Tuesday, June 30, 2009
Blog #17
I found the part about severe and multiple disabilities interesting. I took SPE 311 so it was a basic review. When reading over about the different disabilities I started thinking again how I would handle and conduct my class if I had a student with each of these. Children with these disabilities need a really intense and specialized education program fit for thier personal learning capability. I think that as a dance teacher I would have the least difficult opportunity to help these children learn. In dance they learn social skills, motor skills, coordination, and agility. All of these are key missing factors in children with disabilites. I think thatchildren with physical disabilities would get the most benefit out of a dance class because they get to work thier body differently then they could ever. I danced with a girl who walked completely inverted and could barely stand up staright. AFter years of dance and PT she not only walked fine but was one of the best dancers in the group.
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This week's topic is the one I fear most about being in the classroom for the first time. I feel there are so many roles of the teacher and recognizing, testing, and helping a child (and family) through intervention of an exceptionality is an enormous responsibility. Throughout my many courses within the college of ed, including this course, they stress early intervention. However, doesn't the intervention process begin to "label" the student? Now, I know it's not permanently labeling the child yet, but to peers (especially if the student is older) couldn't that have negative effects? I guess one has to outweigh the other. The side effects outweigh the benefits in that case. I definitely appreciate the list of resources teachers can go to if they are in need of advice or help with this matter. I think it is so important to not only know the resources in your district but to seek them out and use them whenever necessary.
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