Blog: Week 6: Sharing
Your Language and Literacy Development Journey with Your Community of Practice
Language
and literacy as we all know starts at birth. It has been quite a journey with
my conceptualized child involving factors her diagnosis and environmental
situation. Language and literacy predicts success in life. My conceptualized
child is affected by such skills because of her condition
I
am writing about a child named Gracie. She lives in one of the lowest poverties
areas of Detroit. Her mother and teacher have just found out that she has ASD.
How does a teacher focus or work on this only child in a classroom full of
children? I teachers deal with many students a day. Almost as if they are
single parents. I have experienced this as a teacher, but not with an
exceptional student. This is the stage that is most difficult to me because
after preschool, I do not know what is supposed to be mastered during the
elementary years. I have no experience with kindergartens and elementary
students. It is difficult to write on something that I have no experience with.
Introduction
piece on the child
Gracie’s
mother is a single parent living in the city of Detroit. Being a single parent
can be very challenging Gracie’s mother was always on it when it came to follow
up appointments. When Gracie had turned five years old, she was officially diagnosed
with autism. The suspicions had been there for a while, but what parent wants
to face the reality of their child actually having autism. This opened up many
doors of fear for her mother. Gracie’s mother did not know where to go or where
to start, but she stayed positive and hopeful.
Week
4: section on Gracie’s support system.
Family and cultural influences is like a master
over mind type deal. We read and see so many articles that projects what a
child is supposed to be doing at this age, how they are supposed to act, by
this age and what should be developed by this age. All of those assumptions and
facts go out the window because every child is different. Every child is their
own unique individual. When we study the background of families and their
living situations, we then get the scope of the child. Gracie has been growing
up in a poor environment. She has a pretty good support system though coming
from her grandmother, uncle and church members. Even though Gracie has all of
this support, it does not mean she is getting the actual help that she needs.
Her mother tries her best to provide for her, but what about her overall
development? It makes a difference when we have educated parents versus
un-educated parents. What can the teacher do?
Areas of feedback;
·
What can
teachers do if they’re hands are tight with curriculum and classroom management?
·
Would all
areas of domain be affected by Gracie’s condition?
