Wednesday, August 8, 2007
Inside Out Chapter 6
When you read good writing, you hear the sound of the writer talking to you. Diversity in classes is a source of richness and should be tapped. Students can be taken through exercises in mad talking, soft talking, and fast talking to think about what the corresponding sentences would be like.Some activities in developing voice include writing a dialogue with two very different points of view, recording one side of a telephone conversation, and listening to a conversation between two people.
Inside Out Chapter 5
The journal is an effective tool for building fluency. Many teachers have see students' writing ability bloom through journaling. Journals are effective because students can write about what interests them without fear of the red pencil. It is the one place they can write to please themselves, so they often take a great deal of pride in their journals. Journals are a pain for the teacher to keep up with, but
they keep the teacher connected to the students. Writing daily, keeping that writing together, and having it available for future viewing nurtures good writing. There are many ideas for getting students to write in their journals. I personally like a little structure. Many years ago, the idea was that students should have complete freedom. Without some structure, I'd get the same entries over and over.
they keep the teacher connected to the students. Writing daily, keeping that writing together, and having it available for future viewing nurtures good writing. There are many ideas for getting students to write in their journals. I personally like a little structure. Many years ago, the idea was that students should have complete freedom. Without some structure, I'd get the same entries over and over.
Inquiry Question
What constitutes a positive and effective classroom environment for limited English students with special needs?
Inside Out Chapter 4
Students worry about what they are going to write before they begin the process. Teachers can help by working to build fluency. A good way to accomplish this is by getting students to write about how they think and feel. Teachers have two important tasks in teaching writing: build confidence and develop voice. Many students hate writing because they are afraid of writing. Teachers can help by praising students for what they find noteworthy in their writingm even if it's just the hard work that the student put into the piece. Student writers often turn out lame writing when they are given topics they don't care about (TAKS Prep) and when the emphasis is
on correctness. Freewriting, journaling, quickwrites, and writing which is of personal interest or which ignite the imagination of the student build interest
which leads to the student writing with confidence and voice.
on correctness. Freewriting, journaling, quickwrites, and writing which is of personal interest or which ignite the imagination of the student build interest
which leads to the student writing with confidence and voice.
Writing Without Teachers Chapters 1 and 2
Writing is a process of discovery where students sort out, organize, analyze, and synthesize. Writing anxiety often comes from the misconception that the ideas and organization have to be in place in the student's mind before the student starts writing, when actually writing is the process where this takes place. Freewriting gets students' thoughts flowing, and should be done regularly in a writing class.
Writing is referred to as cooking a message instead of transmitting a message.
Anxiety about what you are going to write keeps you from writing. The process should
involve change and a focus and theme should emerge.
Writing is referred to as cooking a message instead of transmitting a message.
Anxiety about what you are going to write keeps you from writing. The process should
involve change and a focus and theme should emerge.
Inside Out Chapter 9
Writing is intimidating for students possibly because the focus traditionally has been on correctness. Good writing is thought-provoking. It is something that the reader can respond to, agree with, critique, ot argue with. The blank page can be a terrifying sight for student writers. We need to develop sensitivity to the student's
voice. Often their best writing is mixed up with their worst. Emphasis for decades has been on style, but voice is what makes the writing come alive. Voice explains why a poem is not written like a commercial, and why novels don't read like doctoral dissertations. Voice is the reason that bad translations are often awkward (and sometimes hilarious). Students who speak another language can make best use of voice by using that language in writing with enough context clues to help the reader figure out the meaning.
voice. Often their best writing is mixed up with their worst. Emphasis for decades has been on style, but voice is what makes the writing come alive. Voice explains why a poem is not written like a commercial, and why novels don't read like doctoral dissertations. Voice is the reason that bad translations are often awkward (and sometimes hilarious). Students who speak another language can make best use of voice by using that language in writing with enough context clues to help the reader figure out the meaning.
Digital Immigrants and Digital Natives
As an ESL teacher, I am aware that my students act as translators for their parents. I never thought that that went on in my family until I read this. At my house, cries from the study of
"Come help your idiot mother!" means that once again I am relying on my children to help me with some computer task. I went kicking and screaming into the digital age, but my children were born into it, learning computer skills from kindergarten. It comes quite naturally to them.
I am not sure if my son has actually ever read a whole book, but he is very smart, and he knows everything about history, sports, and military science. He has gotten his information from other places than I did when I was in school. My daughter is an avid reader and writer, and is also very technologically savvy. I have not seen the divide in my classroom between digital immigrants and digital natives because I teach true immigrants, who come to me with little
knowledge of technology. Most of them have cell phones, but often I am the one who shows them how to word process and get on the internet. I believe that this could change in a very short time. We have known for a long time that students learn better when they are in charge of their own learning. Digital natives are used to having access to information in their hands, and they are used to getting quick answers. There is still a lot that they can learn from digital immigrants, but the digital immigrants need to become familiar with the world, the language, and the methods of the digital native.
"Come help your idiot mother!" means that once again I am relying on my children to help me with some computer task. I went kicking and screaming into the digital age, but my children were born into it, learning computer skills from kindergarten. It comes quite naturally to them.
I am not sure if my son has actually ever read a whole book, but he is very smart, and he knows everything about history, sports, and military science. He has gotten his information from other places than I did when I was in school. My daughter is an avid reader and writer, and is also very technologically savvy. I have not seen the divide in my classroom between digital immigrants and digital natives because I teach true immigrants, who come to me with little
knowledge of technology. Most of them have cell phones, but often I am the one who shows them how to word process and get on the internet. I believe that this could change in a very short time. We have known for a long time that students learn better when they are in charge of their own learning. Digital natives are used to having access to information in their hands, and they are used to getting quick answers. There is still a lot that they can learn from digital immigrants, but the digital immigrants need to become familiar with the world, the language, and the methods of the digital native.
Life and Music
In this educational environment of test hysteria, schools look at the end – a passing test score, an acceptable, recognized, or exemplary rating, and they forget the journey. Time is taken away from quality literature and writing to prepare students for tests. Real student growth and progress is forsaken for test scores. Last year, I taught a class where most of the students were taking TAKS. They were ill-prepared for my curriculum because of some unfortunate situations the year before. I had to start at the very beginning with writing. They had to struggle through the literature, but because the writing and the literature were quality and something they could respond and relate to, they grew and learned. We wasted six weeks reading stupid TAKS literature and responding to TAKS questions and writing TAKS essays on topics that were not interesting and that no one cared about. Other than that the year was great. Unfortunately,
The TAKS scores were not good. Few passed. On the positive side, most were within one
hundred points of passing, and I think that they will pass next year. I looked like a failure and my students looked like failures. The destination was not reached. But the journey was fantastic. At the beginning of the year, they tried to refuse to do the assigned writing.
At the end of the year, they were telling me the kind of writing and projects that they wanted to do on the literature that we read. We became a family. We all changed each other.
The TAKS scores were not good. Few passed. On the positive side, most were within one
hundred points of passing, and I think that they will pass next year. I looked like a failure and my students looked like failures. The destination was not reached. But the journey was fantastic. At the beginning of the year, they tried to refuse to do the assigned writing.
At the end of the year, they were telling me the kind of writing and projects that they wanted to do on the literature that we read. We became a family. We all changed each other.
Tuesday, August 7, 2007
Who Has.... ? I Have.....
This is a questioning strategy that puts the question/answer process in the hands of the students. Instead of the teacher standing at the front of the room asking questions with the same people answering, each student gets the opportunity to ask and answer a question. To create this activity, write and number a list of questions and answers. I color-code so that students know, for example, that the questions are red and the answers are blue. Write question #1 on an index card. Turn it over and write the answer to question #2 on the back. Write question #2 on a second index card, write the answer to question #3 on the back. Go on until you have written all of the questions, then write the answer to the last question on the back of the card with question #1. The person who asks the first question will give the last answer.
This is good for checking understanding, and the students always love it.
This is good for checking understanding, and the students always love it.
Monday, August 6, 2007
My Immortal
This song is beautiful, yet very disturbing to me because it is about a mother lamenting the death of her child. I am so blessed that I have not experienced this kind of loss, but it is every mother’s fear, and it is awful beyond anything I can comprehend.
Although the child is physically gone, her maternal love is immortal. When her child was alive, she could comfort him when he was afraid, but now she is left alone, and
she is the one in need of comfort. His presence that once brought her joy now haunts her,
and she is comforted but tortured by the feeling that he is still with her. Her wounds won’t seem to heal, because the loss of a child is pain that never heals, not even time can erase it.
Although the child is physically gone, her maternal love is immortal. When her child was alive, she could comfort him when he was afraid, but now she is left alone, and
she is the one in need of comfort. His presence that once brought her joy now haunts her,
and she is comforted but tortured by the feeling that he is still with her. Her wounds won’t seem to heal, because the loss of a child is pain that never heals, not even time can erase it.
A Positive Classroom Environment for Disabled ESL Students
Running Head: DISABLED ESL STUDENTS
A Positive Classroom Environment for Disabled ESL Students
In APA Style
Ginny Thomas
The University of Texas at Arlington
ABSTRACT
Of the thousands of immigrant and refugee students who enroll in American schools
each year, many have disabilities which affect their ability to learn. To complicate matters,
these disabilities may have gone undiagnosed, or they may not have been addressed in the
student’s country of origin. To effectively teach these students, teachers themselves need
to be sensitive to the student’s needs, and they must be educated about the nature of the
disability to create an emotionally and physically comfortable learning environment for
the student.
A Positive Classroom Environment for Disabled ESL Students
Maria, an intelligent visually impaired fifteen year old girl, came to the United States
and began her American education. She spoke a little English, so coming late in the
year was not an issue, but her visual impairment made learning difficult for her. The
school district’s vision specialist provided glasses and other visual tools for her. Maria
had no problem wearing the glasses, but she never used the magnifying glass provided
for her to see her paperwork, or the collapsible telescope provided for her to see the
board.
In an ESL class, students are often self-conscious about their lack of proficiency
in the language. Expressing themselves in English is awkward. Limited English students
with disabilities have additional difficulties, because in addition to having to acquire
a new language, they must struggle with a physical or cognitive impairment that might
make learning more difficult. Disabilities can make social adjustment even more
difficult. Students who don’t understand differences can make life difficult for a limited
English or disabled student, and often, even the teacher doesn’t know what to do to help
the student learn and adjust socially. To create a classroom with a positive environment
for a disabled ESL student, the following factors have to be taken into consideration: the
teacher’s attitude toward the student and his/her disability; the teacher’s knowledge of the
nature of the disability; attitudes of students without disabilities toward disabled students;
instructional methodology which is effective and comfortable for the student; technology
which can help the student learn; and a classroom which provides an environment
without obstacles and which facilitates learning.
Students with disabilities have been physically included in classrooms for years, but
often they remain socially and academically isolated because of attitudes of the
teacher and other students (Brandon, 2006). In a study in Botswana, teachers were
surveyed about their attitudes toward students with disabilities. They expressed
negative attitudes toward the idea of having students with disabilities in their classroom,
but they reported positive attitudes toward the students themselves, and they reported few
problems with the students’ behavior. Teachers admitted that they felt inadequately
trained to deal with students with disabilities. The result of this study was a recommend-
ation to the Ministry of Education that teachers receive more training to deal with
disabled students, and that teachers with disabilities be hired to change the school’s
perception of people with disabilities (Brandon, 2006). A study in Ohio focused
on acceptance or rejection of students with disabilities by teachers. Teachers showed high
levels of attachment to students with disabilities who communicate with them and who
make a strong effort to achieve, but they showed high levels of rejection toward students
with disabilities who exhibit negative behavior. The study concluded that general
educators’ perceived lack of knowledge and expertise in the area of educating students
with disabilities rather than disregard for these students may explain the negative attitude
toward students with disabilities (Cook, 2007). In any classroom setting, teacher
support is important, and it is supremely important when dealing with limited English
students and students with disabilities. This support can be difficult to give when the
teacher does not understand the student’s learning needs. A study in Illinois revealed that
when students feel fully supported by their teacher, they are likely to engage more fully
and have higher achievement (Patrick, 2007).
Peer relationships are an important part of a healthy classroom environment. When
Maria did not want to use the tools that would help her see and learn, it was because of
her fear of ridicule and rejection by her peers. Maria was a great example of a disabled
person fitting in and contributing to the group. Her peers appreciated her sweet and gentle
personality and her fine mind that contributed so much to cooperative learning activities.
Limited English and disabled students are particularly vulnerable to peer ridicule because
of their differences. It is important for all students to learn the meaning of social inclusion
where the talents of everyone are developed. Students with differences and disabilities
can help to build character in students without disabilities by serving as examples of
strength and character in the face of obstacles. When positive relationships are formed
between students with differences and disabilities and their peers, an environment of
personal responsibility, kind acceptance, and thoughtful citizenship is created
(Lehr, 2006).
Limited English students and students with disabilities face tremendous challenges in
mastering the material. Appropriate methodology is especially important with these
students, but sometimes it can be a guessing game for the teacher to choose which is best .
In a study of M.Ed. students, teachers conducted their own research by surveying their
students. The results showed that through this research, teachers got to know their
students, their learning styles, and preferences for classroom activities. Teachers
modified their instruction accordingly, and found that better instruction and more
learning took place Dwight, 2007). Cooperative learning and project-based learning work
particularly well for limited English students because it allows them to interact and
communicate with each other to complete a task (Beckett, 2005). These methods
work well for students with disabilities because they allow them to use their talents
while avoiding their limitations. A Canadian study of Chinese-born ESL students showed
that they supported each other in cooperative learning tasks. They liked the idea that they
had a larger pool of ideas, that they could get a task completed faster, and that they got to
practice English more (Liang, 2004).
Reading and writing present challenges for these students, but fortunately, there are
technological solutions. Digital text technology can copy text and paste it onto a word
processing program where the font, font size, color, and background can be changed.
Across media transformation can convert text from written to auditory. As students type,
text is read back. A Reading Pen passes over the text, and highlights words on an
LCD screen and pronounces them (Barbetta, 2007). Compared to these, Maria’s visual
tools were primitive. In a perfect world, all students would be using technology, and the
technology that the ESL or disabled student used might be a little different, but should
not draw negative attention.
The physical environment of the classroom is important to any student, but especially
to ESL and disabled students. At-risk students perceive little order and organization in
class (Laurier, 2006). A well-ordered classroom facilitates learning. A study of
community college students revealed the obvious – that lighting, temperature, a
clear view of the board or screen were important. What was more interesting was that
students wanted a clear view of each other and the instructor, and that they wanted the
space and arrangement that would allow them to freely interact with each other
(Veltri, 2006),
In every classroom there are students with differences. Teachers must continually
educate themselves about the students they are teaching. They must coordinate with other
teachers who share the students, or who have expertise in the area of concern. Teachers
must also set the tone for respect of all students in the classroom, and give each student
the opportunity to grow and achieve academically and socially while sharing his/her gifts
with the class.
BIBLIOGRAPHY
Barbetta, P., Spears-Bunton, L. (2007). Learning to write: technology for students with disabilities in secondary inclusive classrooms. English Journal, vol. 9 (issue 2) p.86-91
Beckett, G., Slater, T.(2005). The project framework: a tool for language and skills integration.English Language Teachers’ Journal, vol.59 ( issue 2), p.108-116
Brandon, D.,Neube, M. (2006). Botswana’s agricultural teachers’ attitudes towards inclusion of students with disabilities in mainstream classes. Negro Educational Review, vol.57(issue 3-4), p.215-227
Cook, B, Cameron, D, Tankersley, M.(2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. Journal of Special Education, vol. 40, (issue 3) p.230-238
Fortin, L., Marcotte, D. Potvin, P.,Royer, E., Joly, J. (2006) .Typology of students at risk for dropping out of school: description by personal, family, and school factors. European Journalof Psychology of Education, vol. 21, (issue 4) p. 363-383
Lehr, D, Katzman, L, Clinton, L, Sullivan, E, (2006). Character education and
students with disabilities. Journal of Education, Vol. 187 (issue 4) p. 71-83
Liang, X, (2004). Cooperative learning as a sociocultural practice. Canadian Modern Language Review, vol. 60 (issue 3) p. 637-668
Patrick, H., Ryan,A., Kaplan, A. (2007). Early adolescent’s perception of the classroom social environment, motivational beliefs and engagement. Journal of Educational Psychology,Vol. 99( issue 1), p.83-98
Rogers, D., Bolick,C., Anderson, A., Gordon, E. Manfra, M. McGill, M., Yow, J. (2007). It’s about the kids:transforming teacher-student relationships through action research.Clearing House, vol. 80 ( issue 5), p. 217-222
Veltri, S., Banning, J. Davies, T.(2006). The community college classroom environment: student perceptions. College Student Journal, vol. 40 ( issue 3), p.517
A Positive Classroom Environment for Disabled ESL Students
In APA Style
Ginny Thomas
The University of Texas at Arlington
ABSTRACT
Of the thousands of immigrant and refugee students who enroll in American schools
each year, many have disabilities which affect their ability to learn. To complicate matters,
these disabilities may have gone undiagnosed, or they may not have been addressed in the
student’s country of origin. To effectively teach these students, teachers themselves need
to be sensitive to the student’s needs, and they must be educated about the nature of the
disability to create an emotionally and physically comfortable learning environment for
the student.
A Positive Classroom Environment for Disabled ESL Students
Maria, an intelligent visually impaired fifteen year old girl, came to the United States
and began her American education. She spoke a little English, so coming late in the
year was not an issue, but her visual impairment made learning difficult for her. The
school district’s vision specialist provided glasses and other visual tools for her. Maria
had no problem wearing the glasses, but she never used the magnifying glass provided
for her to see her paperwork, or the collapsible telescope provided for her to see the
board.
In an ESL class, students are often self-conscious about their lack of proficiency
in the language. Expressing themselves in English is awkward. Limited English students
with disabilities have additional difficulties, because in addition to having to acquire
a new language, they must struggle with a physical or cognitive impairment that might
make learning more difficult. Disabilities can make social adjustment even more
difficult. Students who don’t understand differences can make life difficult for a limited
English or disabled student, and often, even the teacher doesn’t know what to do to help
the student learn and adjust socially. To create a classroom with a positive environment
for a disabled ESL student, the following factors have to be taken into consideration: the
teacher’s attitude toward the student and his/her disability; the teacher’s knowledge of the
nature of the disability; attitudes of students without disabilities toward disabled students;
instructional methodology which is effective and comfortable for the student; technology
which can help the student learn; and a classroom which provides an environment
without obstacles and which facilitates learning.
Students with disabilities have been physically included in classrooms for years, but
often they remain socially and academically isolated because of attitudes of the
teacher and other students (Brandon, 2006). In a study in Botswana, teachers were
surveyed about their attitudes toward students with disabilities. They expressed
negative attitudes toward the idea of having students with disabilities in their classroom,
but they reported positive attitudes toward the students themselves, and they reported few
problems with the students’ behavior. Teachers admitted that they felt inadequately
trained to deal with students with disabilities. The result of this study was a recommend-
ation to the Ministry of Education that teachers receive more training to deal with
disabled students, and that teachers with disabilities be hired to change the school’s
perception of people with disabilities (Brandon, 2006). A study in Ohio focused
on acceptance or rejection of students with disabilities by teachers. Teachers showed high
levels of attachment to students with disabilities who communicate with them and who
make a strong effort to achieve, but they showed high levels of rejection toward students
with disabilities who exhibit negative behavior. The study concluded that general
educators’ perceived lack of knowledge and expertise in the area of educating students
with disabilities rather than disregard for these students may explain the negative attitude
toward students with disabilities (Cook, 2007). In any classroom setting, teacher
support is important, and it is supremely important when dealing with limited English
students and students with disabilities. This support can be difficult to give when the
teacher does not understand the student’s learning needs. A study in Illinois revealed that
when students feel fully supported by their teacher, they are likely to engage more fully
and have higher achievement (Patrick, 2007).
Peer relationships are an important part of a healthy classroom environment. When
Maria did not want to use the tools that would help her see and learn, it was because of
her fear of ridicule and rejection by her peers. Maria was a great example of a disabled
person fitting in and contributing to the group. Her peers appreciated her sweet and gentle
personality and her fine mind that contributed so much to cooperative learning activities.
Limited English and disabled students are particularly vulnerable to peer ridicule because
of their differences. It is important for all students to learn the meaning of social inclusion
where the talents of everyone are developed. Students with differences and disabilities
can help to build character in students without disabilities by serving as examples of
strength and character in the face of obstacles. When positive relationships are formed
between students with differences and disabilities and their peers, an environment of
personal responsibility, kind acceptance, and thoughtful citizenship is created
(Lehr, 2006).
Limited English students and students with disabilities face tremendous challenges in
mastering the material. Appropriate methodology is especially important with these
students, but sometimes it can be a guessing game for the teacher to choose which is best .
In a study of M.Ed. students, teachers conducted their own research by surveying their
students. The results showed that through this research, teachers got to know their
students, their learning styles, and preferences for classroom activities. Teachers
modified their instruction accordingly, and found that better instruction and more
learning took place Dwight, 2007). Cooperative learning and project-based learning work
particularly well for limited English students because it allows them to interact and
communicate with each other to complete a task (Beckett, 2005). These methods
work well for students with disabilities because they allow them to use their talents
while avoiding their limitations. A Canadian study of Chinese-born ESL students showed
that they supported each other in cooperative learning tasks. They liked the idea that they
had a larger pool of ideas, that they could get a task completed faster, and that they got to
practice English more (Liang, 2004).
Reading and writing present challenges for these students, but fortunately, there are
technological solutions. Digital text technology can copy text and paste it onto a word
processing program where the font, font size, color, and background can be changed.
Across media transformation can convert text from written to auditory. As students type,
text is read back. A Reading Pen passes over the text, and highlights words on an
LCD screen and pronounces them (Barbetta, 2007). Compared to these, Maria’s visual
tools were primitive. In a perfect world, all students would be using technology, and the
technology that the ESL or disabled student used might be a little different, but should
not draw negative attention.
The physical environment of the classroom is important to any student, but especially
to ESL and disabled students. At-risk students perceive little order and organization in
class (Laurier, 2006). A well-ordered classroom facilitates learning. A study of
community college students revealed the obvious – that lighting, temperature, a
clear view of the board or screen were important. What was more interesting was that
students wanted a clear view of each other and the instructor, and that they wanted the
space and arrangement that would allow them to freely interact with each other
(Veltri, 2006),
In every classroom there are students with differences. Teachers must continually
educate themselves about the students they are teaching. They must coordinate with other
teachers who share the students, or who have expertise in the area of concern. Teachers
must also set the tone for respect of all students in the classroom, and give each student
the opportunity to grow and achieve academically and socially while sharing his/her gifts
with the class.
BIBLIOGRAPHY
Barbetta, P., Spears-Bunton, L. (2007). Learning to write: technology for students with disabilities in secondary inclusive classrooms. English Journal, vol. 9 (issue 2) p.86-91
Beckett, G., Slater, T.(2005). The project framework: a tool for language and skills integration.English Language Teachers’ Journal, vol.59 ( issue 2), p.108-116
Brandon, D.,Neube, M. (2006). Botswana’s agricultural teachers’ attitudes towards inclusion of students with disabilities in mainstream classes. Negro Educational Review, vol.57(issue 3-4), p.215-227
Cook, B, Cameron, D, Tankersley, M.(2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. Journal of Special Education, vol. 40, (issue 3) p.230-238
Fortin, L., Marcotte, D. Potvin, P.,Royer, E., Joly, J. (2006) .Typology of students at risk for dropping out of school: description by personal, family, and school factors. European Journalof Psychology of Education, vol. 21, (issue 4) p. 363-383
Lehr, D, Katzman, L, Clinton, L, Sullivan, E, (2006). Character education and
students with disabilities. Journal of Education, Vol. 187 (issue 4) p. 71-83
Liang, X, (2004). Cooperative learning as a sociocultural practice. Canadian Modern Language Review, vol. 60 (issue 3) p. 637-668
Patrick, H., Ryan,A., Kaplan, A. (2007). Early adolescent’s perception of the classroom social environment, motivational beliefs and engagement. Journal of Educational Psychology,Vol. 99( issue 1), p.83-98
Rogers, D., Bolick,C., Anderson, A., Gordon, E. Manfra, M. McGill, M., Yow, J. (2007). It’s about the kids:transforming teacher-student relationships through action research.Clearing House, vol. 80 ( issue 5), p. 217-222
Veltri, S., Banning, J. Davies, T.(2006). The community college classroom environment: student perceptions. College Student Journal, vol. 40 ( issue 3), p.517
Friday, August 3, 2007
Character Education and Students With Disabilities
Title - Character Education and Students With Disabilities
Author - Lehr, Donna, Katzman, Lauren, Clinton, LeRoy, Sullivan, Eileen E.
Author's Purpose for Writing - To express that students with disabilities are part of school communities, and they can enhance character development in non-disabled students by serving as examples of strength and character in the face of obstacles.
What are the points made by the review of the literature?
All students should learn the meaning of social inclusion, which is part of a democratic society, which is at risk when a society fails to develop the talents of all its members.
Students can learn through interacting with disabled classmates to to develop attitudes and
behaviors consistent with enabling individuals with disabilities to become contributing members of society.
Students can learn about the difference between supporting people with disabilities and taking care of them.
Having students with varying abilities in schools necessitates differentiation of instruction
to meet the wide range of student needs. When teachers are able to meet the needs of a variety of students, they they provide a model for meeting the needs of community members.
When disabled students are given tools for learning, it helps them to develop higher order thinking skills.
Conclusion - The inclusion of students with disablities and their relationships with their peers
without disabilitiescan create an environment of personal responsibility, kind acceptance, and thoughtful citizenship.
Author - Lehr, Donna, Katzman, Lauren, Clinton, LeRoy, Sullivan, Eileen E.
Author's Purpose for Writing - To express that students with disabilities are part of school communities, and they can enhance character development in non-disabled students by serving as examples of strength and character in the face of obstacles.
What are the points made by the review of the literature?
All students should learn the meaning of social inclusion, which is part of a democratic society, which is at risk when a society fails to develop the talents of all its members.
Students can learn through interacting with disabled classmates to to develop attitudes and
behaviors consistent with enabling individuals with disabilities to become contributing members of society.
Students can learn about the difference between supporting people with disabilities and taking care of them.
Having students with varying abilities in schools necessitates differentiation of instruction
to meet the wide range of student needs. When teachers are able to meet the needs of a variety of students, they they provide a model for meeting the needs of community members.
When disabled students are given tools for learning, it helps them to develop higher order thinking skills.
Conclusion - The inclusion of students with disablities and their relationships with their peers
without disabilitiescan create an environment of personal responsibility, kind acceptance, and thoughtful citizenship.
Learning to Write: Technology for Students With Disabilities in Secondary Inclusive Classrooms
Title - Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms
Author - Patricia M. Barbetta, Linda A. Spears-Bunton
Author's Purpose for Writing - To review technologies that help students with disabilities master the writing process
What are the main points made in the review of the literature? Each stage of the writing process presents challenges for students with disabilities. Fortunately, there are technologies
available to students who struggle with reading and writing.
Digital text technology: A scanner with optical character recognition (OCR) software can copy text from a website and paste it onto a word processing program. The text can be modified by changing font, color, background, or by highlighting words. Autosummarize selects main idea sentences from a document. With Across media transformation, text is predsented in a different medium such as auditory. As students type, text is read back. The Reading Pen - As the pen is passed over the txt, the words are highlighted on an LCD screen and pronounced.
Text to Speech Technology: With Inteelitalk 3, students listen to and edit their own work because text can be read back
Word Prediction technology: As student types, software predicts the word, reducing the number of keystrokes the student has to make.
Conclusion - Writing is difficult, especially for students with disabilities. English and special ed teachers need to work closely together to plan strategies. Technology can be effectiv tool in helping special needs students learn to write.
Author - Patricia M. Barbetta, Linda A. Spears-Bunton
Author's Purpose for Writing - To review technologies that help students with disabilities master the writing process
What are the main points made in the review of the literature? Each stage of the writing process presents challenges for students with disabilities. Fortunately, there are technologies
available to students who struggle with reading and writing.
Digital text technology: A scanner with optical character recognition (OCR) software can copy text from a website and paste it onto a word processing program. The text can be modified by changing font, color, background, or by highlighting words. Autosummarize selects main idea sentences from a document. With Across media transformation, text is predsented in a different medium such as auditory. As students type, text is read back. The Reading Pen - As the pen is passed over the txt, the words are highlighted on an LCD screen and pronounced.
Text to Speech Technology: With Inteelitalk 3, students listen to and edit their own work because text can be read back
Word Prediction technology: As student types, software predicts the word, reducing the number of keystrokes the student has to make.
Conclusion - Writing is difficult, especially for students with disabilities. English and special ed teachers need to work closely together to plan strategies. Technology can be effectiv tool in helping special needs students learn to write.
Thursday, August 2, 2007
Sleeping Beauty
The fairy tale princess that I most resemble is Sleeping Beauty. I always loved her. A beloved aunt gave me the book when my youngest sister was born. That Malificent with two horns on her head was evil beyond anything that I could imagine, and I loved the way that Princess Aurora's dress changed from pink to blue and back to pink again. I spent a lot of time trying to figure out how I could make my clothes do that. I am like her because when I get bored, I fall asleep. I sleep through most faculty meetings. This is a big joke at work. It's a wonder I still have a job. It is also difficult for me to wake up in the morning. Sometimes my yard doesn't get done on time, and the grass and the bushes grow up high just like they did around Sleeping Beauty's castle, and there I am sound asleep. But is it a handsome prince that wakes me up? Of course not. It's my dog who has to go to the bathroom.
Wednesday, August 1, 2007
Contrasting Imagery in “Owls”
Mary Oliver uses contrasting imagery in “Owls” to convey her perception of the complexity of nature. She is a person who observes every nuance. She is alternately awed and intimidated by what she sees and hears. She describes the great horned owl as having razor-tipped toes, being swift and merciless upon the backs of rabbits, mice, and other small animals. She tells of finding headless bodies of blue jays and rabbits, knowing that it was the great horned owl that did them in. The horned owl’s scream is the sheer rollicking glory of a death-bringer, and he has an insatiable taste for brains. The author does find pleasure and wonder in nature, even with other species of owls. She can imagine a screech owl on her wrist, and learning something about the Arctic from the feathers of a great snowy owl. She writes of fields of poppies and lupines, and of roses growing in the dunes. In the end, she finds the sheer abundance of beautiful roses as overwhelming and intimidating as the presence of the predatory owl.
The View From Above My House
If Sasparillo flew over my house, he would see my two Bradford Pear trees which are growing
up to be lush and gorgeous. He would see my front porch with the rocking charirs, and maybe someone in my family sitting there trying to get some fresh air and a moment of solitude.
He would see cars going in and out of the driveway. Everyone in the house drives, so someone is always coming or going. As he flew over my backyard, he would see land that's only a few years removed from being a cow pasture - not much there. He might see my two dogs come bounding out the back door, barking their brains out at some poor soul trying to take a leisurely walk down the path behind my house. He would see the beautiful rabbit hutch that my yard man built for me recently. A huge spider has been building a web between the hutch and the back gate. Sadly, he would see the house behind mine that burned down yesterday. I don't think anyone was living in it yet, but it was a pretty house, and I had seen the workmen work so hard on it.
up to be lush and gorgeous. He would see my front porch with the rocking charirs, and maybe someone in my family sitting there trying to get some fresh air and a moment of solitude.
He would see cars going in and out of the driveway. Everyone in the house drives, so someone is always coming or going. As he flew over my backyard, he would see land that's only a few years removed from being a cow pasture - not much there. He might see my two dogs come bounding out the back door, barking their brains out at some poor soul trying to take a leisurely walk down the path behind my house. He would see the beautiful rabbit hutch that my yard man built for me recently. A huge spider has been building a web between the hutch and the back gate. Sadly, he would see the house behind mine that burned down yesterday. I don't think anyone was living in it yet, but it was a pretty house, and I had seen the workmen work so hard on it.
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