My Favorite Moment in History

My favorite moment in history was in the United States in 1975 when the Education for All Handicapped Children Act, otherwise known as PL94-142 or EHA, was enacted in the United States. Although I was not there to see the effects of the act first hand, I am certain that it was a source of dramatic changes in the educational system, specifically for students with disabilities. Prior to the 1970’s, a large majority of children and teens that had disabilities were excluded from any form of education in public schools. Some of these students were home-schooled, while others were either uneducated or, sadly, institutionalized. The U.S. Office of Special Education Programs states that prior to EHA, only 1 in 5 children with disabilities were receiving any type of service in public schools. PL94-142 followed smaller acts that began to move the country in the right direction by starting to create programs to train teachers in special education and addressing some other areas of lacking, but they remained to only provide limited access with conditions to students with disabilities. It was not until this act was passed that students with disabilities were given even a portion of the educational services that they need and deserve.

The improvements that the Education for All Handicapped Children Act contributed to the educational system, first, requires that all children from ages 3-21 will have equal access to free and appropriate public education. This was a huge advancement for our country, which once isolated and institutionalized individuals with impairments. Next, the special education teachers were now required develop an education plan for each student with a disability that would allow the student to have a similar experience as the students in the regular education classroom. Students with impairments would finally be given an equal assess and opportunity to learn with use of accommodations and modifications made on an individual basis. The educational plans would be evaluated based on the weaknesses and successes of each particular student. Also, students with disabilities were to be placed in a least restrictive environment, which not only allow, but also promote interactions between students with and without impairments. This was a concept that was unheard of at this point in history, but truly allowed for more opportunities for students with disabilities and a sense acceptance from regular education students and teachers.

PL94-142 also assured that the rights of students with disabilities and their families would be protected by due process. Instead of having to bring cases to the court system, parents were now able to have an administrative hearing to address any issues they have. This would mean that parents now have the ability to speak up concerning the educational services for their children with disabilities, without requiring the additional expenses that come along with bringing the case to court. The concerns brought up by parents of students under special education were now required to be respected, considered, and addressed to be certain that the education plans put in place are appropriate and fair.

To make the provisions of this act possible, states began to be provided with federal funding to assist these programs and train their teachers. Children with disabilities all over the country were now able to go a public school and given the right to learn like every other student their age, despite their limitations. The addition of special education services and the improvements that were brought to the educational system in compliance with the Education for All Handicapped Children Act were truly groundbreaking. This is my favorite moment in history because it was the beginning of many other changes brought to education to support the needs and rights of individuals with disabilities. The alterations that came with the act that was passed in 1975 drastically contributed to the field of special education, my passion and future career. In 1990, PL94-142 was renamed and improved to be the well-known Individuals with Disabilities Education Act (IDEA).

References: 

History: Twenty-five years of progress in educating children with disabilities through IDEA. United States Department of Education. Retrieved from http://www2.ed.gov/policy/speced/leg/idea/history.pdf

Letter to my Inspiration

Dear Mr. Snyder,

         Too often people are not given the gratitude that they deserve for the work they have done. As a future special education teacher, I have been thinking often about what has lead me to my decisions in my future. It has come to my attention that there is one really vital person that affected my choice to become a teacher. This person is you.

         We were first introduced shortly after I moved to a new school district and began seventh grade at Amity Junior High School. I was told that you were going to help me catch up, since there was a large gap of material that I was missing. Little did I know, you were going to be the best teacher I have ever had the privilege to meet. It means a lot to me that you were very careful in making sure that you did not make it obvious of the real problem. The truth is, you are a special education teacher, and I was really put into a special education program because I was more than three grade levels behind where I was supposed to be. You were sure not to let me find out about this.

         Moving to a new school was very difficult. I remember saying to my parents that I would rather die than have to start over in a new school with new friends and teachers. I was at a really tough place in my life when we met. You were so nice and understanding to every student you worked with. You taught me skills like using a planner and setting up notes, which I still use in college today. My confidence was raised as you showed me that I can achieve the small goals that you would make with me. In the past, teachers have given up on teaching me. Instead, you picked me up and helped me every step of the way to catching up to my classmates. After two full years, I was at the level that I was supposed to be.

         When I moved up to Amity Junior High, school was the least of my priorities. I always thought of school as a joke and something that I will never be able to benefit from. When you became my teacher, you would not allow that attitude. You taught me to take learning seriously and to actually use it for my benefit, not simply ignore it. Without learning this mindset, I would have never gone past high school. Here I am now, on my way to graduating both high school and college with honors.

         I cannot even imagine how my life would be if I did not have you as a teacher in seventh grade. The school system was able to assess me and place me into special education because they did not have any other options. Part of me is thankful that I was in an inner city school district for the first several years of education. Otherwise, you would have never been able to teach me the daily skills or boost my confidence as much as you did.

         When trying to decide a major, I was sure to think of all my choices. There was no doubt in my mind that I want to have a career helping people. Special education may be challenging for others, however, I believe it is worth it to help other students like you helped me. My goal in life is to be half as good of a teacher to others that you were to me. I dedicate my future career as a special education teacher to you, Mr. Snyder, my inspiration. Thank you for everything.

                       Sincerely,                                   

                                      Brianna Eisensmith

Stress in Adolescents

Everyone is affected by stress and responds to it in different ways. Stress is the body’s response to challenges that come up in life. It is important to keep in mind that not all stress is bad; stress is meant to prepare the body to respond with attention and energy. Good stress is encouraging to us and makes us strong, while bad stress occurs when the body does not function at it’s best due to an overload of stress hormones that wear it down. Bad stress cannot only be incredibly overwhelming and depleting, but also can take a toll on the immune system, memory, and overall health of the body. As the years go on, more and more adolescents are dealing with stress at a younger age due to various factors, like increase in responsibility, pressures at school and home, and social media.

         In the classroom, adolescents may feel pressured to achieve and get good grades by their teachers or parents. Students can also feel stress from an unstructured classroom or unclear expectations from their teachers. They may be confused with a concept in class but too embarrassed to ask for help. Some students (like me) can feel anxiety from an unorganized environment or something as simple as changing school buildings. Stress in school could also come from peer pressure or trying to fit into a crowd. Whether it’s a bullying situation or just a disagreement, children and teenagers can be cruel to one another. All of these school-related stressors can really have an impact on an adolescent’s mental and overall health. 

Stress in adolescents does not always have to do with schoolwork and social pressures. Another origin of stress in kids involves their time spent at home and the demands that come with their specific situations. In some adolescents, their home life may be ideal and could be the place that feels the most secure to them. Unfortunately, other children and adolescents are not as lucky. Parents could pressure adolescents to work on extra homework or college preparatory assignments when they get out of school and could have very demanding schedules. Adolescents may be coping with their parent’s divorce or a loss in their family. Some adolescents may be expected to watch their siblings when they get home from school and be responsible while their parents are at work. Other kids may be expected to work after school to help their family pay for food or bills. In the worst situations, some kids may not feel safe at home, may not have heat, no bed to sleep in, or not know where their next meal will be coming from. Excessive stress can result in inappropriate behaviors, health problems, or academic difficulties that can be viewed in the classroom. It’s important for teachers and counselors to keep these possibilities in mind when working with children and adolescents.

So how do teachers know if an adolescent we are working with is dealing with excessive amounts of stress and how can we help? Some symptoms of bad stress include a drop in grades or other functioning, headaches and stomachaches, isolation from peers, unexplained fears or anxiety, depression, and experimentation in alcohol or drugs. The best thing that teachers can do to help all students, but especially those in stressful situations, is to provide a welcoming and trusting environment for students to feel open to share their concerns. It could also be helpful to the students to introduce them to a school counselor or lunch group so they can have a more secure place to express their feelings. I especially like the idea of having students go around the classroom (or write on a piece of paper) and rate and share their weekend or just overall feelings from 1-10. I have seen this strategy work well when trying to see how the students are doing in general. It can be surprising to hear what some students will say when given the opportunity, but would have never shared it without this activity. Overall, increase in stress is a common issue that adolescents are facing more and more. It is important for teachers to keep this in mind when working with students and creating their a classroom environment.

Original Poetry

Bundle of Responsibility

Oh so little

And oh so beautiful

God’s creation 

And now a human’s responsibility

No matter how difficult she may get

Or how much you want to sleep

It’s your job for the years to come

She will cry and she will scream

She will make messes and nag

But it’s your obligation to be present

And to teach her right from wrong

Nice from mean

Dirty from clean

The little munchkin needs you

Never forget you are all she has

Struggle to Enjoyment: My Reading Journey

Throughout my childhood and adolescence, reading was never an activity that I would voluntarily take part in. In fact, I would avoid having to read in any way possible, like by taking trips to the bathroom and nurse’s office at any sign of a reading activity. I believe this is mostly due to several decoding and comprehension deficiencies that weren’t addressed until I was at the end of fourth grade. Whether it was with “Hooked on Phonics” at home or the multiple reading interventions that I was placed in at school, I felt my time reading was not only boring, but also stressful. I truly struggled to find enjoyment in reading. I can remember many teachers that I have had telling me how important it is for me to read every day so I can catch up to my classmates. Looking back, I feel I never thought I could possibly read the books at my grade level.

Thankfully, things changed in high school. Although I may not have miraculously found a passion for reading at this time, I felt much more confident in my reading abilities. One of my close friends introduced me to the hobby of reading, which I didn’t see myself ever preferring over television, but it didn’t seem as boring as I thought it would. Even though I often observed my mom reading in her free time, it wasn’t until I met this friend where I could imagine myself enjoying reading as well. She let me borrow her books by Sarah Dessen and the Twilight Series, which eventually sparked my interest in reading and opened up a while new world for me.

In the past four and a half years since graduating high school, I have spent more time reading than ever before. I have encountered authors like Nicolas Sparks, Theresa Rizzo, and John Green in which I have read a majority of their books. A few years back, I asked for a Kindle for my birthday, which has encouraged me to read even more. I love that I can just tap on the screen to turn the page and when I finish reading a book, a list of similar books are offered for me to choose from. I also love the convenience of reading on the Kindle. Although I do try to read books for fun in my free time, it unfortunately doesn’t happen often unless it’s during school breaks. By the time my readings for classes are done, I am usually not left with time to read for pleasure. It’s safe to say that much of my time reading for fun is typically in January and the summer months.

When it comes to reading for college courses, I almost always actually read assigned readings, rather then just skim though or ignore them, which I resorted to in high school. I am able to read much faster since I began reading more often, which makes a big difference in my attitude towards assigned reading.  I also comprehend much more than before because I have learned to aim my focus on the reading, rather than let my mind wander while staring at words on a page.

Overall, I like to read mostly books that are realistic fiction or those based off a true story. Since getting into my majors and minors, I have read much more regarding those topics. My special education classes inspired me to pick up more books about people with disabilities. My Sociology minor concentrating in criminal justice has led me to read more books in the True Crime category. Unlike in the past, I can find entertainment and relaxation in reading, which is something I never thought would happen. I am grateful that I was able to overcome my struggles and lose the negative outlook on reading. I hope to share my joy for reading and promote reading outside of the classroom with my future students. 

CCSS Activity 1

Anchor Standard:

CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

	Second Grade RL. 2.1	Third Grade RL. 3.1	Fourth Grade RL. 4.1
Standards	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Instructional Shifts:

·               Complex texts with use of academic vocabulary and a variety of content types

·               Evidence from text when responding to questions from readings

·               Building knowledge using content-rich nonfiction 

         I think this activity was a great way to demonstrate the concept of an anchor standard, which I was not very familiar with before. I can see the differences in this anchor standard from grade to grade and how they build upon one another. Also, the instructional shifts in the Common Core are understandable and make sense in how they will benefit students in the long run. I especially like the point of using nonfiction texts to build knowledge because it provides content-rich literature that students can learn with while practicing their reading skills.

My Writing Process: Finalizing

         The last step of my writing process is very important because it is the last time I work on my writing piece before I submit it online or hand it in. I typically re-read the entire thing out loud to be absolutely certain that I caught all spelling and grammar mistakes. This is also a great opportunity to improve the words that are used. At this time, I look for opportunities to strengthen vocabulary and avoid repetition. Sometimes I find myself using the same few words to express similar ideas. This is when I take the time to look up those words in a thesaurus. For example, when writing a behavior analysis for one of my special education classes, I kept using the words “uses degrading language” to explain a reoccurring behavior of a student that I observed. When it came time to finalize the report, I altered the words I wrote from “uses degrading language” to “verbalized self-deprecating thoughts”, “belittling herself”, “undervaluing” and “negative self-characterization.” This type of change in language helped to create a much stronger behavioral analysis than when it was very repetitive. I believe the words that are used to present an idea are just as important as the idea itself.  

        

            Once I have strengthened my language, I often think about my audience, where it will be going, and at times, refer back to an assigned rubric. Depending on these factors, I may have to alter the document to fit the audience. This may mean I have to make sure I’m using the proper citation format, include a footer or page numbers, or change the font type or size. For my behavioral analysis, I was sure to change my font to the teacher’s specific requirement. If there is not a listed font on the assignment or syllabus, or the writing is not for school, I typically set my font at "Verdana" size 11 because I feel it is most pleasing to the eye. Also, with hard copy assignments, sometimes I may add a footer in the document including my last name just in case documents get lost. Once I am satisfied with my finalized piece, the writing process is complete. Although this may seem tedious to some, I have found that my writing is strongest when I have spend time on brainstorming, expanding, editing, revising, and finalizing and I am more confident with my work in the long run.