Connie Miles Cole
October 2, 2008
EDL 7065
Story Connection
How or where does my story connect with my research interests? I would not have been capable of answering this question without the writing and thoughts from my autobiographical sketch. I really do not think I would have ever thought about this question without the sketch. After the writing of the sketch, I realized my research is closely connected to my autobiographical sketch and my career path.
Through writing, I discovered my personal experiences as a child led to my research idea. I, like many students today, struggled with reading and writing beginning early in my childhood. Even though, I struggled in the areas of reading and writing, I had regular education teachers who inside and outside of the regular education classroom that would not give up, encouraged me to do my best and provided interventions/strategies. My teachers actually could have easily given up, but they did not allow me to go through the special education process. Because of my teachers, I did not become another minority labeled in special
education. I guess you can also say my early years journey, led me to a career in special education.
Today, regular education teachers are finding it difficult to catch the child being “left behind.” This is in part of the mandates handed down from the state and federal statutes. Now teachers must follow a curriculum schedule when delivering lessons to students. Due to this schedule, teachers do not have the time to give those who do not quite understand the lesson the extra help. What- ever happened to “every child can learn”? Teachers must also make sure all materials for testing are reviewed before the actual test is given towards the end of the school year. These tests are so important to teachers because the tests are used to grade the teacher and the school. There is more pressure on teachers now than there was when I was in school. I never had to worry about the End-of-Grade nor the End-of-Course tests. My teachers were more relaxed than what teachers are today.
Some students in classrooms today are left behind because teachers do not have time to address their individual needs in the regular education classroom. This means many students, especially minorities, get referred for the special education program. I myself was given the chance to be successful. Does this hold true for struggling students today?
The No Child Left Behind Act has forced school districts realize something must be done to address a child’s needs before referring them to special education. Districts now must make sure at-risk students are provided a fair chance in the general education classroom, which means implementing strategies and interventions that are considered research-based. Research-based interventions were put in place to help all students, not just the one’s considered at-risk. Do these research-based interventions actually work in the general education classroom if implemented appropriately? If teachers had the tools and knowledge to apply research-based interventions in the general education classroom, would these strategies decrease the number of minority students referred to the special education process?
Thinking back to my early years in education, I wonder what would have happened if I did not have teachers who were willing to take the extra time to implement strategies and interventions to help in my education? I really do not
feel some of the students that have been labeled or categorized in special education deserve to be in the special education program. My profession as an educator of students with special needs allows me to monitor and make sure students actually qualify for a special education based on policies, state criteria, and individual needs. My passion is to look into minority student cases before they are referred to the special education process, because I was given the chance to succeed without special education.
Thursday, September 25, 2008
Monday, September 15, 2008
My Story Connection
Connie Miles Cole
September 18, 2008
EDL 7065
Story Connection
How or where does my story connect with my research interests? I would not have been capable of answering this question without the writing and thoughts from my autobiographical sketch. I really do not think that I would have ever thought about this question without the sketch. After the writing of the sketch, I realized my research is closely connected to my autobiographical sketch and my career path.
Through writing, I discovered my personal experiences as a child led to my research idea. I like many students today, struggled with reading and writing beginning early in my childhood. Even though, I struggled in the areas of reading and writing, I had regular education teachers that would not give up, encouraged me to do my best and provided interventions/strategies, inside and outside of the regular education classroom. My teachers actually could have easily given up, but they did not allow me to go through the special education process. Because of my teachers, I did not become another minority labeled in special education. I guess you can also say my early years journey, led me to a career in special education.
Today, regular education teachers are finding it difficult to catch the child being “left behind.” This is in part of the mandates handed down from the state and federal statues. Now teachers must follow a curriculum schedule when delivering lessons to students. Due to this schedule, teachers do not have the time to give those who do not quite understand the lesson, extra help. What ever happened to “every child can learn”? Teachers must also make sure all materials for testing is reviewed before the actual test is given towards the end of the school year. These tests are so important to teachers because the tests are used to grade the teacher and the school. There is more pressure on teachers now than there were when I was in school. I never had to weary about the End-of-Grade nor the End-of-Course tests. My teachers where more relaxed than what teachers are today. Some students in classrooms today are left behind because teachers do not have time to address their individual needs in the regular education classroom. This means many student, especially minorities get referred for the special education program. I myself
was given the chance to be successful. Does this hold true for struggling students, today?
School districts have realized that something must be done before the referral to special education, since the No Child Left Behind Act. Districts now must make sure at-risk students are provided a fair chance in the general education classroom, which means implementing strategies and interventions that are considered research-based. Research-based interventions were put in place to help all students not just the one’s considered at-risk. Do these research-based interventions actually work in the general education classroom, if implemented appropriately? If teachers had the tools and knowledge to apply research-based interventions in the general education classroom, would these strategies decrease the number of minority students referred to the special education process?
Thinking back to my early years in education, I wonder what would have happened if I did not have teachers who were willing to take the extra time to implement strategies and interventions to help in my education? I really do not feel some of the students that have been labeled or categorized in special education deserve to be in the special education program. My profession as a special education educator allows me to monitor and make sure students actually qualify for a special education category per policies. My passion is to look into student cases before they are referred to the special education process, because I was given the chance to succeed without special education.
September 18, 2008
EDL 7065
Story Connection
How or where does my story connect with my research interests? I would not have been capable of answering this question without the writing and thoughts from my autobiographical sketch. I really do not think that I would have ever thought about this question without the sketch. After the writing of the sketch, I realized my research is closely connected to my autobiographical sketch and my career path.
Through writing, I discovered my personal experiences as a child led to my research idea. I like many students today, struggled with reading and writing beginning early in my childhood. Even though, I struggled in the areas of reading and writing, I had regular education teachers that would not give up, encouraged me to do my best and provided interventions/strategies, inside and outside of the regular education classroom. My teachers actually could have easily given up, but they did not allow me to go through the special education process. Because of my teachers, I did not become another minority labeled in special education. I guess you can also say my early years journey, led me to a career in special education.
Today, regular education teachers are finding it difficult to catch the child being “left behind.” This is in part of the mandates handed down from the state and federal statues. Now teachers must follow a curriculum schedule when delivering lessons to students. Due to this schedule, teachers do not have the time to give those who do not quite understand the lesson, extra help. What ever happened to “every child can learn”? Teachers must also make sure all materials for testing is reviewed before the actual test is given towards the end of the school year. These tests are so important to teachers because the tests are used to grade the teacher and the school. There is more pressure on teachers now than there were when I was in school. I never had to weary about the End-of-Grade nor the End-of-Course tests. My teachers where more relaxed than what teachers are today. Some students in classrooms today are left behind because teachers do not have time to address their individual needs in the regular education classroom. This means many student, especially minorities get referred for the special education program. I myself
was given the chance to be successful. Does this hold true for struggling students, today?
School districts have realized that something must be done before the referral to special education, since the No Child Left Behind Act. Districts now must make sure at-risk students are provided a fair chance in the general education classroom, which means implementing strategies and interventions that are considered research-based. Research-based interventions were put in place to help all students not just the one’s considered at-risk. Do these research-based interventions actually work in the general education classroom, if implemented appropriately? If teachers had the tools and knowledge to apply research-based interventions in the general education classroom, would these strategies decrease the number of minority students referred to the special education process?
Thinking back to my early years in education, I wonder what would have happened if I did not have teachers who were willing to take the extra time to implement strategies and interventions to help in my education? I really do not feel some of the students that have been labeled or categorized in special education deserve to be in the special education program. My profession as a special education educator allows me to monitor and make sure students actually qualify for a special education category per policies. My passion is to look into student cases before they are referred to the special education process, because I was given the chance to succeed without special education.
Saturday, September 6, 2008
Autobographical Sketch/Self as a Writer
Connie Miles Cole
September 11, 2008
EDL 7065
Autobiographical Sketch
Let me start out by saying that I have never thought of myself as too much of a writer. Growing up in my home, homework always came first. Making sure you did your best in school was always the sermon preached by my mom who was also in community college when I was in grade school. She would check my brothers and my homework but never really said anything about any of our writing assignments. If the writing was the length that the teacher requested then it was OK with my mom. My dad, on the other hand, never had time to discuss or read any of my homework. My dad worked several jobs in order to make ends meet for our family along with helping put my mom through school. He certainly did not have time to look at any of my writing assignments.
While in elementary school, I had a lot of set backs when it came to Language Arts. After a screening, my mom got a call from my elementary school requesting a conference. The screening examiner stated to her that the results of the screen showed the need for assistance in reading and writing. I was devastated, but my mom convinced and encouraged me to take the assistance and one day something good will come out of it. Well, I was reluctant at first, but I swallowed my pride and attended the pull out sessions that were asked of me. I did not like the voices from the other students asking where and why was I going to see Ms. Dial. After a couple of sessions, I actually began to like the extra assistance, but I soon got bored. Ms. Dial met with my parents to ask why was I attending the sessions for reading and writing because she did not see the need and surely that there had been a mistake and maybe it was just that I was not a good test taker. My parents explained their previous conferences with the screening committee. Ms. Dial explained that she had no more materials for me to complete and the screening could not have been valid. By this time, I was use to the pull-outs and begged Ms. Dial to keep me in the sessions, until she agreed for me to continue. Months past and I found myself assisting other students in my class with their reading and writing. I no longer felt ashamed. I guess you can say something good actually came out of my devastating situation, just as my mom predicted. After this experience, I had a little more confidence in my reading and writing ability.
My middle school Language Arts teacher was amazing. Ms. Covington made me feel that there was nothing that I could not do. She encouraged me to keep my head up when things did not go my way. I knew that my writing was not the best, but she helped me with my grammar and spelling, which I still feel today, is not up to snuff. If Ms. Covington heard me say this she would smack my fingers and say nonsense.
High school was a different story. After attending Ms. Holman and Ms. Hunt’s English classes, I was beginning to think that Ms. Covington was pulling the wool over my eyes about my writing. Nothing I wrote for these two English teachers was good enough at first. I really struggled with many of my writing assignments because they really did not make any sense to me. I could not relate to many of the writing assignments. I soon learned to lie on paper and the writing assignments got easier. I did not have many of the experiences that my fellow classmates had and expressed in their writing. How was I going to write about my favorite vacations and favorite places to visit when my family did not have the money to take trips and vacations? This was impossible with my mother working part-time while in school and my dad working two and a half jobs.
My undergrad experience with writing took me back to my elementary days. Again my pre-college assessments showed that I needed extra writing help. My professor gave the class our first writing assignment. This was scary to me but I completed the assignment in a timely manner. After reading my first paragraph the professor whispered to me that he felt that the college made a mistake by putting me in the class and my writing seemed better than students that he had in his advanced classes. This really put my mind at ease. I was no longer intimidated by the fact of being in an introductory writing class. It actually helped me with my other classes that I attended. I came to realize that there was really nothing wrong with my writing, but that I am a slow writer and need time to think before putting it on paper. All the assessments that I had taken since elementary school was done in a rush in order to get the assignment over with.
Now it is all about having the time to write. I always feel awkward when trying to complete a writing assignment. While writing I can not help but ponder whether I am writing what is asked of me or am I writing enough or will it be enough. Even though I go over my writing several times, I feel that the grammar is not elaborate enough. Could I have said it differently or in other words?
I know writing is not as difficult as I make it, but never knowing if the words are coming out right is my main issue. After reading many writings by different scholars, I feel that my writing is not up to par with many of them. I think that my writing is fair, but at times not my best. I am a slow but cautious writer. I must think out what I going to say, most of the time having to write it down on paper, editing, having some else to read and edit, then type. After typing I read, read, read, and re-read because I am just not sure of my writing skills. I have had to use others writings as a guide to make sure I am on the right track. I try to write when things are calm in my home. I usually will try to write in my bedroom. Before a writing assignment I try to make sure my son, god-daughter and my husband are nowhere around before attempting the writing assignment, eliminating any distractions. Sometimes I wait until everyone is fast asleep in their beds.
I am actually going to try not letting someone proof this writing assignment before turning it in even though it is taking me a lot of will power not to let some proofread it for me. Hope that it is an interesting read.
September 11, 2008
EDL 7065
Autobiographical Sketch
Let me start out by saying that I have never thought of myself as too much of a writer. Growing up in my home, homework always came first. Making sure you did your best in school was always the sermon preached by my mom who was also in community college when I was in grade school. She would check my brothers and my homework but never really said anything about any of our writing assignments. If the writing was the length that the teacher requested then it was OK with my mom. My dad, on the other hand, never had time to discuss or read any of my homework. My dad worked several jobs in order to make ends meet for our family along with helping put my mom through school. He certainly did not have time to look at any of my writing assignments.
While in elementary school, I had a lot of set backs when it came to Language Arts. After a screening, my mom got a call from my elementary school requesting a conference. The screening examiner stated to her that the results of the screen showed the need for assistance in reading and writing. I was devastated, but my mom convinced and encouraged me to take the assistance and one day something good will come out of it. Well, I was reluctant at first, but I swallowed my pride and attended the pull out sessions that were asked of me. I did not like the voices from the other students asking where and why was I going to see Ms. Dial. After a couple of sessions, I actually began to like the extra assistance, but I soon got bored. Ms. Dial met with my parents to ask why was I attending the sessions for reading and writing because she did not see the need and surely that there had been a mistake and maybe it was just that I was not a good test taker. My parents explained their previous conferences with the screening committee. Ms. Dial explained that she had no more materials for me to complete and the screening could not have been valid. By this time, I was use to the pull-outs and begged Ms. Dial to keep me in the sessions, until she agreed for me to continue. Months past and I found myself assisting other students in my class with their reading and writing. I no longer felt ashamed. I guess you can say something good actually came out of my devastating situation, just as my mom predicted. After this experience, I had a little more confidence in my reading and writing ability.
My middle school Language Arts teacher was amazing. Ms. Covington made me feel that there was nothing that I could not do. She encouraged me to keep my head up when things did not go my way. I knew that my writing was not the best, but she helped me with my grammar and spelling, which I still feel today, is not up to snuff. If Ms. Covington heard me say this she would smack my fingers and say nonsense.
High school was a different story. After attending Ms. Holman and Ms. Hunt’s English classes, I was beginning to think that Ms. Covington was pulling the wool over my eyes about my writing. Nothing I wrote for these two English teachers was good enough at first. I really struggled with many of my writing assignments because they really did not make any sense to me. I could not relate to many of the writing assignments. I soon learned to lie on paper and the writing assignments got easier. I did not have many of the experiences that my fellow classmates had and expressed in their writing. How was I going to write about my favorite vacations and favorite places to visit when my family did not have the money to take trips and vacations? This was impossible with my mother working part-time while in school and my dad working two and a half jobs.
My undergrad experience with writing took me back to my elementary days. Again my pre-college assessments showed that I needed extra writing help. My professor gave the class our first writing assignment. This was scary to me but I completed the assignment in a timely manner. After reading my first paragraph the professor whispered to me that he felt that the college made a mistake by putting me in the class and my writing seemed better than students that he had in his advanced classes. This really put my mind at ease. I was no longer intimidated by the fact of being in an introductory writing class. It actually helped me with my other classes that I attended. I came to realize that there was really nothing wrong with my writing, but that I am a slow writer and need time to think before putting it on paper. All the assessments that I had taken since elementary school was done in a rush in order to get the assignment over with.
Now it is all about having the time to write. I always feel awkward when trying to complete a writing assignment. While writing I can not help but ponder whether I am writing what is asked of me or am I writing enough or will it be enough. Even though I go over my writing several times, I feel that the grammar is not elaborate enough. Could I have said it differently or in other words?
I know writing is not as difficult as I make it, but never knowing if the words are coming out right is my main issue. After reading many writings by different scholars, I feel that my writing is not up to par with many of them. I think that my writing is fair, but at times not my best. I am a slow but cautious writer. I must think out what I going to say, most of the time having to write it down on paper, editing, having some else to read and edit, then type. After typing I read, read, read, and re-read because I am just not sure of my writing skills. I have had to use others writings as a guide to make sure I am on the right track. I try to write when things are calm in my home. I usually will try to write in my bedroom. Before a writing assignment I try to make sure my son, god-daughter and my husband are nowhere around before attempting the writing assignment, eliminating any distractions. Sometimes I wait until everyone is fast asleep in their beds.
I am actually going to try not letting someone proof this writing assignment before turning it in even though it is taking me a lot of will power not to let some proofread it for me. Hope that it is an interesting read.
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