Module 4

I have been watching the pre-k class practice for their graduation. It is so cute to see how excited they are to perform for their families. They will be singing songs and receive their diplomas from their teacher. It is a small class of only 8 children. Zachary a boy with obvious special needs is in this class. In one part of the ceremony the teacher asks the children to tell "everyone" what they want to be when they grow up.  When it was Zachary's turn he became very agitated and looked as if he was ready to cry. He kept saying" I don't know, I don't know". The teacher gave him some suggestions but he broke down into tears . It was very sad. I'm not sure what his reaction was about. The next day at practice he excitedly announced "I know what I want to be!!" The teacher asked him what he had decided on  and he said" A TEACHER"! Awww....that touched my heart so much. Zachary has only been receiving special services for a few months. His classroom teacher suggested to his mom having him evaluated for speech and motor issues. His mother was very grateful and receptive because she knew he had issues but was told by other social service  agencies that he didn't have a problem. Zachary now receives  private speech therapy and physical therapy on a weekly basis. Yesterday was graduation day for his class of preschoolers. It was so much fun watching the ceremony and seeing how proud the families were. Zachary stood front and center and talked to his mom a lot during the ceremony. This brought giggles from the audience. When he proudly announced his desire to become a teacher a loud 'AWWWW..." came from everyone. This is one example of why I want to teach children with special needs. They need us as teachers to be role models and advocates to insure they receive the best education possible.

Module 3

The place I am observing is a privately owned daycare center. I have been discussing the topic of inclusion with the director and teaching staff. I have to admit I was a bit surprised by the feedback I received. Most of the teachers have the opinion that inclusion is not good in most cases. I agree some children with  severe disabilities will not benefit from inclusion at all. But, the main issue many of the teachers gave me was that inclusion requires too much extra time, effort , and planning.  They also mentioned the  lack of special education training.I also received one comment that the "disabled" child may be disruptive to the class either through behavior or because of the physical differences.This was sad to hear because no matter what the differences, they are still children with wants and needs. I was also upset that as teachers no one mentioned the positive aspects  of inclusion in an early childhood classroom.

I feel as an advocate I need to reinforce the positives of having a child with special needs included in the classroom. I could suggest trainings and workshops pertaining to learning about learning disabilities and teaching strategies. I believe the more knowledge one has on a subject or topic the more comfortable they will be. I always read books, magazines, and do research on unfamiliar topics  so I can feel properly informed. I would suggest some books I have read on learning disabilities, autism, and teaching strategies .
My observation site does not have any advocacy programs in place. But, they do support Muscular Dystrophy Association and St. Jude's Research Hospital by inviting the students to participate in the yearly events. This is the only time the teachers discuss children with special needs and their differences and similarities . A special one week curriculum is sent from  the children's charities to the school.

I would hope through advocacy I can bring awareness to the positive aspects of inclusion in early childhood settings.I believe all children need to have the opportunity to learn,make friends, gain confidence, and have a positive school experience.  They need to know that they have strengths no matter how big or small.