Getting Ready for the GED

• 1. Getting Ready for the GED
  Corinne Jackson
  [email protected]
  12/2/10
  EEX 3241
  

2. Ryan, age 21
Lives with mom and dad
Completed High School with special needs education diploma
Now wants his regular High School diploma
Home Tutoring
3. Found Ryans Mom on Community Connections Discussion Board
We decided I would tutor at the house
I was nervous to meet Ryan and his Mom
1st meet up; Ryan and Mom were both shy and stand-offish
Theyve become talkative and excited for me to come since then
Meeting the Mom
4. Ryan and I tutor once a week, 1hr
GED prep book
1st we go over HW
Direct Teaching on new sections
Assign HW for reinforcement
HW comes from GED prep book and online
We are currently studying the math portion
He hopes to take it in January
Engagement Activities
5. I served one person with disabilities and his family
They were an English speaking Caucasian family
Ryans mom has never disclosed his disability
I believe, through working with him, that he has some type of mental disability
He meet IDEA criteria for having a specific learning disability
Participant Demographics
6. Participant Demographics (cont)
Ryan doesnt achieve at age level according IDEA
Struggles with:
Reading fluency skills
Reading comprehension
Some mathematic problem solving
Multi-step word problems very difficult for Ryan
Hard time deciding how to set up problem
Unsure what sign to use
7. Ryans mom uncomfortable with pictures
Talkative, except when it came to Ryan
Never talked about his disability
Service in Action
8. Perceptions of Differences
9. Motivation (pg 138 in Teaching Children and Adolescents with Special Needs)
Keeping students positive and excited about learning
Ryan would give up when doing word problems
Reductionist Paradigm (pg 8 in Teaching Children and Adolescents with Special Needs):
Teacher in charge of lesson, information is passed from teacher to student
Connections to EEX 3241
10. Connections to EEX 3241 (cont)
Reductionist Paradigm (cont)
I was in charge of tutor session
Communicating with family members (pg 63 in Teaching Children and Adolescents with Special Needs)
Teacher-active listen, involve family, open communication
Tutor session occurred in household under parental watch
11. Without Service-Learning Ryan would not get tutored
Working w/Ryan has given me confidence
Service-learning reinforces theories taught in class
Can not wait until next service-learning opportunity
Dont hesitate get out and do it!
Civic Engagement
12. Excited for Ryan to take GED
Nervous to work on English section GED
Thought only wanted work with younger kids
Might want to work in High School
My Final Thoughts