Children as an Afterthought

1
Children as an Afterthought

• A Case Study
• Children with Learning Problems
• GED 641B
• Rebeque Cady

2
Table of Contents

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

3
An Introduction
My journey began on October 2, 2003 and ended on
Monday, November 17, 2003. The thought of being
able to truly help a student in need was such an
important step for me as a teacher and as a
person. The teachers, students and things I have
encountered during this time have been
exhilarating, powerful, defining, thought
provoking and exciting. These things and people
have also been heart-wrenching, debilitating,
discouraging and terrifying. I will never be able
to look at education in the same way. Perhaps
you will find some insight into one of our
schools and the children who are left behind.
Maybe some of what has changed my views will
profoundly change the way you view our
educational system as well. In the end, my hope
is that after reading this you will not be able
to say to yourself or colleagues, Its just the
system, theres nothing I can do.
4
General Information

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

5
What she says about herself

• My favorite subject is Global Studies
• I dont really like Science
• I dont think I can draw
• I listen to rap music when I do my homework
• I have a journal and like to write
• Ive always wanted to make a video about my
  life
• I like to read love stories
• I used to have a lot of friends, but now I only
  have a few

6
What I know about Sammy

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

7
Collection of Data
8
Samantha's IEP Goals for 2003-4Areas of Speech
and Language, Mathematics, Reading and Written
Language

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

9
Objectives for Samantha

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

10
What the heck does all this mean?

• Samantha needs to learn how to write paragraphs
  and essays with proficiency and style.
• Samantha has trouble with doing more than simple
  calculations. She needs instruction that shows
  applications relative to her life.
• Samanthas reading and comprehension skills need
  to be enhanced with various forms of audio and
  visual technology.

11
Samantha's Accommodations and Modifications

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

12
Are the accommodations being utilized?
13
Is change needed? Goals and strategies for
Samantha 2000-2004
14
Levels of Performance

• Written
• Working toward VT Communication Standard 1.5
• Improvements as of 8/02
• No improvements noted in file
• Math
• As of 8/02
• Can add and subtract multi-digit numbers
• Needs help with counting money and making change
• Improvements as of 11/03
• No improvements noted in file

• Language
• Reading at fifth grade level 8/02
• Improvements as of 11/03
• No improvement in reading noted in file
• Oral Language
• As of 8/02, Samantha has difficulty following
  oral directions
• Made improvements from 1997 in categorization of
  language
• Improvements as of 11/03
• Still needs work on analogies, metaphors and
  idioms
• No other information noted

15
How do we MAKE A DIFFERENCE for Sammy?

• Look at how Sammy likes to learn.
• How can we integrate her style into our
  instruction?

16
How does Sammy like to learn?

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

Most answers given
17
Multiple Intelligence Profile
Most answers given
Number of answers given in each area
18
So.heres what I did
19
Instructional Strategies

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

20
My Instructional Plan

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

Sammy
21
Moments of Connection and Hope
22
Mask Sketching
I planned a lesson on self-esteem and reflection.
In this lesson, we discussed how we see
ourselves, how others see us and how the way we
feel about ourselves changes from day to
day. We then made sketches of masks portraying
how we felt inside. We finally made the masks out
of clay. Sam liked her mask so much, she kept
it! I was asked to try and work on her homework
instead of doing art.
23
Poetry Write as part of Portfolio
Samantha and I made some progress toward
understanding of metaphor and analogies through
poetry. Here are the topics I used in this
lesson plan Bio-Poem Using colors to relate
emotions Metaphorical relationships in colors
and emotions The special education team didnt
think this was all that productive, so I needed
to find something else.
24
Story telling and Urban Myths

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

25
Sweet Sammy
26
Samanthas Video

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

27
Video Tape
Censored
28
What I learned about me

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

29
does anybody see what I see?
30
Theres Got to be MORE we can do!!

• Make a new beginning
• Create an IEP at a glance with learning styles
  and suggestions
• Check in with teachers more frequently
• Expect more!!!
• Be more creative in lessons and with media
• Learn more about students before the semester
  begins
• If something isnt workingMOVE ON!!!

31
Education
Excellence
innovation
Together, we can make a difference!
Relationships
impact
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35
References

• IEP courtesy of BFA, St. Albans. All data
  information compiled directly from IEP.
• Samantha P. interviews, instruction and
  observations performed at BFA, St. Albans during
  school hours.

• All pictures, sound and media are included for
  educational purposes.
• Some pictures taken inside school halls at BFA,
  St. Albans and with permission.

36
Author Note

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

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