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March 17, 2010

The Boy Who Looked For God

I am Juan Picas, born half of myself. I had only one eye, one ear, one arm, one, leg, one half of a body. My mother wept when she saw me, but loved me as I grew up and never regarded me as abnormal. My father, too, must have wept, although he never spoke of this. He also took me as I was and loved me as much as he knew.
I grew in their care, I thrived in their love. As far as I knew, I was entire; I thought myself whole. Like all babies, I learned first to smile and then to coo, to babble, and know my mother and father, too. I learned to crawl and sit up and, in time, to toddle.
I learned to speak, but even before that, I learned to laugh. My mother taught me laughter, perhaps even before I learned how to cry. She showered me with good cheer and constant delight. She taught me how to sing.
My father taught me how to see. The birds of the sky, the trees, the flowers that grew, the rain that fell and the winds that roared in the night – these my father spoke of and made me see how perfectly they fitted into our world and made it as lovely as it can be.
My father also spoke of people, saying that they are on this earth and living life as in a test. All that mattered was a life spent doing good. A man should apply his days in work and by his hands, hone his heart in service to God and his fellowmen. Less than this in intent and in labor done, a man’s days are but in vain. My father said this, and I realized how he directed his day and how he wished my life to be.
My father often spoke of God, as did my mother. The father in heaven who made us and whose Will keep us alive. God orders our days from our birth, through our youth and manhood, through age and through death and the afterlife. He has the whole world in His hands, rules the beating of our hearts, knows the numbers of our hair, and loves us in everything whether good or ill befalls us. All of life’s roads lead to Him; the answer to life’s questions lie to Him; the meaning of life is with Him. My mother and father taught me this and I learned it.
So I grew up a happy child swathed in kindness. My parents sheltered me and keep me away from prying eyes. I did not know harshness, cruelty even less; until as a frisky boy I set out to explore the world on my own. When ridicule sprang, I was bewildered and asked my parents why other children laughed and poked fun at me.
I had no playmates, I would not make friends. The very young fled in fright. Children as big as I was when surprised had ebbed plied me with questions to which I could not reply. Some hooted, many laughed and called me at their kindest, odd. Some even threw stones – which always missed for they hit my missing half.
Other people stared, too, and would not believe their eyes. They whispered about me and spoke behind their hands. What monster is this? They cried. Who sired him? And who bore him in the womb? They must be cursed.
I could not bear to hear my parents maligned. Without wishing them pain, I knew I had to ask them why: why was I like this and not like the rest; why was I born with just half of me, and not one whole as the others are; and where, if they knew, was the other half?
My mother wept, unable to answer. My father bowed his head and held me close. He did not know the answer, either. He never thought to pursue the question, trusting that God knew what He was doing. He made me and gave me to my parents to love. My father said, however, that I wished I could go by myself and seek out God for the answers I was seeking.
I knew I was a grown boy and could take care of myself. Certainly, I could find the way to God and I was willing to journey where I must, spending days, nights, months – nay, even years – to find in Him my entire self.
I set out with my parents’ blessings. I traveled through strange countries, walked among strange men and creatures. “Where are you going?” they always asked. Is said I am seeking God to ask Him why I was born one half of myself and where was the other half.
Nearly everyone, when each one learned that it was God whom I sought, they, too, realized that they also have a message for Him that was a question like mine. I met a creature in the shape of a horse that was tethered with a short rope. He was hefty, but he wanted to know why his tether was short. Why was it not longer so that he could wander and go wherever he pleased. He was so skinny, his bones showing through. Why was he so thin and ugly? He entrusted me to ask this question to God.
At the crossroads, I met a man who spent his days ostentatiously doing good – helping those who were lost, burdened, or tired; feeding the hungry and giving drink to the thirsty; binding the wounds of those who were hurt and comforting those who wept. He proclaimed goodness and love and condemned those who did not do. What was his reward for such deed? He entrusted me to ask this question to God.
Finally, beside waterfall, I met a man who hid among the rocks and from there, robbed the unsuspecting and ignorant. He divested them of their possessions and if they had none, he whipped them in his fury, leaving them weak and wounded and poor. He knew he did wrong. What was his punishment? He entrusted me to ask this question to God.
After much traveling day and night, along smooth roads and on rough, running at times or stumbling along, covering miles in a day or going around in circles, my strength often fails me and my heart throbs with fear; but constant in faith, I, at last, reached God.
He was not like lightning or raging fire. Neither was he like a thunder nor whooshing like the wind. He was not blinding like the sun nor distant like the stars. He was gentle as an evening breeze that caresses my sleeping brow. He was certain like the voices I hear about me in my walking, at my work, and play. And He was real as the most ordinary events of everyday life.
I did not have to go far from where I was. In the most usual circumstances of my life, among those I knew and amid what I always did, there I found God. He was mirrored in my mother’s gentleness and in my father’s wisdom. I was not afraid to speak to Him. First, I asked the questions of the men and the creatures I met and then, my own. I learned from His answers that His ways and thoughts are not of men.
God said that the horse with short tether knew best how to make of his situation, and so he was hefty. The horse with a long tether did not profit from his instincts, so he was deprived of them. The robber by the waterfalls knew his wrong doings and seeing the error of his ways will make amends and reap his rewards with God. But the man at the crossroads who worked for reward, showing off his deeds, judging men and condemning those who did not do as he did, was a vain performer and did not really serve God; he had already reaped his paltry-sized prize and would not see Him.
And what is to become of me? I asked at last. Will I always be what I am? Do I serve Him, part of myself that I am, the other half not there?
God seemed to smile at my way. I heard Him say that He was glad I had come to Him at last. I had used my mind well, He said. I had followed my heart well, too. Didn’t I know that God rewards those who, in every way, seek Him through all their days?
Be whole, God said. Be one whole body. So it was. But now, as a reward for seeking God, I was whole at last, I sought and found. I journeyed and I arrived

July 7, 2009

Special Children: Facing Hard Life

In this hard life, special children really faces alot of troubles starting in the womb of the mother down to adulthood. A lot of people ask me:

"Is a special child any less of a child than a normal one? Is it ok to abort a foetus that has some defects because you are not equipped to raise a special child? Is it fair to bring a special child into the world if you are not ready to accept it and give it unconditional love?

A special child is not a curse, but a gift ... a gift which challenges us to respond with enormous energy and dedication. Finding a way to help that child, to be there in the most loving, supportive and facilitating way possible is, in effect, to express the most powerful and humane part of ourselves. Such a process is a daily, moment-to-moment treasure for all of us.

Children can have all sorts of difficulties growing up. Sometimes problems are obvious right from the start; and sometimes they don't appear until a child is in school. Some children have trouble learning to read or write. Others have a hard time remembering new information. Still others may have trouble with their behavior. For some children, growing up can be very hard to do!When a child is having trouble in school, it's important to find out why. The child may have a disability.

Life with a child with special needs presents constant challenges and stress. Inevitably, you get wrapped up in the stresses and strains of everyday life.
Marriage and family relationships are impacted. Communication problems, lack of time and energy for personal, marital, and family activities, and social isolation affect many families. It seems obvious that parents need to refresh and recharge. How does a parent get a break?

First and most critical is your own state of mind about the emotional issues. Do you feel guilty, and are you ready to deal with it? Can you trust anyone with your precious and fragile child? Do you fear that something could go wrong?
As opposed to feeling like you’re doing something wrong and irresponsible by leaving your special child with someone else, you can actually be doing the responsible thing by taking care of yourself and your other relationships.
Many people start with small breaks. Your break could be anything from a half-hour or an hour alone without children in your home, or an evening or a day out, an overnight or long weekend away, or even longer.
Second and also challenging is where to find help. Do you turn to relatives and friends or do you seek services through a public agency?

Next Writing: Part II: What help can you give? How to help them in this hard life?

July 2, 2009

Inspirations: They are the Special Persons...



Have you ever experienced someone who slapped you on your face? and someone who slapped your heart by painful words that you will never forget through your lifetime? Which is harder to forget? Which is more painful? Which?
"Words are hard to forget.."

"My tears slowly flowing on my lonely face When I remember my sacrificer, supporter and my defender: my sublime mother"

"Every time my father speaks.. it touches my heart but touches like a knife that slowly breaking my baby wings to fly higher through my beautiful dreams"

"One night, I was about to sleep because I'm so tired from graveyard schedule of work. I'm so weak so I lie down. I wake up, its already late in the evening. So i stand up to eat my dinner.

When I start to eat, my father saw me. He said: '"I'm not proud of you, maybe you are not also proud of me.your like a foolish teacher"..
My ears slowly ringing on, my heart slowly bleeding, my mind is slowly blocking.. I don't know where those words came from.., but all i know, Those words stop me from dreaming for myself, for my family and for our future..."

I slowly walk outside the house, not even finishing my dinner. My eyes become red and i feel water flowing down my pale face. I can't stop it, I need to release this.

My heart is under madness and hatred, they slowly eating my whole life..,
Suddenly, i hear the whisper of God, comforting me and letting me express what's inside my sad heart..

I pray, but hope is still on the ground and i don't want to pick it up. Why should I? Why this?
My heart is still burning, its so heavy,.. so heavy.. so heavy... that I can't carry..

I almost pack up my things and ready to leave. But suddenly, I remember my mother, my tears flow again. I stop for a while and say: My mother!, I still have her, my brothers and my sisters"

Hope reigns over me again.. I know, God is on my side so He touches my mind just to remember them....

My father... I don't know how to face him: how to... I don't know.
Time can heal everything, time can only tell, time can only do it.. and God can only Make it!!!..

I still have THEM..,, I need to continue life...

June 30, 2009

How to Educate Special Children?


"Every child is special, so treat them all special"

Being part of the special world of these special children is challenging. As a spEd Teacher, it is complicated but very nice to handle them. I had experience many things in this kind of world.
My first question is: how can I handle them? or How can I educate them?

In my own perspective and view of their world, here are my personal experiences:

First, handling and teaching them:

1. Accept them and give them love, care and attention. Love is the best way of showing acceptance and care.

2. Understand their nature. Every child is unique. know first their strength or what the child can do and improve it. Their skills, interest and happiness will be your starting point to teach the chil and integrate what you want your child to learn.

3. Provide attention and time for them. Special children needs extra time and special attention because they need your support and guidance, and assistance. Neglecting them will lead to poor life and unlearning. Time to play educational games is more effective. In playing, enjoyment and bonding will felt by the child. Just make it sure that the environment and materials are safe for the child.

4. Provide continuous support for the child.

5. Attend theraphy, seminars about handling these angelic children.

Teaching them on how to learn:

Life Skills: Important Skills for Special Needs Children

Article courtesy from: rosy
Published on Jan 2, 2009

http://www.brighthub.com/education/special/articles/20911.aspx

The most important part of teaching special needs children is helping them to transfer their knowledge and skills to both familiar and new situations in their lives. Success in learning can be measured by a student's ability to put what he/she has learned into use in all possible situations. Many opportunities should be provided for special needs children in every phase of learning, allowing them to apply their skills and knowledge effectively and productively.
Some of the basic life skills special needs children require for living independent and productive lives include daily living, social, personal, and occupational skills.
Daily living skills include grooming, table manners, cooking, using money, buying things in a store, and paying bills. These kinds of daily living activities can be taught by the parents at home and by teachers in school. Parents with a special needs child can take him/her along on a bus and explain how to pay the bus fare and how to calculate the balance after paying a certain amount. In school, role-playing shops may be set up, allowing teachers to give children hands-on instruction on how to buy things. Teachers can also show children how to locate the lowest-priced item and the highest-priced item, determining the difference between the two. In this way, both parents and teachers can help special needs children to learn how to handle some daily living tasks independently.
Social skills include interaction with peers in the classroom as well as with others in society. Special needs students should be given adequate instruction concerning their behavior in society. They should be taught proper behavior in public places, such as at parties, in banks, in a shop, and at a restaurant. Appropriate behavior in public places will help throughout the lives of special needs individuals. Acquiring these skills may eventually help them to gain occupational opportunities in society.
It is very important for special needs children to develop independence and become productive in both their personal and public lives. When possible, teachers should arrange curriculum according to the unique desires and interests of different special needs students. Occupational skills, such as sewing, playing music, and preparing and serving food, may be covered. Occupational skills are necessary to earn money and enjoy independent living.
The practical experiences children have while trying out new things, applying their understanding to various tasks, and practicing their skills solidify learning. Knowledge gained may be of no use if the child does not know how to apply it or make use of it. Hands-on opportunities and continuing practice help to make the student's life more productive.
It may help to remind children that what they are learning will be useful in their lives, encouraging them to sustain all their efforts until they reach their learning goals. The outcome of learning should be the development of lifelong skills.

What is Special Education?

Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.
Common special needs include learning differences, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disabilities.Students with these kinds of disabilities are likely to benefit from additional educational services or different approaches to teaching.
Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in a classroom, and gifted education is handled separately.
Setting
In the main, special education has been provided in one, or a combination, of the following settings:
PS 721, a Special Education school in Brooklyn, New York
  • Inclusion: Regular education classes combined with special education services is a model often referred to as inclusion. In this model, students with special needs are educated with their typically developing peers for at least half of the day. In a full inclusion model, specialized services are provided within a regular classroom by sending the service provider in to work with one or more students in their regular classroom setting. In a partial inclusion model, specialized services are provided outside a regular classroom. In this case, the student occasionally leaves the regular classroom to attend smaller, more intensive instructional sessions, or to receive other related service such as speech and language therapy, occupational and/or physical therapy, and social work. Inclusion of students with mild to moderate special needs is accepted as a best practice. For example, in Denmark, 99% of students with learning disabilities are educated in an inclusive setting.In the United States, three out of five students with learning disabilities spend the overwhelming majority of their time in the regular classroom. Full inclusion of students with significant disabilities is controversial and uncommon.
  • Mainstreaming: Regular education classes combined with special education classes is a model often referred to as mainstreaming. In this model, students with special needs are educated with their typically developing peers during specific time periods.
  • Segregation in a self-contained classroom or special school: Full-time placement in a special education classroom may be referred to as segregation. In this model, students with special needs spend no time with typically developing students. Segregated students may attend the same school as their neighbors, but spend their time exclusively in a special-needs classroom. Alternatively, these students may attend a special school.
  • Exclusion: A student who does not receive instruction in any school is said to be excluded. Such exclusion may occur where there is no legal mandate for special education services. It may also occur when a student is in hospital, homebound, or detained by the criminal justice system. These students may receive one-on-one instruction or group instruction. Students who have been suspended or expelled are not considered excluded in this sense.
Courtesy: http://en.wikipedia.org/wiki/Special_education

What is Hearing Impairment?

In no other area of exceptionality is early education more crucial than with the hearing impaired. For hearing infant, the world of sound helps him to learn to associate objects, persons, and events, to draw inferences, and to make predictions about what will happen. It also provides an excellent means for him to relate to other people.

Definition:
Hearing impairment is a hearing loss that: With or without amplification that adversely affects educational performance a development progress. May be permanent or fluctuating. May be mild to profound. May be unilateral or bilateral May also refer to hard of hearing or deafness.

Hard of hearing
refers to loss of sensitivity of hearing but can hear sound and responds to speech with or without the use of hearing aids.

Deafness refers to the inability to hear with or without the use of hearing aids.

June 15, 2009

Sample Questionnaires for Licensure Examination for Teachers (Sped)

Ms. Jackson is teaching her class how to fill out a job application. She starts by reminding them of other forms they have completed. She then helps the members of the class enter their information into the application, gradually reducing her intervention until the members of the class can accomplish the task independently. What instructional strategy has Ms. Jackson been using?
A: experiential learning
B: peer tutoring
C: collaborative learning
D: scaffolding

2. Which of the following is NOT characteristic of curriculum-based measurement (CBM)?
A: assessments can be scored by teachers
B: assessment content is drawn from outside the curriculum
C: assessments occur frequently
D: assessment data can be organized graphically

3. Which is the most appropriate instructional strategy for nonalphabetic readers?
A: activities that increase phonological awareness
B: instruction on using context clues to determine meaning
C: exercises in reading comprehension
D: independent reading

4. During an oral reading fluency assessment, how are self-corrections treated?
A: they are subtracted from the number of words read correctly
B: they are not subtracted from the number of words read correctly
C: they are partially subtracted from the number of words read correctly
D: they are ignored

5. For mentally retarded students, which is the most appropriate curriculum?
A: life-skills curriculum
B: vocational curriculum
C: academic curriculum
D: collaborative curriculum
Practice Questions
1. What is the best explanation for why deaf children take longer to acquire reading comprehension skills?
A: they do not understand the concept of language
B: they cannot make the connections between graphemes and phonemes
C: they have never been spoken to
D: they are busy learning American Sign Language

2. Which of the following contrasts between deaf or hard of hearing students who use oral communications and students who use sign language is true?
A: Students who use sign language are more socially adept.
B: Students who use oral communications interact more with hearing peers.
C: Students who use oral communication do better on standardized tests.
D: Students who use sign language have more friends.

3. According to IDEA, what is the role of a parent in developing an individualized education program?
A: Parents can submit recommendations in writing but are not allowed to attend meetings.
B: Parents are expected to be equal partners in the development of the IEP.
C: Parents are allowed to attend planning meetings but cannot participate.
D: Parents are expected to lead all planning meetings.

4. Which of the following expressions would be the most difficult for a deaf student to understand?
A: The cow jumped over the moon.
B: My name is Mrs. Bailey.
C: He screamed at the top of his lungs.
D: Welcome to my humble home!

5. Which of the following syntactic structures CANNOT be indicated through facial morphology in American Sign Language?
A: negation
B: conditionals
C: questioning
D: subordinate clause
Practice Questions
1. Which of the following individuals does NOT need to be involved in the planning of an IEP?
A: parent
B: teacher
C: counselor
D: student

2. What is an aural habilitation curriculum?
A: a program in American Sign Language
B: a program that teaches vocational skills
C: a program to help deaf or near-deaf students make use of their residual hearing
D: a program that concentrates on music education

3. A special education teacher has recently begun incorporating natural supports in her classroom. Which of the following changes can he NOT expect to see in his students?
A: improved self-esteem
B: improved fine motor skills
C: improved sociability
D: improved content-area performance

4. Which of the following activities would be the most problematic for a group of students with moderate intellectual disabilities?
A: drawing a picture of their families
B: crossword puzzle
C: using addition rules to keep score of a basketball game
D: reading a short story

5. One of the students in Mr. Reynolds' class has recently become very disruptive. Which of the following initial measures would be most appropriate?
A: Sending the student to the principal's office
B: Talking to the student to determine the cause of the disruptive behavior
C: Calling the students' parents
D: Ignoring the disruptive behavior
1. Which of the following best demonstrates the associative property of multiplication?
A: 6(4 x 7) = 7(6 x 4)
B: 4(6 + 8) = 4(6) + 4(8)
C: 5 x 3 x 6 = 3 x 5 x 6
D: 5 x 5 x 5 = 25 x 5

2. What was the result of Plessy v. Ferguson (1896)?
A: railroads were required to provide "equal but separate" accommodations for whites and blacks
B: public schools were integrated
C: new states were allowed to decide whether or not they would permit slavery
D: freed slaves were allowed to vote

3. What is the median of the set {4, 4, 8, 12, 17}?
A: 4
B: 8
C: 9
D: 17

Read the poem by Thomas Hardy called "Heredity" and answer the two questions that follow.
I am the family face;Flesh perishes, I live on,Projecting trait and traceThrough time to times anon,And leaping from place to place Over oblivion.
The years-heired feature that canIn curve and voice and eyeDespise the human spanOf durance -- that is I;The eternal thing in man,That heeds no call to die

4. Which sentence best summarizes the theme of the poem?
A: Everyone dies eventually, so it is best to live for the present.
B: The members of a family share physical characteristics.
C: The similarities in appearance among family members allow for a kind of immortality.
D: Humans die, but memories last forever.

5. The phrase "trait and trace" is an example of what literary device?
A: metaphor
B: assonance
C: simile
D: alliteration
1. Which of the following terms is used to describe educational interventions that require child participation and imitate everyday behaviors?
A: non-aggressive
B: naturalistic
C: artificial
D: mechanistic

2. In the following sentence, identify the underlined section that contains a grammatical error: "As long as you're going to leave", he said, "you may as well take the wheelbarrow."
A: "As
B: you're
C: leave",
D: wheelbarrow."

3. Which of the following sentences contains a spelling error that would be detected by a typical word-processing program?
A: You're going to have a problem learning this knew material.
B: After the reign, John went back outside.
C: That is'nt such a bad idea.
D: Look out for the grizzly bare!

4. Which of the following is an example of purely formative assessment?
A: class discussion
B: final exam
C: written report
D: parent-teacher conference

5. What is the mode of the data set {4, 5, 5, 5, 7, 7, 9}?
A: 4
B: 5
C: 6
D: 7
What are the four criteria of creativity as measured by the Torrance Tests of Creative Thinking (TTCT)?
A: flexibility, intelligence, elaboration, and fluency
B: intelligence, originality, elaboration, and flexibility
C: fluency, flexibility, elaboration, and originality
D: fluency, originality, intelligence, and charisma

2. According to Piaget, what occurs during the development phase known as equilibrium?
A: schemata are proven to be inadequate to explain environment
B: responses to environment are adjusted to agree with schemata
C: schemata are adjusted to agree with environment
D: schemata become adequate to explain the child's environment
3. What is the name of the instructional strategy that entails learning complex behaviors through a sequence of connected stimulus-response interactions?
A: fading
B: chaining
C: scaffolding
D: coding

4. Which school of educational psychology asserts that individuals react to their entire field of experience rather than to individual elements?
A: Gestalt psychology
B: behaviorism
C: Freudian psychoanalysis
D: classical conditioning

5. Which of the following is NOT one of Marcia's four stages of adolescent development?
A: crisis
B: identity diffusion
C: moratorium
D: foreclosure
1. A school counselor notices that one of her students is failing several classes but is excelling in one. What is the most likely explanation for this scenario?
A: The student is autistic.
B: The student is gifted.
C: The student only has one good teacher.
D: The student has a traumatic family life.

2. What is the best description of the role of the student support team (SST)?
A: It provides discounted school lunches.
B: It assesses student needs and provides relevant services.
C: It makes sure that students have transportation to and from school.
D: It provides financial assistance to students who love in foster care.

3. Which of the following is NOT characteristic of a student who has been physically or sexually abused?
A: guilt
B: distrust of adults
C: intense interest in family privacy
D: gregariousness

4. When dealing with an unruly child, school counselors will often recommend avoiding open-ended questions. For instance, a teacher might ask "Would you like a blue pen or a black pen" rather than asking "What would you like?" What is the name for this technique?
A: controlled choice
B: implied attribution
C: circumscribed boundaries
D: limited efficacy

5. A school has five fulltime counselors. What is the best way for these individuals to coordinate their activity?
A: email
B: weekly meetings
C: by electing a leader to set tasks for the others
D: meetings called whenever necessary
Note: Answer the following questions on your paper or post your answers through "post a comment" with your name and email address. I will sent to you the questionnaires and the key answers!!!
Enjoy Reading!!!

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