Double Journal Entry #4

References:

Bolima , D. (n.d.). Contexts for understanding: Educational learning theories. Retrieved from http://staff.washington.edu/saki/strategies/101/new_page_5.htm

Double Journal Entry #3

Literacy development begins at a very early age. This early development is dependent upon a child's interaction with and knowledge of reading. Though early interaction is beneficial to the child's learning, it is not the only factor in the child's ability to read. Every child is capable, some may just need some extra instruction or consideration. I remember being corrected all the time in school for using double negatives (can't never, etc) in my speech but I never wrote that way. My brother (who, as discussed in an earlier post, had a bit of a speech impediment as a child) had it worse than I did. He would come home crying from school saying that his teacher told him if he couldn't talk right, not to talk at all.

I think it is important to embrace the cultural dialect of the Appalachians. It is important that this dialect not be lost, because people tend to lose their identity when they are forced to be someone they are not. It directly corresponds with inclusion because no child should be excluded because of the way they speak. Students should embrace their heritage and not be ashamed or embarrassed when speaking with their natural accent.

In this article, writer Bob Plott discusses how his Appalachian heritage influenced his writing subject and style.



Resources:
Epstein P., H. (2011, September 15). Honoring dialect and increasing student performance in standard english. Retrieved from http://www.nwp.org/cs/public/print/resource/3655

Double Journal Entry #2

"... But I also know that whether we interpret differences among children-or adults- as deficit or difference depends primarily on our perceptions, attitudes toward, and stereotypes we hold toward the individual children's communities and cultures."

You can't judge a book by its cover. How many times have you heard that worn-out, overused statement? I can remember hearing that phrase (or some variance of it)  in elementary school, Sunday school, and even at home from my parents. Growing up, I was the independent sibling while my younger brother required much more attention. I frequently hear my mother say "Sarah came out of the womb speaking 'adult' while Ethan came out speaking gibberish." We've remained that way our entire lives. My brother came out of kindergarten with little knowledge of words, or even the sounds letters made. Then first grade came, and again was not prepared for the next grade. My mom approached each teacher and they passed it off as nothing. When Ethan got into the third grade my mom went straight to the principal and guidance counselor. Ethan was tested and he was diagnosed with ADD and another learning disability. Now that I'm older, more observant and aware, I have come to realize my dad has that same LD. He struggles on a regular basis but was passed through school, grade by grade, regardless of his ability. Education was not a top priority for my grandparents, who's livelihood depended on the farm and hard work. My dad never got the attention that was necessary for him to learn to read and write.

While reading this article, I was angered by the lack of concern for this little boy, Donny. Even though the mother was illiterate, she understood that her son was not ready to move on in school and needed help. She wanted the best education for her son and he deserved that education. I chose the quote above because the statement rang so true to me. What you think about a person is based on your perception. As a teacher, it's a great responsibility to put that judgement aside to better assist the student. Every child deserves to have the best opportunity of education. I think about that as my dad struggles to type out a simple sentence. If someone had only cast aside their judgement and spent a little extra time with a struggling student, my dad could have excelled in his literacy, as my brother is now.

I selected the following video because it recognized the disadvantages the Appalachian child had, and the clip was made in the nineteen forties.

Literacy knowledge is what the child knows about language (spoken, written, and read). For example, a child may be aware that to read there must be something written, even if they cannot read or write themselves. Stereotypes play a major role in literacy instruction because judgments are made instantly by recognizing the child's cultural background, economical status, community, faith and many other things. Schools and teachers sometimes pass over students that they feel are behind, or that would "take too much time" to give the extra attention necessary because they feel the child will never grow beyond that stereotype. The teacher should make a point to define the difference between spoken English and "proper English."

References:

Purcell Gates, V. (2002). As soon as she opened her mouth. In L. Delpit & J.K Dowdy (Eds.), In The skin that we speak: An anthology of essays on language culture and power. (Print: Anthology)

O'Brien, J. (2003, May 10). Tall tales of appalachia. . Retrieved from http://www.nytimes.com/2003/05/10/opinion/tall-tales-of-appalachia.html

Double Journal Entry #1

Inclusive Education is the process of including every student in the classroom. This inclusion is not biased by learning styles, beliefs, or attitude. Every student has an important role and part in the classroom, allowing it to be successful. Inclusive Education meets the needs of special education students, bilingual, and minority students, and all other students. Inclusive process enhances service to all students and families in the community.

Inclusive schools create a sense of community and help to develop students' critical thinking and problem solving abilities. When an atmosphere of community is created in the classroom, students respond and work together better. They are more willing to be creative and open to new experiences when there is trust, between the student and teacher, and between other students. This sense of community is vital to a successful classroom. When students engage in problem solving, they get a more realistic learning experience. Problem solving allows students to work through real-life situations related to their school work, on their own.

References:

Inos , R. H., & Quigley, M. A. (n.d.). Research review for inclusive practices. Retrieved from http://www.prel.org/products/Products/Inclusive-practices.htm

Benfits of inclusive education. (2010, June 29). Retrieved from http://www.kidstogether.org/inclusion/benefitsofinclusion.htm


The brief video above defines and gives examples of inclusion.