Exceptionality- Chapter 5

Reflection:
During this chapter on Exceptionality, I learned more about students with special needs (struggling learners and gifted learners). I viewed a video clip that illustrated on family's struggle with three children with Autism. As I watched the video, I was disappointed by how the producers and family portrayed Autism. Autism is a condition with varying degrees. A lot of individuals with Autism are high functioning and brilliant. Also, I was instructed to examine how my school building is accommodating for visually impaired students. As I was "walking in the shoes" of a visually impaired student, I was proud that my school was making certain accommodations, but disappointed at the amount of improvements needed. My school is an older building, and I believe that part of the district's budget needs to go towards making improvements for students with special needs. In my project, I illustrated the positive things that my school is doing, and the improvements that need to be made. My passion is teaching students with special needs, so I am a huge advocate for their rights.

My Project:

Examining Building Hazards for Visually Impaired Students

                 In my teaching career, I have worked with two students who are visually impaired. One student is more severe, needing a walking cane and reading some braille, compared to the other student, needing large print materials. Each student had her own special equipment to assist her throughout the day. Ensuring that the students had effective equipment was one thing, but ensuring that the building was safe and hazard-free is another. As I examined my school building, I found positive changes being made around the building, but also some potentially hazardous ones.

                First, when walking into the school building, the sidewalks are now equipped with pedestrian A.D.A ramps to assist visually impaired individuals with crossing the streets. This is a new city-wide policy that all sidewalks have detectable warning panels to alert pedestrians that a street ahead. The city is still working on adding the ramps to each sidewalk, but the schools were the first to get them.

                Next, the room numbers for each classroom show the number as well as are written in braille. Some of the classrooms’ numbers are hidden behind a curve in the wall, so students with visual impairments may find it difficult to read the number. The print on the numbers is also small and could be larger to accommodate for students. Therefore, students with vision needs would find it particularly difficult trying to find their classroom or other classrooms.

                Also, the hallways and classrooms have carpet flooring. Most areas in the school building have well-laid carpet. However, as I was walking through the building, I noticed that there is a bubble in the carpet by the Art room. This is potentially hazardous for any student, but especially students who are visually impaired. Students can easily trip over the bubble. After bringing it to the administrator’s attention, the building custodians are going to work on fixing the issue.

                Certain classroom setups can pose dangerous situations for students who are visually impaired. Students’ desks are jammed so close into the classroom that it doesn’t allow much walking room for students. Not knowing the layout of the classroom and adding twenty bodies in the mix, can be difficult for a student with vision problems to maneuver around. Also, the technology (computer cords, document camera, project) wires run on the floor in the middle of the classroom. Tripping can be a huge issue with the cords running from the Active Board to the project equipment cart.

                Finally, the lunch room set up is not very accessible for students with vision problems. The flow of students tends to be chaotic and cramped. Students grab their lunch in a straight line, but need to go to the other side of the room for lunch checkout. Then students need move to the center of the room to sit at a table. Students have assigned seats, so this is beneficial for students. Students with vision needs or other needs would need the accommodation of being the first in the lunchroom or the last. The flow of the lunch line does not accommodate students with varying physical disabilities. It would be important for these students to be seated in their spots first or last.

                In conclusion, as I spent the week examining my school for potential hazards for students who are visually impaired, I found that my school had positive accommodations as well as improvements that needed to be addressed. When working with the two students who have vision needs, I felt as though the school provided adequate accommodations as well as a safe environment for these girls. Allowing the students to walk the hallways, cafeteria, classrooms, library, and other areas is important to familiarize themselves with the layout of the rooms. Having teachers be observers for potential hazards all of the time is necessary in maintaining a safe learning environment.