Module 4 Blog Post

For this module, I interviewed Angelica Gomez, the mother of a child that attends Our Lady of Tepeyac.  According to the mother’s understanding, dyspraxia is a neurological disorder. According to Gomez, her child was diagnosed with dyspraxia at the age of only nine months. The medic saw that the child wasn’t developing at speed, and so an early intervention was made. As a result of the early intervention made by trained professionals, I am further inclined to be an advocate for the early detection of learning disabilities. Many times, professional teachers disregard the fact that it is possible to detect learning disabilities because many of them are centered on reading or writing. However, the story of Gomez and her child show otherwise. Many children remain untreated, therefore growing up with no help.  Gomez states that her child still needs much help, despite his age. However, she admits that she has seen him improve as time progresses because of the services he has received.

I also interviewed Cristina Saucedo, who is also the mother of a student at Our Lady of Tepeyac. The mother shared that receiving help for her child was initially difficult. She shared that she had difficulties receiving help. She states that her language barrier was the reason she was delayed in the process. Now, that her child has received help, she states that she does see an improvement in her child’s behavior. She however, strongly hopes and beliefs that there is still more improvement to come. Due to her experience, Saucedo likes to raise awareness to other parents in her community about learning disabilities. Not only so, but she feels that the language barrier should be broken, because it shouldn’t be a limiting factor for children’s knowledge acquisition.

I have gained insights into the need of early intervention and advocacy in favor of equal opportunities for therapy and services for the child. Language shouldn’t be a reason that a child’s help is delayed, and neither should early intervention be considered unimportant or not necessary. Learning disabilities are real, and therefore professionals shouldn’t disregard characteristics that point towards them because of age.

Day 2 Week 6 Blog Post

During these weeks I observed and interacted with Maggie Moore, a Speech Language Pathologist. Moore pointed out that she had no previous experience with neither dyslexia nor dysgraphia. However, she did say that she is familiar with dyspraxia, which is a topic that I am addressing in my paper. Regarding dyspraxia, she addressed a very particular issue. She mentioned that therapy may include incorporating an alternative means of communication in order to help them communicate more effectively while continuing to work on their speech.

I was also able to interview Mrs. Gonzalez, the site Director. Although she said that currently there are no children with learning disabilities at the site, she did mention that in the past, children who come to the center with a learning disability have been pre-diagnosed and bring with them documentation or an IEP. Although the information gained doesn't address one of my research topics specifically, the interview did prove that children can be diagnosed with learning disabilities at a very young age, therefore supporting my claim that children with learning disabilities can and should receive the proper education and attention starting from a young age.  

Discussion Module 3

Discussion- Module 3

As I organized my outline, I saw that the research conducted in the past modules were piecing together perfectly. However, despite the information that I already have, I still found editing what will be used and what will receive more attention than the rest to be a challenge. However, the focus questions were really helpful in breaking down topics that would have otherwise been very broad. My challenge is to go from those broken down topics and find more resources and information to support my ideas.

I learned that in order to put together an effective outline one must have a strong thesis statement that encapsulates the whole paper in short, as in the viewpoint and what will be discussed without being too vague or broad. For my paper, I will focus on learning disabilities and the importance of early detection. Through the process of putting together an effective outline I learned that it is crucial that my paper has structure. I will structure my paper by separating my topics; which are the learning disabilities I feel impact early childhood development, and by addressing my focus questions so that I can narrow down my topics.

The advice I can offer my colleagues is that they organize their information and their sources. Also, I recommend that they omit resources that don’t apply to their research and to look for new resources that can fortify their claims and standpoints.  Also, since much of our research comes from primary accounts, I feel that my colleagues shouldn’t deter themselves from asking these professionals for further information so that they can have an abundant amount of information to pick from for their paper.

To my colleagues, I would like to know what you guys have done to narrow down your topics, as in did you guys omit some information you had once found useful?

   

Blog Post Two

            During the two weeks that I spent observing and interacting with professionals in an early childhood setting, I gained more knowledge on how to help children with learning disabilities succeed. I interviewed Blanca Contreras, a Social Worker in an Early Childhood setting. Contreras shared that learning disabilities are hard for both parent and child; since both are unaware of what a learning disability is and what help they can both receive and give. However, I have been particularly interested in what she said, that “children are still able to learn.” I am especially interested in her statement because it is exactly how I feel. I feel that many times, parents lose hope and feel frustrated. However, a learning disability only means that a child needs more time and more attention. It is absolutely crucial that an educator pays special attention to those students with learning disabilities. Although it is difficult to diagnose children with learning disabilities in an early childhood setting, it has been done before. It is imperative that if a child portrays these signs, that the teacher recognizes them and refers them to further resources and evaluations. A teacher shouldn’t disregard the signs simply because it is felt that children do not have learning disabilities at a young age.

             I also spoke to another Early Childhood Educator, and this was Annabelle Irizarry, from Joyful Noise Christian Daycare.Irizarry pointed out that when working with students with learning disabilities, it is important that one refers a student to the School Counselor or Social Worker in order to put together an Individual Education Plan (IEP). She stressed the fact that it is imperative to find help and resources as early as possible. These can be in the community or elsewhere Irizarry also spoke about advocacy and learning disabilities, and how important it is to provide families with pamphlets, community resources, and referrals.

             Concerning my question about how to address and treat a child with learning disabilities in a working class setting, both professionals suggested that the children be required to do the same work as their peers. However, they suggested adjusting the lesson plan into one that includes visual, hands-on, and verbal activities for all.  They also specified that children with learning disabilities should be paid special attention and further worked with individually.