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Activity 1, page 12. Write 5 questions that you have about working with students with disabilities.

What do I do if the student does not listen to me? How do I get to know the students better who cant talk as well as other students? Do we get to go on field trips with them? Do they have homework? What if a student has a seizure?

Write 5 worries you have about working with students with disabilities. Their reactions to things I say that they dont agree with If I rub off bad habits it do I wont be a good teacher thingy They wont listen If I give one kid to much attention

Write 5 things you are excited about with working with students with disabilities.

They teaching me things I get to work with heather I love the kids so thats one thing Getting to know the other students Heather shares her food. (she helped me with this one)

Activity 2, page 17. Biases come from personal experiences and general stereotypes. Like I have biases against really rich people cause I was raised poor. So somehow Im ruder to rich people than I am to people like me. Another bias would be UK fans vs. UL fans. Its something youre born into. You can rid yourself of biases by committing to change, like once you realize you have one you can check yourself. Activity 3, page 20. Downs syndrome is what I choose. Downs syndrome is not a disability. Its an ability. Dude you get one extra chromosome. That seems cool. Downs syndrome would affect my life in terms of school and social life. School because I would for some reason have different classes. Heathers a genius, she should be in AP. Just saying. But seriously I would have a group of friends, I would have a sport and, and I would be going beast mode every

day. Just like Heather. I would want to be treated just like everyone else, but I would want to be treated better than everyone else because Heather always gets hugs and I dont. Not fair, At all. But I wouldnt want to be babied because Im 18. And yeah Others would refer to my disabilities as abilities. I wouldnt want to be labeled due to things I cant do, Id want to be referred to with labels and things I can do. A person in a wheel chair wouldnt want to be referred to as someone who cant walk, but someone who can draw, or play call of duty like a beast, or can cook. I feel I would relate to people without disabilities more and my family because I interact and have grown up with them longer and more. I would be in Special Olympics but I wouldnt end up going home with them, I would always see my family and my friends would only see my special Olympic family Activity 4 page 25. The current system of evaluation and classification (labeling) in special education is traditionally based on 13 categories defined by I.D.E.A: Autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, & visual impairment (including blindness). These categories were intended to take the multitude of possible disabling conditions and group them together in a manageable number of categories to aid communication among educators and assist effective management of special education programs. I feel these categories properly label the students and partially prevent the teacher from knowing the student and teaching sufficiently. Although I hate how people label children with disabilities, I think this classification helps address what would help the students better understand and learn what is taught to them. If a disability is affecting a childs educational performance, then special classes should be made to accommodate their needs.

Different teaching styles help different kids. If a child is When a Student is labeled as autistic or downs certain stereotypes come up. People often cant see past the label to see who the person is. Each individual should be recognized as a unique person with a different set of strengths and weaknesses. A broad and simplistic system would better fit evaluating whether or not a child needs special education services.

Activity 5 page 26. I choose Down syndrome. What are the essential elements in the definition of this condition? Downs syndrome (DS) is a condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. Typically a child gets 23 from the mom and 23 from the dad, but at conception somehow the child gets one extra chromosome. It affects about 1 in every 800 babies. How is It different from other conditions? DS is definite. Some other conditions are not, in downs syndrome there is always going to be 1 extra chromosome. In other conditions such as Autism, there are different degrees, different types, and different symptoms. Also Characteristics that are featured in children with DS are consistent but are found in different combinations. Kids with DS tend to share certain physical

features such as a flat facial profile, an upward slant to the eyes, small ears, and a protruding tongue. Kids with DS have a wide range of abilities, and there's no way to tell at birth what they will be capable of as they grow up. Are there different forms of this condition? Yes, there are 3 different types of Down syndrome, they are - Full Trisomy 21, Mosaic DS and Translocation DS. Full Trisomy 21 is where all the cells have a third 21st chromosome in them. Mosaic DS is where there are two cell lines. Meaning, there are some cells that have the normal 46 chromosomes and there are some cells that have an extra 21st chromosome to them, making 47 chromosomes. That is where the mosaic pattern comes from. Translocation DS is where part or the entire third 21st chromosome is moved to another chromosome, usually chromosome 14. This only occurs in about 3-5% of the DS population. What do we know about what causes this condition? Down syndrome is caused by an extra number 21 chromosome. What are the difficulties a person with this condition is likely to encounter in school and in day-to-day life in the community?