Barb Rentenbach Presentation

"Dear UTK, autism is my prism not my prison." Barb Rentenbach 

"Find out who you are and be that on purpose." Dolly Parton

Notes:

Barb wants to disprove the notion that autism needs the world but the world does not need autism.  Language defines human society.  Autism diagnoses are increasing at a fast rate.  Other forms of communication may be faster, more effective, and less careless than speech.  She focuses on one life concept at a time.  The world seems to value multitasking and busyness. Individuals with autism operate differently.  Allow students with autism to have "chill time."  Empower students with autism.  Allow students with autism to have choices and responsibilities.  Incorporate inclusive, real-world activities and tasks.  "Autism is a type of neurology."  Those with autism experience significant challenges.  There are structural differences in the brain in those individuals with autism and ADHD.  Those with autism often relate more to objects that to other humans.  We must be wary of "medicating away" the differences in those with ADHD.  Discusses the concept of "neurodiversity."  Dyslexia= "the engineering disease."  There are benefits to autism, ADHD, dyslexia, etc.  To help students live out Dolly Parton's quote, "Find out who you are and be that on purpose," find out the areas in which students excel.  Dance Dance Revolution example: Student with autism and considered "profoundly retarded" excelled at Dance Dance Revolution.  Also, he was able to explain the light spectrum in relation to the game.  He also loved cooking shows, Barefoot Contessa in particular.  His psychologist helped him learn to cook.  In helping him learn to cook, she was able to teach him how to read, count, measure, and follow directions.  Through these experiences and experimentation, psychologist realized that this individual had well-developed receptive language.  Consider this example in your classroom.  Take the time and put forth the effort necessary to determine each of your students' strengths.  Barb is a contemplative.  She spends much of her time contemplating life, life's meaning, and her purpose.

Reflection: 
 

How did this presentation change your view of those with Autism?  
This presentation really enhanced my understanding of Autism.  In listening to Barb's SS (Smiling Shrink), I was able to learn about Autism and the characteristics and needs of individuals with Autism, according to Barb's perspective.  I was floored by Barb's elegant, eloquent, and often hilarious writing.  Prior to this presentation, I knew and believed, in theory, that one's inability to communicate orally and/or conventionally does not dictate his or her intelligence.  However, after listening to this presentation, I am now fully convinced of this reality.  I will now make a conscious, real effort not to make any assumptions about an individual based on their ability to communicate conventionally. 

How will you consider autistic children in your classroom in light of this presentation?  How does the information you’ve learned affect your future teaching practice?
In the presentation, I learned that autistic children may require extra "chill time."  I also learned that autistic children may relate more to objects rather than other students or people.  I will consider these needs by allowing my students with autism time to "chill."  To benefit all students in my classroom, I plan on creating a soft-lit reading corner filled with bean bags and pillows.  I might allow my students with autism a chance to "chill out" individually in this comfortable area throughout the school day. 

In her book and in her other writings, Barb discusses Dolly Parton's quote, "Find out who you are and be that on purpose," in relation to students with special needs.  Barb urges teachers to take the extra time and put forth the additional energy required to help students with special needs live out Dolly's quotation.  She focuses on the importance of identifying and then playing to each students' strengths.  I really like Barb's SS's discussion of her experiences with Patrick, an autistic boy considered to be "profoundly retarded."  Barb's SS figured out that Patrick excelled at Dance Dance Revolution and that he showed a particular interest in the cooking show, Barefoot Contessa.  She then designed learning tasks for Patrick around those interests.  Her efforts revealed that Patrick was incorrectly labeled "profoundly retarded."  In fact, he had significant receptive language.  In my future practice, I will go the extra mile to help my students reach their potential. 

Was this information new, and how do you feel about it?
Although I arrived at this presentation with a basic understanding of autism, this presentation was illuminating.  I love that Barb seeks to disprove the notion that "autism needs the world but the world does not need autism."  Students and individuals with autism are to be learned from, valued, and respected.  

Group Differences Forum Reflection

I thoroughly enjoyed participating in the "Group Differences Forum" on Tuesday.  As a result of our class discussion, my understanding of the differences and similarities between cultural, ethnic, gender, and socioeconomic groups was enhanced.  During our discussion, it became apparent that we, as a class of preservice teachers, agreed on many points.  We believe that teachers should welcome all parents and find ways for all willing parents to be involved in their child's classroom.  We believe that all teachers should be flexible and cater to the unique needs of parents when scheduling conferences and communicating on a regular basis.  We should never make assumptions about our students based upon their culture, ethnicity, gender, or socioeconomic status.  Rather, we should make an effort to get to know each of our students on a personal level and understand their individual needs.  We should then design instruction and create a classroom climate conducive to those needs.  We also agreed upon the importance of exposing our students to inspiring, positive role models.  This is especially essential in classrooms with students who may not realize their potential. 

I would have loved to have had the opportunity to engage in more discussion based class periods, such as this one, throughout the semester!  The conversations we participated in during our "Group Differences Forum" will certainly have a long-lasting, powerful impact on me and my future practice. 

PLE Post 10: Language and Cognitive Development

Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.  

Today, I actually found out that I will be teaching Kindergarten during my student-teaching internship next year!  This news inspired me to pay close attention to the information provided by Ormrod through Table 2.2.  This table contains information particularly valuable to me on the "Linguistic Characteristics and Abilities" of students in the primary grades, K-2.  

In reading and examining Table 2.2, I learned that students in grades K-2 sometimes encounter problems understanding complex sentences, often overly rely on word-order and context when interpreting messages, and regularly misinterpret statements that are indirect or metaphorical.  In addition, students may also apply regular word endings to irregular words and may show some reluctance to initiate conversations with adults.  Students sometimes also have an incomplete understanding of what it means to be a good listener (they may believe that being a good listener simply means being quiet and sitting still).  I also learned that students in grades K-2 become increasingly competent in their story telling abilities, demonstrate mastery of most sounds, and are able to practice basic etiquette in conversations.  Keeping in mind this information on K-2 students' linguistic characteristics and abilities, Ormrod suggests the following five strategies.  

1. Read age-appropriate storybooks as a way of enhancing vocabulary:  I absolutely plan to implement this strategy.  In Reading Education 430, I learned what a significant, positive influence simply reading stories to children can have on the development of students' reading abilities.  Next year in my Kindergarten classroom, I hope to incorporate many Read-Alouds into reading instruction activities.  To further help students enhance their vocabularies, I intend to utilize the word wall strategy in which important words are discussed, recited, and displayed on classroom walls.  
2. Give corrective feedback when students' use of words indicates inaccurate understanding:  I feel that this strategy can and should be applied at all grade levels.  I think it is extremely important to provide corrective feedback both verbally and on student work (projects, papers, etc.).  In order for students to develop and strengthen their linguistic abilities, I must make sure to address and help students correct their misconceptions.  
3. Work on listening skills (e.g., sitting quietly, paying attention, trying to understand and remember):  I must work to help my students develop their listening abilities.  Students must understand what it really means to be a good listener.  For example, I will teach my children to be "active listeners."  Among other things, active listening involves giving the speaker your full attention and making a real effort to remember what is being said.  In my future classroom, I plan to display a listening chart similar to the one included below.  
   
4. Ask follow-up questions to make sure students accurately understand important messages:  I think that it is essential to ask follow-up questions to check for understanding.  In my future classroom, I might ask the "same" question in different ways to make sure that students really do understand the meaning of messages and information.  
5. Ask students to construct narratives about recent events (e.g., "Tell me about your camping trip this weekend."):  I certainly plan to implement this strategy in my classroom as well.  To incorporate this strategy, I might call on different students to construct brief narratives about their school day, their weekend, their spring break, etc.).