Elizabeth Curtin

EDPR 420

Journal Entry-Week 4

Required journal topic: Influence of disability and culture on language, learning, and behavior For this journal entry, I would like to talk about one of my students that has some behavioral issues in the classroom. My student, SR, has autism and also has some frustration and anger issues (behavioral disorder). These behavioral issues greatly affect her learning and general classroom behavior. Oftentimes, SR will come into class frustrated by something that happened at home. She enters the classroom in a bad mood and is extremely frustrated. Other times, another student will ask Sarah a question or try talking to her, and this will trigger an angry response. When she is angry, she has tantrums. During these episodes, she will swear, self-inflict pain, kick items, or yell. It is extremely difficult to assess what kind of mood SR is in at any point during the day, and often these tantrums are disruptive and unexpected. As well, when SR swears, yells, and kicks items, and it is extremely distracting to other students. It is also dangerous when SR inflicts pain on herself. In response, SR has a behavioral intervention plan. When SR becomes frustrated, my coop will remove her from the classroom and discuss her frustration. This helps SR to calm down. While SR does have a BIP in place, her disability most definitely affects her learning and behavior. Most obviously, her behavior is affected because SR deals with frustration and anger issues. In another way, though, this anger and frustration affects her learning because oftentimes she must be removed from the classroom. This causes her to lose instructional time. After discussing SRs anger, my coop and I have decided to have SR check-in at the beginning of each period. To do so, SR will place an arrow pointing to one of five levels (from happy to exploding anger). This helps SR recognize her emotions and allows my coop and I to plan

Elizabeth Curtin

EDPR 420

Journal Entry-Week 4

instructional interactions with SR that are somewhat dependent on SRs mood at the time. It also allows us to use preventative measures with SR to help avoid an outburst. This system has helped decrease SRs tantrums and allows SR to selfmonitor her behavior. Since implementing this system, SR has had very few outbursts. This allows for more appropriate behavior and more instructional time for SR. Secondly, one of my students, JZ, has a home life culture that is very different from school. JZ is Hispanic, and his parents speak mainly Spanish (JZs Dad speaks only Spanish, JZs Mom speaks a little English). JZ is also bilingual. While many times this can act as a hindrance to students, JZs knowledge of Hispanic culture and the Spanish language has greatly benefited him in high school. Currently, JZ is placed in a Spanish 1 class without any special education support. JZ is able to participate in this class independently, and he is doing very well in the class. I enjoy knowing that JZs family culture has affected him in a positive way at school, because many times a students family culture can create difficulties in school. JZ is able to be included in the general education class, and he is very successful. As well, JZ is able to act as an interpreter between his parents and my coop. Many times JZ can help interpret notes from home. He is able to help his family connect to his school, and his culture acts as a positive element in his education overall.