My reaction was, I don't feel like she belongs in a public school. She was so extremely handicapped and I remember what she looked like. Her hands were always in front of her face and she just didn't seem to have any connection with the world around her.
"If I wanted to be a special educator I would have gone into special education."
I don't think of him as one of the children that I educate.
I'm basically in charge of the nondisabled kids' academic curriculum.
The aide will be more or less responsible for seeing to his needs.
To be honest, we've included her very little .... You're very busy with other students, and she kind of gets lost in the shuffle.
As far as being trained, in knowing specifics about how to adapt the activity for Sam's needs, I didn't feel competent in making those decisions. And the aide that was in my room at the time was very good at taking the activity that I was doing with the other children and pulling Sam in on it.
I never felt like I really developed a relationship with him like you do with a child going through the year.
I'm so busy focusing on the other 22 kids that I don't even notice that she's here. Twice we left the room, once to go to lunch and once to go outside, forgetting that she was here and the aide wasn't in the room. The second time I realized when I got outside and sent a kid up right away, but the first time we had gone down to lunch I was totally oblivious because she was so quiet. My attention is totally on the other kids. I didn't notice whether she was present or absent, to be honest.
Giangreco, M., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). "i've counted jon": Transformational experiences of teachers educating students with disabilities . Exceptional Children, 59(4), 359-372.
"If I wanted to be a special educator I would have gone into special education."
I don't think of him as one of the children that I educate.
I'm basically in charge of the nondisabled kids' academic curriculum.
The aide will be more or less responsible for seeing to his needs.
To be honest, we've included her very little .... You're very busy with other students, and she kind of gets lost in the shuffle.
As far as being trained, in knowing specifics about how to adapt the activity for Sam's needs, I didn't feel competent in making those decisions. And the aide that was in my room at the time was very good at taking the activity that I was doing with the other children and pulling Sam in on it.
I never felt like I really developed a relationship with him like you do with a child going through the year.
I'm so busy focusing on the other 22 kids that I don't even notice that she's here. Twice we left the room, once to go to lunch and once to go outside, forgetting that she was here and the aide wasn't in the room. The second time I realized when I got outside and sent a kid up right away, but the first time we had gone down to lunch I was totally oblivious because she was so quiet. My attention is totally on the other kids. I didn't notice whether she was present or absent, to be honest.
Giangreco, M., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). "i've counted jon": Transformational experiences of teachers educating students with disabilities . Exceptional Children, 59(4), 359-372.