Give Real Help<br />Sara Wickham<br />firstname.lastname@example.org<br />April 23, 2010<br />EEX 4070<br />
Early Perceptions<br />I was nervous going into this project, because working with students that have learning disabilities can be intimidating.<br />I had to remind myself that just because a student has LD, Tourette’s,EH or Autism does not mean that they do not deserve the same attention as other students.<br />
Like in the “Understanding Differences” module it even says, “Treat persons and talk to them the same way you would others of their age, even if they have cognitive differences!”<br />
Personal Demographics<br />I am a full time student in the College of Education at UCF (did nursing before edu.)<br />I work on Friday mornings as a teacher’s aide for K-3<br />I spend a lot of time with friends and family<br />I enjoy reading and running<br />
Engagement Activities<br />I met with two students, one with a less severe form of Tourette’s syndrome and one with LD.<br />I met with one student every Tuesday and the other every Wednesday from the end of February until now for about 30-45 minutes each time.<br />
I worked with my students on homework, or any class work they struggled with or may have fallen behind on as well as skill building activities such as phonics games, etc.<br />
How Give Real Help Started..<br />I have worked at Real Life Christian Academy for the past 3 years now and have a personal connection with all the faculty. <br />They were more than happy to work with our Service Learning Group in getting into the classroom to gain experience with more challenging students.<br />
The goal of our project was to go into the classrooms and provide one-on-one time to students who needed it.<br />Although the children we worked with were not severely disabled by any means, as we have learned in the EEX 4070 course students with LD, or ADD are going to be apart of our future classrooms and experience with them is needed as well.<br />
Participant Demographics<br />Each member of our group worked with different teachers and different grade levels..<br />First Grade<br />Ms. Shirley (Heather & Sara)<br />Ms. Cornett (Allison Carroll)<br />
Second Grade<br />Ms. Mills (Allison Love)<br />
Fifth Grade<br />Ms. Perkins (Wendy)<br />Ms. Dove (Sara)<br />
Reflection of your Experience<br />Even in a one-on-one setting, both my students were difficult for me. I thought that getting them alone would be better for them, but the need to fidget, get up, move around, and not be focused was still an issue.<br />I had to dig deeper, challenge myself to delve into the resources I have gained since I have been in the College of Education at UCF in order to find the appropriate approach in helping them overcome their disabilities as learners.<br />
This experience has taught me the importance of being patient. I have worked with children for the past 3 years, but it takes that much more when you are dealing with students that have disabilities.<br />Use their differences as a means to building the proper instruction plan for that student, and remember to not be discouraged by the challenge they may present in the classroom.<br />
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