Day 32

Okay, I'm a little time-crunched tonight, but I have been reading in History and Theory of Teaching Children and Youths with Visual Impairments (2000), edited by M. Cay Holbrook and Alan J. Koenig, and I'm really struggling with feelings of sorrow and distress concerning Zack. The following list is a shortened version of pages 128-129 describing how developing, seeing children use vision: to give a reason for moving, to provide continuous contact with the environment, to give an estimation of space, to stimulate coordination and control, to refine movement patterns, to participate in others' movement, to facilitate body image and perception, to provide consistent and verifible information, to stimulate exploration of the environment and to provide an incentive for tactile exploration and finally to help with concept development. What a list!! Vision seems like a crucial piece for children to develop. . .but yet Zack is healthy just like many other children who are blind. . .so how does he do it? I've been processing all of this today, and I'm struggling to not see this list as a list of what Zack can't do but a list of what seeing children CAN do. If I am going to be able to help him, I need to respect his abilities, his intelligence and his capabilities. I don't want to be guilty of sheltering or babying him or taking his abilities from him because I am so caught up in the fact that he can't see. . .but I'm really struggling. . .hopefully I can continue to read and learn from the text and from Zack and his team so I can be effective in his development. . .

Days 30 and 31

So Zack was so cute today. . .we were doing our sight words in literacy (he stayed with me the whole literacy block today for the first time in a while), and he knew the word "they" before all of the other kids! His letter recognition is still slow, so for him to be able to put the four letters together and know the word from memory was great. His vision teacher was thrilled! We did "choose someone you've never been with before" partners in math today, and one little boy who hasn't seemed to notice Zack couldn't wait to be his partner. There was even a small argument over who asked Zack first. . .the kids really love him. He is assigned to be one of two lunch tub carriers this week, and the other child who is carrying the tub with him seems to be bonding with Zack, too. I was really hesitant to give him that type of a classroom job, but I am fighting my instincts and trying to treat him just like everyone else. I've noticed him "parroting" or echoing my words and the kids' words during a story or when we're doing our discussion in reading. . .is this part of a developmental thing or just his response to his environment? I'm going to have to start doing some additional reading and research to be able to generate enough info for the blog as I'm finding I'm not working with him enough to have new information to share every day. One article that was referenced in my visually impaired education text book relating to the developmental delays in blind children was really interesting. I'd like to dig in deeper to this and start to watch Zack in comparison with the other kids. I think it will give me more food for thought. . .

Day 29

Just a quick thought or two before I go to bed and get to enjoy a Friday in first grade. . .blindness is portrayed in the entertainment world and in society in so many different ways. . .what are my personal thoughts on blindness and what it entails? I want to think about this over the next few days and lay out my perceptions. How am I treating Zack in comparison to my other students because of these perceptions and notions? A statistic I read in a textbook on education for the visually impaired: non-impaired adults who were surveyed about their perceptions and personal fears related to becoming disabled were most afraid of becoming blind. Interesting, isn't it? More tomorrow. . .

Day 28

Another day, lots of growth for Zack! He had his vision teacher in amazement this afternoon at the words he read to her. . .I'm supposed to get to hear them in the morning. . .I'm excited! So today we were talking about fantasy and reality in literacy, and Zack seemed to be having a hard time with it. Maybe I just didn't hear the conversation correctly (quite possible), but I had the thought. . .how much of our reality is constructed from seeing? Do six-year-olds know that animals can't talk simply because they have seen lots of animals and know they can't talk? How does Zack construct his reality? How does he know that animals don't talk besides hearing it from others? He hasn't ever seen an animal, so how does he distinguish reality from fantasy? I'm totally baffled by this. . .I guess it ties back to the basics of how we construct knowledge. As a seeing person, I can't begin to wrap my brain around this because so much of my personal knowledge has come from what I have seen. I want to visit with the vision team about this as it's a completely new venue for me. How do you teach a child who hasn't ever seen the world what reality is? Too deep. . .enough for tonight! I didn't think my quest to document inclusion would cross over into philosophy. . . :)

Day 27

So Zack was so cute today. . .he LOVES playing games in math, and he just giggles and gets so excited when he wins. He is so much fun to watch! So I thought this was interesting--when we play "Top It," (a battle-type game where the kids flip over number cards and the highest one wins), he listens for the biggest number. It never occurred to me that he could simply think about which number is higher. . .it's a simple idea, isn't it? The vision team thinks of everything! The new table arrangements seemed to go fine. We weren't at our desks much today, though, so I'll have to see how Zack's new table mates are responding to him. When we did our partner time for math games, I let the kids choose any partner, and, of course, Zack had two girls who couldn't wait to be his partner. I guess an occasional day of girls is okay. . .I just want to do my best to help him make friends. So I'm curious. . .sometimes when I ask Zack a question, he seems to be confused by what I'm asking. For example, we were doing rhyming words today, and I asked the kids for words that rhyme with "hen." I heard Zack tell his vision teacher "men," and I called on him a minute or two later to share. He kept telling me the word I was giving him--"hen." I know he's very bright, so is this just an attention tactic, or am I confusing him in the way I'm asking him questions? I need to discuss this with his team as I've noticed it happening often. Maybe the attention de-rails his thoughts? Anyway, just a thought I'd like to look into. . .

Day 26

So this Friday was pretty uneventful (thank goodness!) with Zack. He's got a couple more boys in the class who are noticing him, and I'm curious to see how the new seating arrangement works. The vision teacher and I decided to leave Zack's desk where it is since he has learned how to track his way to it, but he'll have new table mates which include two boys he hasn't spent much time with. I decided to go against my long-standing belief that a random assignment of table groups will be a disaster, and I let the kids draw a color for which table they will be sitting at next. We'll see. . .I tried it once at the end of the year last year, and I was amazed at how well it worked! I am putting my faith in probability and my knowledge of who can't sit next to who at the table (they just choose the table, not the position at the table), so we'll see. I got to watch the kids with Zack a little on Friday, but we only had 5 minutes or so to play. All of the swings were occupied by the time we made it outside, so my observation time didn't go as I had hoped. I am going to have to make a note to get outside this week to see how the kids interact and play with Zack in a more natural environment.

Day 25

So I completely forgot to go out and check on Zack at recess today. . .not sure what I was thinking! Anyway, we had a good day. Zack correctly read the word "for" in literacy on his first try, and he's making huge progress in his letter recognition. It was a little funny today--his vision teacher got up to get a few materials, and he does NOT like to be left alone. He started talking and asking repeatedly where she was, and he didn't want to listen to the story until she was back. I guess she's a comfort to him? Not sure. . .but I could tell he wasn't happy! Maybe the vision team can give me some pointers on how to help him when that happens. He is going to have to learn to be a part of the group for a few minutes without someone sitting right beside him, and I'd think there are a few things I could do to help him adjust. This was simply sitting for a story--don't worry--he's not alone when there's chaos!
So I taught details in pictures in literacy today, and I felt really guilty asking the kids about how it would feel to read a story without pictures when I realized that is exactly Zack's life. Am I making his blindness a negative by talking about what he can't do instead of what he can do? Hmm. . .how do you approach something like details in a picture without making him feel inferior? I have a lot to learn about inclusion and working with special needs children. . .more tomorrow when I will for sure be going outside for an extra recess with the kids!

Day 24

So today the boys really caught on with Zack, and I'm thrilled. He had several boys who wanted to be his partner at math (I did same-sex partners again--the kids like it just as much that way), and they were so cute. . .one of the boys yelled out, "Zack needs to blow his nose!" The vision teacher was across the room gathering the math materials, so I told them to get him a tissue but NOT do it for him. It was funny to watch--one of the boys tried to help, and I told him not to unless Zack asked. I think it turned out fine, but it was definitely not a typical first grade interaction!
I attempted to read braille (one word during literacy with Zack), and he was excited to have me interacting so closely with him. I have NO clue how his fingertips are so sensitive. . .it all feels the same to me!
I visited with the vision teacher this morning about my excitement that the boys were finally making friends with Zack, and she said that recess is amazing. She said my entire class (with the exception of one student with some learning disabilities who is hesitant to interact with special needs children--I think he's afraid of being identified with them because of his own needs) LOVES to play with Zack at recess. She said they always save him a swing and take turns pushing him every day. I'm going to try to not work through lunch tomorrow or Friday and get out to go watch. At least the weather is great this time of year and I won't need my snow boots!

Days 22 and 23

So, Zack had a really good day today, and he bonded with a new boy in the class. I remembered to do the same-sex partners today in math, and a boy who sits across the room went over to be Zack's partner. The vision teacher showed him how to put Zack's hand on the desks so he could feel his way around the classroom, and the boy took right to it and walked Zack to the carpet. Later in the day, when the vision teacher was putting away the literacy materials and getting ready for writing, Zack wondered over to where the kids were sitting at the carpet. The boy who had him as partner earlier jumped up and helped him, and he treated him like an equal and simply helped him find his spot. It was great! I really praised the other student for treating Zack just like everyone else, and it was awesome to see him getting help in an age-appropriate form. I've been so worried that he'll be treated like a baby, and the girls tend to be too motherly. Hopefully I'm helping Zack form some new friendships. . .we'll see!
In literacy time, I use a ball to throw to the kids when we do individual turns. I have a beach ball for the morning and a squishy ball for the afternoon, and Zack LOVES to catch it. I've bounced it off of his forehead a time or two, and it's so funny to see him giggle and laugh. He has a wonderful, bubbly personality. Literacy has been a great time for him to shine with his braille. He is perfect at phoneme blending, and I think it will help him as he progresses in his reading abilities.
I am going to be switching the kids' tables at the end of the week, and I'm a little hesitant about what to do with Zack. Should I leave him so he knows where his desk is? I guess the vision team will guide me. . .I don't want to upset his system, and one thing he works hard on is knowing how to get from his desk to the door and vice versa.
Hmm. . .not sure if I can think of much more at the moment. . .I am so excited about Zack's new friendship I can't think of anything else! :)

Day 21

Okay, I am still trying to blog daily and keep it short. . .I think I like it better as it doesn't seem as big of a task to write a few short paragraphs about one day. So Zack and I had an incredible week. His behavior is amazing me--the noises and arguments about needing to go to the bathroom are a thing of the past! My sweet vision teacher who is in there with me all day planned a treat for our class for our birthday, and it was fun to celebrate with the kids. She also had the kids make me cards when I was out with the sub--I'm actually really enjoying having another adult with me throughout the day. Oh--I almost forgot--she also is helping me with some of the one-on-one testing I have to do with my kids. It's SO nice to get through the tests twice as fast!
Zack's schedule has been adjusted, and he is doing his skill work (his vision-specific training) in the mornings and then getting our literacy time when we do the re-teach piece in the afternoon. I like it much better as I feel like he is getting more of the math program. I have total faith in the vision team's scheduling, though, so however it works out, I know he will be getting what he needs. I remembered this week to get the homework to the vision teachers early enough for it to be modified, and I finally remembered to send two folders home with Zack as his parents like to each have their own information from school. I think I am finally getting the hang of things!
When the kids got to choose their own partners for math game time on Friday, there was a pile of girls around Zack. . .I think when I switch up the kids' seating assignments in a week, I am going to put him with mostly boys. I want him to have friends. . .how much can I do? I may need to get creative and think of some situations that would be good for some of the boys to interact with Zack.

Day 20

Okay, another short and sweet day! Apparently there are symbols in braille for the letters "st" and more. . .the vision teachers gave me a quick lesson this morning, and I think I am only learning the tip of the iceberg. Zack is going to be getting his own literacy program specially designed for blind children during our literacy time, and then he'll be getting our literacy program in the afternoon. I think it will be great for his amazing brain to have so much exposure to print and text, and I can't wait to see what all he learns.
So in an attempt to discover why the girls are drawn to Zack more than the boys, I purposely made the kids pick same-sex partners today. The boy who sits next to him wanted to be his partner, and they seemed to get along just fine. I talked with the vision teachers about the girls being more drawn to Zack, and we all agree that girls are just naturally more nurturing and want to be motherly with him. I want him to have friends, though, and not just be mothered all the time, so I'm going to do my best to have him interact with the boys as much as possible.
As I mentioned at the end of yesterday's post, Zack has two jobs in our classroom this week. The vision team made me feel good about this decision to make him just like the other kids because I questioned whether or not I'd assign him the same jobs. They said Zack's family wants him to fit in as much as possible, and I feel the same way. I breathed a HUGE sigh of relief when the vision team agreed with my thoughts--I was a little nervous about placing more on his shoulders than he was capable of doing.
Zack LOVES to be talked to, and I'm trying to make time every day to have a little conversation with him. When I was chatting with him at the end of the day, he was totally mesmerized by my watch. He wanted to know what the buckle was and then what a buckle was, and I took it off and let him feel it. Half way through my teacher-ly explanation, though, he was rubbing my arm and wanted to know what my cardigan was. I think his brain moves faster than mine! It will be interesting to see how my relationship with him develops throughout the year since I am not the primary one to interact with him like I am with the other kids. I just want for him to feel special just like I want every child in my room to feel special. We'll see. . .I'm so glad I'm getting to have this experience!

Day 19. . .first try at writing less

Okay, so my goal tonight is to quickly reflect on the day. I am pleasantly surprised at how smoothly my second day with Zack's new team members has gone. Working with positive, hard-working people like I have all year (it was smooth at the beginning, too--they are all wonderful) makes everything a breeze! So I learned more about braille this morning than I've learned all year. Apparently, there are now different "levels" of braille. "First grade" braille leaves words like "what" or "this" with consonant digraphs (pairs of consonants) spelled just like in English with one symbol per letter. Apparently, "second grade" braille combines the two letters in a consonant digraph (like the w and h) into one symbol. . .interesting, isn't it?! I need to dig in and start doing some research as to why it is taught separately. Also, each number is really a letter with a "number" braille mark before it. . .so a one and an "a" (maybe an a. . .I don't know!) are brailled the same except for an identifying initial mark. The vision team tells me how quickly Zack is learning these braille symbols, and they are amazed by his retention and memory. I wish I knew more so I could watch him learn. . .I guess that should be my mission!
I watched Zack interact with the kids today, and a different child (a girl again) chose him for a partner today. I'm curious now--are the girls more drawn to him, or is it just that I have more girls in my class and notice them more? Zack's behavior has been super these past few days. I haven't had to argue with him about bathroom breaks, and he's not making the disruptive sounds during class that he did in the beginning. I'm trying to really praise that behavior when I see it so it will hopefully become the norm.
Okay, in order to stick to my promise of keeping it short and sweet, I am going to close out. I think it will be easier for me to write a little every day rather than a mini novel every few days. :)
PS One last thought. . .I have Zack doing regular classroom jobs just like the other kids. He is the calendar helper and the caddy leader (in charge of moving the table's supply caddy to and from the table throughout the day) this week. It has been fun to see him be such a seamless part of our classroom community!

After a long break. . .day 18!

So, being out with H1N1 doesn't lend itself well to observing a student. . .at least I'm supposedly immune to it now! The substitute just LOVED Zack. . .he's hard not to love! He's very affectionate and frequently tells people he loves them--he's quite the charmer! She talked about how much he enjoyed the free exploration with the math manipulatives, particularly the cubes, and I am really disappointed I missed it. I will have to watch his interactions during our math exploration time this next week to see what she's talking about.
So we've had a few staff/scheduling changes with Zack and who's in my room with him, and it has gone surprisingly smoothly. I'm so thankful that my personality fits well with all of the vision team members. They are always willing to help me out (like passing out napkins for a surprise snack and jumping in when I need a hand), and they are so flexible. With being out all of last week, I didn't have any plans done for this week. They have had our literacy program (two hours every morning, 45 minutes in the afternoon) brailled since last spring, so I guess the most important piece of our planning is done already. Math is pretty simple to modify since Zack is being taught to use an abacus, and it seems to work okay "off the cuff." During writing time, anything I have planned is just transferred for Zack to do on his braille machine rather than on paper. Hmm. . .that's pretty much our entire day. . .maybe I don't have to be as planned as I thought!
I let the kids pick a partner for a math game after lunch today, and one of the sweet girls in our class who hadn't been "intrigued" with Zack (I have a few kids who just love to sit with him and be his partner) went over and asked to be his partner. He seems to be building relationships with lots of the kids, and I didn't notice today that he was much different from the other kids. He had the help of his vision teacher during the game, of course, but he seemed to be interacting with the little girl pretty well.
We have moved Zack to be more in the middle of the group during carpet time rather than at the back, and I think it is helping on several fronts. First of all, the kids don't forget about him because they can see him and can identify him as part of our group. Next, I think he feels more involved and is having an easier time of focusing because he is closer to my voice. I also think it helps me to include him when I can see him better. I wish we had done it earlier in the year!
I am going to try blogging every day for a little less time. . .I think my posts are getting a little too long! We'll see. . .this is a new adventure. . .