Education was admitted into law. It changed where and how many special needs children went to school.

.  

 3.                 “One of the reasons that stereotypes of people with disabilities continue is because most people have few first-hand experiences with diverse learners and abilities.”

o   This statement shows why some people still stereotype people with disabilities. As a teacher I need to help disband the stereotypes as they occur in my classroom. 

Chapter 2

Chapter 2

History of Special Education

Jenna's Statements:

• “So we can see that teaching in ways that are culturally relevant is important; if we do not prepare you to teach every child, and work to encourage students from diverse backgrounds to become teachers, we are not serving all children well...[this] means teaching in ways that understand and respect the values and lives of all students.”
• Since my aspiration is to teach in a low-income or urban area school, I need to realize that the way I grew up will vary significantly from majority of my students. Therefore, I need to be aware of the difference, respect the deference, and try to learn how I can best meet my students where they are at.
•  “What many people know is that having an IEP often leads to a negative stigma…”
• I need to be aware of the negative stigma I may develop when a student has an IEP. I need to alter my perspective of IEP’s from extra paperwork and additional work for me to rather view it as helpful information about how to better teach my student.
•  “Inclusive attitudes support students, and inclusion is an attitude, not a place.” Thinking inclusively incorporates trying new things and risk new strategies.
• Although there is intense scrutiny over assessment and test scores as an educator, I still need to be willing to take risks that have the likelihood of greatly benefitting students.

Courtney's Statments: 

•  “So we can see that teaching in ways that are culturally relevant is important; if we do not prepare you to teach every child, and work to encourage students from diverse backgrounds to become teachers, we are not serving all children well.” 
• This statement is relevant because it shows that if children from diverse backgrounds are not encouraged then the teachers in school will not become racially diverse. We need teachers from different backgrounds in order to promote and inspire children to aim for higher goals.   

•  “More and more, emphasis in education has been focused on testing and determining what students should know and be able to perform on tests.” 
• There is so much pressure for students to perform well on tests. Teachers are put under pressure because their job security is determined by how well their students do on tests. This sometimes causes teachers to just put emphasis on subjects that students will be tested on. This causes students to not be as well rounded. Also, some students are not as adept at taking tests therefore their test scores will not be as high. I think that there should not be as much pressure put on students to score a certain number on a test. Tests do not always determine the smartness of a child but what that child does with their knowledge truly determines whether they have learned.

•  “The fact that children with disabilities are permitted and even required to attend school is relatively new development in the United States.” 
• This statement shows how knew special education is to the school system. As a special education teacher I hope to make an impact on how the system is run. It was a big step when Special needs students were included in schools.

Alex's Statements:

• “If we do not prepare you to teach every child, and work to encourage students from diverse backgrounds to become teachers, we are not serving all children well.”

• This statement really stood out to me because not only does it talk about teaching every child, but it also talks about encouraging students to become teachers. It is really important to have teachers who come from different backgrounds so they can meet different students needs. If the student can connect to their teacher in some way then the student is more likely to be successful in the classroom because there is more of a comfort level. If we aren’t setting a good example as a teacher then our students will not want to become teachers. We need to be the inspiration.

• “This is a problem because people with disabilities often don’t want praise—they want equal rights.”

• ​This quote was really convicting to me. When working with people with disabilities I often feel like I should be praising them more than others, however I learned that is not the case. When I go out of my way to give them more praise than other students I am not treating them equally. I am treating them as if they need more praise than others. This isn’t fair to them. This will be something that I have to remember in my future classroom because I want every student to feel that they are treated equal.

• “If students with disabilities are denied access to high-quality curriculum, to reading, to interacting with peers who do not have disabilities, we set up self-fulfilling prophecies of failure.”

• ​This statement goes along with the other two statements that I chose. This statement challenges me just as much as the other ones did. It is integral to a successful education to challenge every student no matter what his or her limitations might be. Challenging every student helps him or her overcome their limitation or help them to work around their limitation. Inclusion is very important for the students because they need to experience and be a part of challenging curriculum and they need to be around students who do not have disabilities.

Tyler's Statements:

• The No Child Left Behind Act is an example of federal legislation that focuses of educational accountability. All students, including those with disabilities, are expected to demonstrate proficiency in key academic subjects.
• If all students are different people with different benchmarks, how do we expect them to show proficiencies on the same playing field? While it is important to strive for this goal it is also important to realize that students are people and people don’t always work the same.
• The Americans with Disabilities Act Forbids discrimination against individuals with disabilities in both the public and private sectors of society.
• There may be a stereotype that people with disabilities cannot function in the work force. This however is not true. People with disabilities can live very productive lives if supported correctly.  
• When properly conducted, educational assessments lead to the development of a meaningful IEPs and IFSPs.
• It is very important to know where a student is academically in order to give them the best education possible. That is what makes the testing process before making an IEP so important.   

Tori's Statements:

• “We believe that education and special education should not be separate; given appropriate supports, good teachers can teach all students.”
• I completely agree with this statement as of now. I think that having both education and special education students is definitely possible, and with the appropriate conditions (teachers assistants, special tools and aids, etc) it is definitely easier than without. I hope to keep this standpoint when I am actually in the classroom and not move to the negative attitude towards sorts of inclusion with the level of difficulty that sometimes may come with it.
• “If we believe that some, not all, children can learn, then that is what will happen.”
• This goes back to the inclusion attitude. If you, as a teacher, go into the classroom believing that including special education students in your classroom, in your lesson plans, and other places is “too hard” or that they “cannot learn”, then they will not. It is the teachers responsibility to set the standard, and with high standards and high patience and care, all will learn.
• "There are benefits and drawbacks to having a whole branch of education called “special”...”
• This quote to me was one I had to read several times. At first, I was thinking, “what in the world are the benefits?” As I have encountered and had relationships with many “special education” children, I see the drawbacks that come socially with them knowing they are in the special education class. They have told me they do not like it and they just want to be with everyone else. It is hard for me to see benefits when I know these effects on them socially.

Chapter 1

Chapter 1

Construction of Ability and Advisability, Intersections of Ability, Race, and Gender

Jenna's Statements:

1. "If there is no idea of 'normal,' then there would be no 'abnormal' or 'not normal' either...we would consider a range of skills, experiences, and capabilities as merely part of being diverse."
1. This statement is important because it points out a new perspective to take on a student that might have a learning disability. If I do not change my perspective on how I look at students with learning disabilities then it will affect me as a teacher and my students.
2. "But if we do not address negative and pitiful constructions of race, we miss the opportunity to shape a social construction in positive and liberating ways. There is no more important task."
1. As an education in the near future I hope to not only reconstruct my "social construction" that effects my outlook towards learning disabilities, but also of the ones around me by how I view it and teach within my classroom. I hope to form students who will accept and enjoy diverse communities.
3. "One of the most important benefits is that teachers who teach for a range of skills and readiness levels do a better hob for all students than teachers who believe there is one right way to instruct."
1. When I view a disability as a challenge and an opportunity, then all of my students will benefit more than taking a pitiful outlook towards the situation.
4. "Special education is often viewed from the pity/charity model."
1. I believe as an educator, I need to be aware that this is the outlook of majority of society. Therefore when working with parents or volunteers, it is important to keep this in mind.

Alex's Statements

1. “We want to challenge those initial reactions by establishing disability as just another way of being, and not wrong or pitiful.”
1. This statement really stood out to me because it puts having a disability in a whole new light. The part that stood out to me the most was the fact that a disability is just another way of being. I think this will be very useful in my future classroom because it will help me not view a specific student as pitiful. If I have pity on a student then they I will be less likely to challenge him or her because I will want to just help them out not challenge them and help them reach his or her fullest potential. 
2. “Reframing the pity/charity model includes educating society that every person has the right to clean, safe, affordable housing, transportation, employment, and education.” 
1. This statement really stood out to me because I work in the housing authorities for BOOST, an after school program. I work with many children who have disabilities and I see the way their teachers treat them differently with school. The homework they bring home is significantly easier than every other child. This statement also relates to my first statement because it is easy to pity children with disabilities. This causes us to feel sorry for the children and not to help them. Then it leads us to not thinking that they have an equal opportunity. 
3. “One of the most important benefits is that teachers who teach for a range of skills and readiness levels do a better job for all student than teachers who believe there is one right way to instruct." 
1. This really hit me because sometimes it is so easy to think there is one right way to instruct students. However, through all of my courses at Carson Newman and all of my practicum experiences, I have learned that there is no one right way to teach. Every student has a different learning style that needs to be effectively met and that is impossible if you only teach one certain way. This statement also shows that teachers are more successful when they use differentiated instruction. 

Tyler's Statements

1. These variables, along with other factors such as the culture’s interpretation of a person’s actions, all help to shape our understanding of what it is to be normal. Is it normal to use profanity in the classroom, to run a mile in less than four minutes, to study with the stereo on, etc.?
1. This statement tells me that normalcy is relative and that just because something seems normal to me does not mean it will be normal or come natural to others. 
2. The Individuals with Disabilities Act identifies thirteen disability categories.
1. It is important to have categories for people with disabilities. Although it might have some negative psychological effects, it makes it easier to treat specific things.
3. Very high school student who is enrolled in a special education program is to have an individualized transition plan (ITP) as part of his or her individualized education program, or IEP.
1. As teachers with special education students it is important to realize that they will not always be in the education system. This means it is extremely important to prepare them for becoming members of the workforce when they leave the education system.

Tori's Statements

1. “When thinking about disability or a person with a disability, many people first think, “I would hate to have a disability!” or “Oh, that's so sad!” These two statements capture much of history: that disability is bad, or disability is pitiful, or both.”
1. I think this point, although very simple, is very important to start our focus on. Yes! This is how most people first think of when thinking of disabilities. We, as teachers and as people, need to set a new standard for these. Not a standard of pity or sadness, but a standard of love and a “overcome all” mentality!
2. “Society has often assumed that people with disabilities are not able to learn.”
   1. I have seen teachers in past practicum experiences that I think may have had this horrible standpoint. I am challenged by this statement, and those teachers to take the students that I have for inclusion and other things in my classroom, to take a different point of view and realize that with patience and love anyone can learn.
3. “If we can move away from negative social constructions of disability and see challenge, opportunity, and difference instead of negativity and fear, we can shift how students both with and without disabilities learn.”
   1. This statement was a stand out quote to me because of the fact that I want to be a teacher with this sort of mind frame! I completely agree with the fact that teachers today need to focus more on the student and their abilities rather than what they cannot do.

Courtney's Statements

·         “Because people with disabilities are not always seen as real people, mistreating them in a range of ways has been accepted.”

o   I think this is a very powerful statement because I feel like it is very true. People with disabilities have been looked down on and others treat them differently because they feel as if they do not have feelings and thoughts like other “normal” people. Society has accepted that it is ok to treat people with disabilities cruelly.

·         “But when the social sciences—psychology and sociology—established the idea that being normal was natural and good and being not normal was bad, society started planting the idea that being normal was something desirable and a good thing and being different was negative. And society started sorting people into these two categories.”

o   I feel as if this statement shows the turning point at which society started alienating people with disabilities. Society is afraid of what is different and therefore reacts in a way that separates people into categories. Educators and advocates need to reach out to society and show them that different is not always a bad thing.

·         “If we think that disability is bad, we will respond by excluding the student with a disability to avoid negatively affecting other students.”

o   This statement demonstrates the mindset that we as teachers do not need to have in the classroom. I want my classroom to be welcome to everyone meaning that no one will be excluded based on intellectual or physical impairments.

·         “. . . dismissive attitude characterizes much of special education; students are not seen as individuals, but as entities to be categorized and expected to perform based on an often limiting and inaccurate label.”

o   This shows how the school system sometimes looks at children with disabilities. They are dismissed and categorized because they are different.