No Labels, No Limits

For years, I have been drawn to the study of Autism.  I find the spectrum for this disability fascinating, and with each chance I get in school, I complete projects surrounding this disability.  My younger sister was diagnosed with High-Performance Autism when she was younger.  I have learned a lot from her, regarding Autism and just life in general, and know that I will be a better individual and a better teacher because of her influence.  When I was a sophomore at BYU, I had the chance to interview her and a few others that know her to create a documentary about her extraordinary gifts in art and how Autism has never held her back from achievement.  She's a fighter, and she won't let any sort of disability stand in the way of her greatness.  She's my inspiration in so many ways...

Here is the video of my sister in the short documentary I filmed and created called, "No Labels, No Limits..."

http://handsonacamera.org/Uvideo5.html

I used this video in a resent presentation and it was cool to revisit my old project.  It reminded me of why I am so proud of Natalie and her attitude toward life.  She is an amazing girl! 

Are things about Autism that frighten you or make you nervous in general or specific to teaching?  If you have any questions, let me know and I'll do my best to answer with the information I know and the experience I have had in my life.

Questions? We've Got Answers!

"Should students who have disabilities be taught the same curriculum as other students?"

"Do different kinds of teaching methods work better for different kinds of learners?"

"How should I grade a student who has a disability?"

As an educator, have you ever asked yourself any of the questions above? I know that I have many times. I have learned a lot about the power of inclusion regarding the education of a student with disabilities. I know that students encompass a wide variety of multiple intelligences, and therefore, different approaches to teaching and learning should be set into place for students. This is beneficial to ALL learners... For example, I learn best through music. There is something about the rhythm, repetition, and beat that intellectually brings me to life. I also am highly visual when it comes to computing language. Once I see the question on a test written out for me, I have a much better chance at understanding the meaning and being able to correctly answer the question.  When it comes to assessment, I just do not do well on multiple choice exams... My brain seems to shut-down and I become highly, overly analytical.

These are things that I learned from my MAT program, but were enhanced and fortified through the following link.  I found answers to many of my questions here, and feel way more prepared to deal with all types of learners after following the links matched to each question.  Search around and let me know what you find most valuable, or what you are still curious about/struggling with after you are done looking through the site.  I hope it helps you out as much as it helped me!

Special Education Resources for General Educators Website

Differentiation in the Classroom or the Home

What is differentiation in a classroom or home?  Differentiation is creating and offering classroom instruction in a variety of ways to meet the needs of all learners.  Each child is different, and therefore, each child learns and understands things differently.  As an educator (or parent), once you realize that simple truth it becomes much more clear that you must differentiate you teaching to help fit the needs of the individual child.

No matter if you are working with SPED students, those strictly in a general education setting, or even your own children at home, you can greatly benefit from using differentiation in your approach to teaching, disciplining, and assessing a child. 

The following links provide resources that help a teacher learn how to differentiate in their classroom, what strategies there are for differentiation, and goes further in-depth as to why educators (or parents) need to differentiate in their classroom (or home).  I found both highly useful... See for yourself!

The Differentiation Workbook, Second Edition

Differentiation In the Classroom 

Scholastic's Take on Differentiation  

Ideas for Differentiation in a Secondary English Classroom

The IRIS Center

This website provides teachers with modules, case studies, professional standards, and more to help parents and teachers in working with students with disabilities.  It allows people to research related services for students with disabilities and how they are provided, among other tough question areas - especially in the resource area! 

Click below and check it out - it's well-worth your time!

The IRIS Center!

Support for Teachers!

Teachers can always use a little extra advice or support when dealing with all types of students.  Thus, when I was given this website as a resource in my SPED class I found it very useful.  As you click on the link below, look for a off-shoot link titled "Support for Teachers" on the left side, second bar down.  I found articles that are beneficial for special education and general education teachers on collaboration, co-teaching, networking, limiting paperwork and strategies for new teachers.  It has some real great, quick-read articles!

Click below and ENJOY!

Council for Exceptional Children

Parents as Partners in the IEP Process

I found this handbook to be remarkably helpful in defining the role parents can take in the Individual Education Program (IEP) process.  I think that it is vital that parents know what rights their students have in a classroom.  Additionally, parents should know how to approach the creation of an IEP so that they can be an integral part in the planning process.  Check out the link to the handbook below and know how YOU can help your students or children receive the services they need to succeed!

Sidenote: Pay special attention to the important principles covered by IDEA (pg. 4) and section on common acronyms (pg. 100).  


Parents as Partners in the IEP Process Handbook

Additionally, the Disability Resource Book is another viable piece of literature to have an a SPED educator, general educator, or parent.  Not only will it help you learn how to better relate to your students or children,and possible or necessary accommodations for the individual child, but it will also aid you in being a knowledgeable advocate.  Just click on the link below and print it off from the PDF form!

Disability Resource Book

Advocacy - Step Up to the Plate!

Right now I am taking a Special Education class for my Master's program and we were assigned to write advocacy letters to local or national news stations that had not used person-first language when referring to those individuals with disabilities or special needs.  What is person-first language, you ask?  Well, the basic idea is for you to refer to the individual first and the disability second.  Thus, the person is not defined by their disability.  Here are examples of proper and improper use of person-first language:

Improper - "The Autistic man went to the store."
Proper - "The young man with autism went to the store."

Below is the advocacy letter I wrote earlier in the semester for a frame of reference.  I hope that more of us, not even simply the educators out there, will step up and be advocates for this individuals with disabilities and encourage the use of person-first language.

"Dear KSL,

I am writing in regards to a recent KSL 5 story entitled “Intellectually disabled need advocates.”  This story contains jargon and attitudes that are demeaning and generally offensive, as not all individuals with intellectual disabilities can be lumped together using such generalized statements.  Although many of the quotations and ideas were taken from Billinger and her advocate, Proctor, there are certain sentiments that I believe should not be used in the future.  

When discussing those with special needs and disabilities, it is not appropriate to use phrases such as, “[she has] the mental capacity of that of an 8 year old.”  By reducing his or her abilities to those of a certain age, stigma is created, and the individual is seen as merely a number.  Also, Proctor’s assessment that, “People with intellectual disabilities think differently and need to be treated differently,” is, in fact, the opposite of what most advocates support.  The idea that it is somehow necessary to treat individuals with disabilities differently generates feelings or acts of segregation.  It is possible to make accommodations in numerous cases, including those involving people without intellectual disabilities.  Therefore, each individual situation should be assessed thoroughly and specific accommodations should be made based on that particular individual and their disability.   Grouping all those who have any level of disability together is an insult to those on different intellectual levels, even if they are still in some ways, challenged.  

I recognize that the intent of this story was to inform the public and promote proper advocacy.  However, in the future, I urge you to choose terminology and language more carefully, being mindful that all individuals with disabilities are not the same.  Their differences make them who they are, and our ability to recognize and appreciate those differences will help to break down the walls of misunderstanding.  It is then that we will truly look at them for what they are - complete individuals.

Thank you for your future willingness to truly advocate for all individuals.

Sincerely,

Linze  -------"