Friday, June 24, 2011
"I feel happy of myself"
I love this video! This about how excited this kid is to ride his bike! It is an important to recognize that each step in a child's development is just as important as the last. As educators think about how many inspirational moments we get to witness, it might be riding a bike, learning colors, using the potty, or singing songs.
Roots to Empathy
For anyone who read the Empathy articles, I found this video on the organization Roots to Empathy. Just thought I would share! :)
Saturday, June 11, 2011
Assessment
My first thoughts about assessment are to gauge where a child is at, when you add in assessment of the whole child my thoughts begin to expand. To me the whole child is academics, social/emotional/adaptive skills, cultural/family influences, and socio-economic influences. If you are assessing the whole child I believe that the list previous should all be addressed/measured. But how do you go about addressing cultural/family influences so that it is standardized (as much of our assessments are today)? I am not sure.
When I assess my students, for example when I write my present levels for IEP's or 3 year Evaluations, I write what students can do in a school setting specifically. I try and give parents a clear idea of what the students CAN do, not what they can't. All of my students have significant learning challenges and their parents know that and, I feel, they don't need to be reminded how their child does not do the same things as their same aged peers.
As for standardized assessments that seem to taking over the US in hopes to reform public education, I understand why they have it, but, I believe, are not a true measure of where ALL students are at. For example, I have a student who does not have the ability to speak. No one knows why this is, but she can't talk. We have a district wide assessment that assess early numeracy and early literacy. Students have to be able to talk to answer the questions and because she can't she is excluded from the test. All year I have tried to push for us to test her in a different way (using receptive language), but it is not allowed. Therefore, our district wide test that assess to see if students are at benchmark are skewed because they are not able to account for this child. It is a good thing that this is not the only assessment we use, but just because this particular girl does not speak doesn't mean that she doesn't know her letters and numbers.
I worked in China and tutored high school girls who were preparing for University and the assessments in China where very interesting to me. It was clear when I arrived in China that being successful in country wide assessments was a vital part of student ultimate success in life. The high school girls I worked with had so much on their plate, going to school 7 days a week, at least 10 hours a day and then were tutored in their "free time."
As for school-aged children I think there is a lot being done to reform China's 'examination-oriented education.' China now has a goal for quality based program, the goals being:
1. Increasing parental and public understanding of assessment.
2. Increased emphasis on diagnostic and formative assessment.
3. Improving the ways of assessing schools and teachers.
When I was in China, it seemed that assessment was a huge part of each child's life. I talked with other professors and even young school aged children had weekly, mid-term and end of the year exam. The article that I read said mentioned that the two types of assessment would be end of the year exams and exams to move up (skip) to the next grade (Min & Xiuwen, 2001). There was such an amount of pressure to perform well in China and I think it is very different in the United States. Of course we provide assessments on our students but it more through observation and formative assessments, whereas in China there seems to be a summative assessment at the end of each grade.
Min, H., & Xiuwen, Y. (2001). Educational Assessment in China: lessons from history and future prospects. Assessment in Education: Principles, Policy & Practice, 8(1), 5-10. doi:10.1080/09695940120033216
When I assess my students, for example when I write my present levels for IEP's or 3 year Evaluations, I write what students can do in a school setting specifically. I try and give parents a clear idea of what the students CAN do, not what they can't. All of my students have significant learning challenges and their parents know that and, I feel, they don't need to be reminded how their child does not do the same things as their same aged peers.
As for standardized assessments that seem to taking over the US in hopes to reform public education, I understand why they have it, but, I believe, are not a true measure of where ALL students are at. For example, I have a student who does not have the ability to speak. No one knows why this is, but she can't talk. We have a district wide assessment that assess early numeracy and early literacy. Students have to be able to talk to answer the questions and because she can't she is excluded from the test. All year I have tried to push for us to test her in a different way (using receptive language), but it is not allowed. Therefore, our district wide test that assess to see if students are at benchmark are skewed because they are not able to account for this child. It is a good thing that this is not the only assessment we use, but just because this particular girl does not speak doesn't mean that she doesn't know her letters and numbers.
I worked in China and tutored high school girls who were preparing for University and the assessments in China where very interesting to me. It was clear when I arrived in China that being successful in country wide assessments was a vital part of student ultimate success in life. The high school girls I worked with had so much on their plate, going to school 7 days a week, at least 10 hours a day and then were tutored in their "free time."
As for school-aged children I think there is a lot being done to reform China's 'examination-oriented education.' China now has a goal for quality based program, the goals being:
1. Increasing parental and public understanding of assessment.
2. Increased emphasis on diagnostic and formative assessment.
3. Improving the ways of assessing schools and teachers.
When I was in China, it seemed that assessment was a huge part of each child's life. I talked with other professors and even young school aged children had weekly, mid-term and end of the year exam. The article that I read said mentioned that the two types of assessment would be end of the year exams and exams to move up (skip) to the next grade (Min & Xiuwen, 2001). There was such an amount of pressure to perform well in China and I think it is very different in the United States. Of course we provide assessments on our students but it more through observation and formative assessments, whereas in China there seems to be a summative assessment at the end of each grade.
Min, H., & Xiuwen, Y. (2001). Educational Assessment in China: lessons from history and future prospects. Assessment in Education: Principles, Policy & Practice, 8(1), 5-10. doi:10.1080/09695940120033216
Saturday, May 28, 2011
Chaos and Enviromental Pollution
When I started to read our blog assignment on stressors I immediately thought of a friend that I had while in elementary school through high school. She had one of the most stressful lives, brought on by the chaos in her family. Her mother was diagnosed with bipolar disorder and throughout her life was on and off drugs, such as meth and cocaine and never took her bipolar medicine correctly. Now, you would never guess looking at their house that that there would be a mother inside with a significant amount of mental health issues, but there was. My friend made it to high school with grace, moving through the motions and holding her head high even when it was chaotic at home. In high school, her parents finally split, and she was to live with her father. As much as her mother was going through, her mom took care of her and suddenly her father was the sole person responsible for her upbringing. My friend clearly resented her father and began to act out, which in return caused greater tension between the relationships in the family and cause my friend to act out even more.
She began by choosing boyfriends that her father didn't like and from there it when downhill. She ran away from home twice with her boyfriend for weeks at a time because she could not handle her now overbearing father. The second time he put her in a juvenile detention center (because he didn't know what else to do). Once she was out, she on her own terms decided to take a break with this new boyfriend. The boyfriend was outraged and then shot himself on her front porch (he did survive). She had reconnected with all of her friends after this incident (talk about some serious trauma) and tried to build a better relationship with her father. About a year later found a new boyfriend, in which her father liked until her found out when he was 11 that he had been charged with molestation. My friend still "loved" him and her father refused to let her to see him. They sneaked anyway they could to see each other and she eventually ended up getting pregnant. Her father forced her to get an abortion (which she still struggles with today) and her boyfriend got in a car accident that killed another person. All of this happened with in about a half a year. It was utterly chaotic for her. She had a father that was trying to do his best but did not know how to talk with her and a child rebelling because her father could not talk with her. She suffered from trauma and was expected to act like a "normal" kid. I am happy to say she will be graduating from college with a degree in educational psychology in about 2 weeks.
She was able to get out of her terribly chaotic upbringing and turn her life around. Her father was also able to do the same thing. They now have a great relationship where they talk about the future and not about the past.
Environmental Pollution- Clean water- in India:
"On April 01, 2010 at least 18 babies in several hamlets of Bihar’s Bhojpur district have been born blind in the past three months because their families consume groundwater containing alarming levels of arsenic,..." (www.Gits4u.com, 2011).
Imagine, having this as a stressor in your lives. Drinking water seems like such an easy thing, to me. People need 20 liters of water (5.2 gallons) for drinking and their sanitation needs (www.Gits4u.com, 2011). This can be a huge stressor for children and their families because 38 % in India live below the poverty line (Azad India Foundation, 2010). Living below the poverty can directly decrease families chances to access to clean water. Foundations such as UNICEF have goals to achieve by 2015 and are making progress to try an provide clean water (UNICEF, 2010).
Azad India Foundation (2010). Poverty in india. Retrieved from http://www.azadindia.org/social-issues/poverty-in-india.html
UNICEF (2010). Goal: eradicate extreme poverty and hunger. Retrieved from http://www.unicef.org/mdg/poverty.htm
Saturday, May 7, 2011
Personal Birth Experience and China
Being only 24 I have not had any birthing experiences that I have been apart of, except for my own birth. From what I was told is that I had the most perfect birth and the doctor said he should of video taped it so that he could share it with everyone. I am the youngest of three children and the only girl. My parents always chose to wait to find out the sex of their babies until they arrived. My mother said that she was sure that I was going to be a boy and that my name would be Travis Michael, well to say the least she was surprised when I arrived a girl. I was born at 4:36pm on June 2nd, 1986 and they named me Abby Jayne, not Abigail (they were not fond of the full name). I know that my dad ate a turkey sandwich that day and his breath smelled of coffee (that is what my mother told me). After coming out the doctor determined that I was premature (and I was well over 8 lbs., good thing I didn't go full term) by the way my hands looked and a few days after coming home I got jaundice and had to return to the hospital. I then spent the next several days in our bay window soaking in the sun. I think the birth of a child is an amazing thing and the birth can have an impact on child development. Often we hear grand stories about how children are brought into this world, but it is not always the case.
Last year I taught at a University in China and for as long as I can remember I have ALWAYS wanted to adopt from China and adopt children in general. China is full of tradition, so I chose to look at what traditions are performed during pregnancy and birth and after the baby is born verses what traditions I know about here in the US.
When a man and women get married in China, it is tradition to have him carry her across the doorway over a pan of burning coals (this is suppose to allow for an easy labor) (Brown, 2011). Carring a woman across the threshold in America is common, although it is not thought of as to help with labor.
It is believed that everything women do will influence her unborn child. She will read good poetry, beautiful stories before bed and eat light colored food (it is thought that light colored food will produce a baby with fair-skin, something that is valued in China). The soon to be mother is not to laugh too loudly, lose her temper, sit on a crooked mat, there is not to be construction in the house and is to never attend a funeral (Brown, 2011). I believe that this is somewhat similar to the US, women generally take great care of themselves before pregnancy and during. However, some of our acts are different. We typically take pre-natal vitamins, refrain from drugs and alcohol, take to our babies, get some exercise, etc.
In China, it is unlucky to have a baby shower, typically a baby shower is given afterbirth. Mothers and Grandmothers give the soon-to-be mom clothes before the baby is born (Brown, 2011). Different from the US, most people have a baby shower pre-birth for the first child, after the first child it is typically given after the baby is born.
Herbal tea is given to ease the labor and women are not to fear labor because it is considered their job (Brown, 2011). From my knowledge in the US, women are given ice chips and an epidural. :) I believe for some women it can be very scary going into labor and I believe, that it is okay to be nervous.
Women in China often give birth in a armchair or futon (Brown, 2011), whereas in the US, if you are giving birth in the hospital it is typically in a bed.
For the first month the new mother is, somewhat, left in isolation to get to know her new baby (Brown, 2011). Where as here, I believe, it can be very much of a team effort for the first month of a new baby.
I thought a lot of these traditions were very interesting, China is full of a rich history that is based on their traditions.
Brown, L.M. (2011). Childbirth traditions around the world: china. babyzone, Retrieved from http://www.babyzone.com/pregnancy/labor_birth/birthing_traditions/article/childbirth-traditions-china-pg2
A child feeding the pigeons in Shijiazhuang, China
Last year I taught at a University in China and for as long as I can remember I have ALWAYS wanted to adopt from China and adopt children in general. China is full of tradition, so I chose to look at what traditions are performed during pregnancy and birth and after the baby is born verses what traditions I know about here in the US.
When a man and women get married in China, it is tradition to have him carry her across the doorway over a pan of burning coals (this is suppose to allow for an easy labor) (Brown, 2011). Carring a woman across the threshold in America is common, although it is not thought of as to help with labor.
It is believed that everything women do will influence her unborn child. She will read good poetry, beautiful stories before bed and eat light colored food (it is thought that light colored food will produce a baby with fair-skin, something that is valued in China). The soon to be mother is not to laugh too loudly, lose her temper, sit on a crooked mat, there is not to be construction in the house and is to never attend a funeral (Brown, 2011). I believe that this is somewhat similar to the US, women generally take great care of themselves before pregnancy and during. However, some of our acts are different. We typically take pre-natal vitamins, refrain from drugs and alcohol, take to our babies, get some exercise, etc.
In China, it is unlucky to have a baby shower, typically a baby shower is given afterbirth. Mothers and Grandmothers give the soon-to-be mom clothes before the baby is born (Brown, 2011). Different from the US, most people have a baby shower pre-birth for the first child, after the first child it is typically given after the baby is born.
Herbal tea is given to ease the labor and women are not to fear labor because it is considered their job (Brown, 2011). From my knowledge in the US, women are given ice chips and an epidural. :) I believe for some women it can be very scary going into labor and I believe, that it is okay to be nervous.
Women in China often give birth in a armchair or futon (Brown, 2011), whereas in the US, if you are giving birth in the hospital it is typically in a bed.
For the first month the new mother is, somewhat, left in isolation to get to know her new baby (Brown, 2011). Where as here, I believe, it can be very much of a team effort for the first month of a new baby.
I thought a lot of these traditions were very interesting, China is full of a rich history that is based on their traditions.
Brown, L.M. (2011). Childbirth traditions around the world: china. babyzone, Retrieved from http://www.babyzone.com/pregnancy/labor_birth/birthing_traditions/article/childbirth-traditions-china-pg2
Saturday, April 16, 2011
NAEYC- Code of Ethical Conduct and Statement of Commitment
Section 1: Ethical Responsibilities I-1.3 To recognize and respect the unique qualities, abilities and potential of each child.
This has significant meaning to me, the saying goes "don't judge a book by its cover" and the same applies to children with disabilties. Until you truly know a child, who has significat challenges, you do not know what they are capable of. For example, in October I got a student from a neghboiring school distict who is on the severe end of the Autism specturm and is 100% blind. They told me she could not to much and when I got her I thought she could do A LOT! She has limited language but is able to make choices, she explores our room, she dances and laughs, fully of energy and true delight to have in our classroom. If I would have just taken the other schools word and thought she was not capable of anything then she wouldn't be doing anything. Instead I thought let's see what we can do and from there we have opened up her world to new experiences and with that, she is becoming much more functional. We must look at each child to see what they can do, not what they can't.
Section 2: Ethical Responsibilities to Families I-2.2 To develop relationships of mutual trust and create partnerships with the families we serve.
We must develop good rapport with families. They need to trust us as educators and we NEED to trust them as parents. Families know their children the best and we need to help support them. We may not always agree with how families go about doing something but we need to be as supportive as we can.
Section 5: Ethical Responsibilities to Community and Society I-4.3—To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.
If we could we could master this code of ethics, I think our world would be in good standing. However, I believe this is not the case, but this is something that we should be striving for each and everyday. I think that we all want this for the children we work with, it would mean that each child would have the background to succeed in life and school. This is significant for me because this is something that all professionals who work with children is trying to accomplish, but, indeed, it is a difficult one to achieve.
This has significant meaning to me, the saying goes "don't judge a book by its cover" and the same applies to children with disabilties. Until you truly know a child, who has significat challenges, you do not know what they are capable of. For example, in October I got a student from a neghboiring school distict who is on the severe end of the Autism specturm and is 100% blind. They told me she could not to much and when I got her I thought she could do A LOT! She has limited language but is able to make choices, she explores our room, she dances and laughs, fully of energy and true delight to have in our classroom. If I would have just taken the other schools word and thought she was not capable of anything then she wouldn't be doing anything. Instead I thought let's see what we can do and from there we have opened up her world to new experiences and with that, she is becoming much more functional. We must look at each child to see what they can do, not what they can't.
Section 2: Ethical Responsibilities to Families I-2.2 To develop relationships of mutual trust and create partnerships with the families we serve.
We must develop good rapport with families. They need to trust us as educators and we NEED to trust them as parents. Families know their children the best and we need to help support them. We may not always agree with how families go about doing something but we need to be as supportive as we can.
Section 5: Ethical Responsibilities to Community and Society I-4.3—To work through education, research, and advocacy toward an environmentally safe world in which all children receive health care, food, and shelter; are nurtured; and live free from violence in their home and their communities.
If we could we could master this code of ethics, I think our world would be in good standing. However, I believe this is not the case, but this is something that we should be striving for each and everyday. I think that we all want this for the children we work with, it would mean that each child would have the background to succeed in life and school. This is significant for me because this is something that all professionals who work with children is trying to accomplish, but, indeed, it is a difficult one to achieve.
The Code of Ethics of the Division for Early Childhood (DEC)
Professional Practice: Professional and Interpersonal Behavior 4. We shall serve as advocates for children with disabilities and their families and for the professionals who serve them by supporting both policy and programmatic decisions that
enhance the quality of their lives.
This is something that I practice everyday and has great meaning to me and my job. I work towards including children with signification needs into a general education classroom. My life revolves around serving as an advocate for children with disabilities and their families.
Professional Practice: Professional Collaboration 2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues with whom we work recognizing their unique contributions to children, families, and the field of early childhood special education.
Respecting the rights, knowledge and skill of my colleagues is something that is very important to me. I have an amazing team of therapist that I work with for each of my students. In order to make the most of each of our students time at school we need to all work together. I have an occupational therapist and a speech language pathologist who come into my room to train me and my Para's on how to work on specific issues we are having with each student. It takes a lot of their time but they are so willing to jump into my classroom and help, all for the benefit of our students.
Responsive Family Centered Practices: Enhancement of Children’s and Families’ Quality of Lives 4. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.
Always WE MUST advocate for equal access to high quality services. Having mediocre services it simply not enough. I think that when we don't agree with something we must stand up and advocate. During this time of budget cuts there has been talks of increasing my case load for next year. There were talks of having 22 high needs special education students. I was outraged because that would decrease the quality of my program. Luckily, this will not end up happening because myself and my psychologist at my school simple said no, this would not benefit our students.
enhance the quality of their lives.
This is something that I practice everyday and has great meaning to me and my job. I work towards including children with signification needs into a general education classroom. My life revolves around serving as an advocate for children with disabilities and their families.
Professional Practice: Professional Collaboration 2. We shall honor and respect the rights, knowledge, and skills of the multidisciplinary colleagues with whom we work recognizing their unique contributions to children, families, and the field of early childhood special education.
Respecting the rights, knowledge and skill of my colleagues is something that is very important to me. I have an amazing team of therapist that I work with for each of my students. In order to make the most of each of our students time at school we need to all work together. I have an occupational therapist and a speech language pathologist who come into my room to train me and my Para's on how to work on specific issues we are having with each student. It takes a lot of their time but they are so willing to jump into my classroom and help, all for the benefit of our students.
Responsive Family Centered Practices: Enhancement of Children’s and Families’ Quality of Lives 4. We shall advocate for equal access to high quality services and supports for all children and families to enhance their quality of lives.
Always WE MUST advocate for equal access to high quality services. Having mediocre services it simply not enough. I think that when we don't agree with something we must stand up and advocate. During this time of budget cuts there has been talks of increasing my case load for next year. There were talks of having 22 high needs special education students. I was outraged because that would decrease the quality of my program. Luckily, this will not end up happening because myself and my psychologist at my school simple said no, this would not benefit our students.
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