The Disability Resource Center at Westminster College provides a wonderful wealth of resources and a great place for students with a possibility of disabilities or established disabilities. The center was visited on October 8, 2015, and was a real eye opener to learn about the many different, tremendous resource tools and eager people available to assist the students. The Director of Disability Resources, Faith Craig, works closely with Sally Huey, Director-Learning Center, to accommodate students who need extra guidance and assistance academically, socially and personally. They work with students experiencing all sorts of disabilities, such as: specific…
During her undergraduate, she wanted to study of child development but due to her mental disparities she was unable to do so. Surprisingly, she did have ability to pick up nonverbal cues, which offered her to teach the course on the child development. When she went to graduate school, it was hard for her cause normal people take one or two times to go through the research paper, but for Barbara it was taking forever. In her graduate school, she met Joshua who also had similar problem like Barbara. Even though Joshua was running clinic for the learning disable children, but Barbara believe that the kids were really not improving and there must be a better way.…
Students with speech and language disorders have difficulty pronouncing, speaking and expressing themselves orally with fluidity and ease. In order to accommodate the needs of my students with speech and language disorders, I would provide them with hard copies of all notes and a disk that will read lessons to my students as they listen along while reading at home. In class, I will repeat and rephrase instruction and I will pair my students that are in need of accommodations with high performing students that may assist and help guide them.…
Joy Pollock, Elisabeth Waller and Rody Pollitt., 2004., Day to Day Dyslexia in the Classroom Second Edition.…
LH has been teaching in a special education setting for the last 15 years. Until recently, she was primarily a pull-out (basic skills) classroom for remedial and supplemental instruction for various middle school students. This year, LH is in a self-contained classroom setting with four 5th grade students. These students all perform below grade level (beginning of Third grade) and fall along the Autism Spectrum. These four student are self-contained for all subjects except Social…
A child who has visual, hearing, physical impairments, English as a second language, speech impairment, behavioural problems or dyslexia will need resources or one to one support to access the school or curriculum.…
From the perspective of the general education curriculum, analyze the information provided about Angie. Did her teachers provide her with access to that curriculum? How? To what extent does it appear that the basic skills remediation Angie received in the resource room has been effective? Can you identify other approaches or instructional strategies that might increase her participation in the general education curriculum? What effects might these strategies have on her overall performance? Consider the implications for instruction and curriculum of a student with significant intellectual strengths in addition to having a specific learning disability. How might UNIVERSAL DESIGN for LEARNING (UDL) benefit a student like Angie?…
Virginia’s Guidelines for Educating Students with Specific Learning Disabilities. (n.d.). Retrieved on November 26, 2013…
Reading has always been a challenge for me since the second grade. It’s always been difficult to pronounce certain words also get the complete understanding of a story or concept after I read the text. I wanted to explore this past learning to re-evaluate the certain strategies that help me overcome this obstacle when I was struggling with reading in the…
I was a difficult child from the moment I was born. I cried when anyone but my mother held me, I hated loud noise so eating out at a busy restaurant was impossible, and I generally was displeased with the world. As I grew older, it was discovered that I suffered with Attention Deficit Disorder, or ADD. I feel these experiences have shaped my gender and what I identify as.…
Today is the first Friday back from vacation in January. You have been advised that Quan, a new child to the program, will be in your class on Monday. His parents have called and asked that you return their call to discuss how you will be helping Quan acclimate to the program, and what they can do to help him make friends and feel comfortable. On the same day you find out that Quan (from the previous situation) is coming to school, you are informed that Ashley, who has cerebral palsy, will be joining your class on Tuesday. You are told that she shakes and stutters. Your program supervisor wants to know what you will do to help her adjust and become part of your classroom.…
Have you ever felt God call you to do something, and yet brush it aside as though it was meant for someone else? I became enchanted with American Sign Language in high school, when I befriended a Deaf group of students. I now realize I was fascinated by the language because, unbeknownst to me at that time, I am a visual and kinesthetic learner. Any time I saw Deaf people or Sign Language Interpreters in the community, I couldn't help myself but to watch them. By the time I was a mother of two I knew I wanted to be fluent in the language, although finding the time seemed out of the question. After four children and seventeen years of marriage the door to my future career was opened. My marriage had ended and I was responsible for providing a financially stable home for my children.…
At this stage I was still wearing my micro-mini black satin robe, crotchless pantyhose, black open quarter-cup bra, black mesh c-string and black strappy high-heeled stiletto shoes. I walked to the bar soon after to buy a beer, which provided the opportunity to clearly show my choice of clothes, and I felt highly sexually aroused by it.…
I felt like I totally failed at life, like there was nothing at all that I could do about it. I was always getting so hurt but not by others.. by myself. WIth my disease my life was such a struggle getting sick every single day losing so much weight until a feather weighed more than me. All my friends seemed like giants towering over me because I was sitting here feeling so small and nothing at this point could help me besides the scariest thing of all… having major surgery. That was just talk all the doctors tried throwing every single medication they could into me but again nothing was ever going to touch me.. After “failing” all of these medications everyone started to feel so frustrated and almost seemed like they wanted to give up on me.…
I am an unlikely English teacher. In kindergarten, I was diagnosed with Visual Dyslexia and Hyperactivity Disorder (now called ADHD). I grew up in poverty, and my only means to a Bachelor’s degree was a federal Pell Grant. Learning has been a lifelong passion of mine, thanks to the adult influences in my life, but my path has been a rocky one. I needed special intervention in school. I was unorganized, struggled with graphic learning (maps, math, Social Studies), and worked extra hours to attain the skills I needed to survive in school. None of the influential adults in my life attended college, but a set of encyclopedias taught me that they valued education tremendously. My mother used these encyclopedias as a child, so when we moved, my…