What is it like to be a parent of a child with a physical or mental disability? Are you constantly aware of how other perceive your child, and do you always feel the need to protect your child more than a parent who has a child that is fully functioning?
I can not imagine that it would be easy to be a parent of a child with a mental or physical disability but then again being a parent of any child comes with its challenges. As you care for and raise these children you have to make accommodations and consider things that as a parent of a typical child you would not have to do. I think you would be constantly aware of how others are perceiving your child and I think it would also be important to make yourself aware of you are reacting to your own child. As seen in the video “Monica and David,” Monica’s mom discusses that as a parent of someone with a disability she is constantly, subconsciously doing what she fears others will do to her daughter, which is treat her differently. It is natural to be defensive of your family and those that you are close to, especially when there is a sensitive issue at hand. I think that as a parent in this situation you would feel the need to protect your child and shelter them to a great extent. The fear of your child with a disability being hurt, frustrated, and embarrassed because of their differences would obviously be something as a parent you would want to avoid. But to what extent can you keep them out of the world around them? Couldn’t this hinder their development, possibly doing more harm then good? Along with this, there is a definite challenge with giving chances at independence. Making those decisions about what they can and can not handle I can not imagine would be an easy thing to do. Parents want what is best for their children but when a disability comes into play there is a whole other level of uncertainty.
Since those with Down’s Syndrome are becoming more and more capable as the year’s progress is this due to discoveries within the disability, the ever changing world we live in, or the actions of people without the disability?
I think that it is a combination of all of these things that is allowing people with Down’s Syndrome to gain independence. Medical and psychological advancements have allowed for better facilities for these students that allow them to learn things they’ll need to know to gain more independence, which is essentially the goal. No person wants to feel incapable of his or her own self. I don’t think society wants everyone to gain normalcy in comparison to this idea of independence. While I do think that the premise of challenging oneself to improve one’s lifestyle is evermore present in our society, which would also apply to those with any mental challenges, I do not believe that the individuals affected by this challenge are changing as a group. I believe the characteristics of Down’s Syndrome are not necessarily changing and like all aspects of life, there are differences in severity which can pertain to each individual. However, I do believe that the rest of society is no longer casting off this portion of our reality and is now embracing the world that needs to accommodate for people with any mental and physical challenges. In my experience with students with Down’s Syndrome, the child was the only one who could operate the Smart Board almost instantly with little guidance. Technology is another gateway in which people of all challenges can use to communicate, gain independence, and understand the world. One would think that since many affected by Down’s Syndrome are slower at understanding things that they would be left behind in our fast paced society, but I think that we will find that technology and other advancements in our world will be a valuable tool allowing for an increase in capabilities and independence.
1. How can we honestly know what constitues a reasonable expectation for a person with Down Syndrom? Don't expectations have to do with how an individual is reared along with what educational opportunities were available to that person as a child, teen, and then an adult?
An expectation is defined as what is most likely to happen, therefore I don't know if their are reasonable expectations for people with Down Syndrome because everyone's case is different. There is no stereotypical textbook case for Down Syndrome, symptoms range from person to person and can be from mild to severe. Personally, I believe not having expectations is the most beneficial because with expectations can come disappointment. Just as in Monica and David, the parents did not expect much of their children and were surprised and elated when they were able to complete tasks they did not think they could do. However I do believe that someone should be able to have as many opportunities that are available to them. Children, teens, and adults with Down Syndrome should not be expected to do anything but they should be encouraged to try their best. They should be able to have as many opportunities as anyone else.
"Over the years, there has been a wider range of mental challenges that our society faces and affects our children. However it is also something that is becoming a challenge to work through and not an end of life, as it used to be viewed. Does this speak to the future and how we can help develop, grow, and harness the capabilities of mentally challenged children and adults to become independent?"
I think that there will always be progression in understanding the capabilities of the mentally disabled. In order to continue to try and understand what an individual with mental disabilities is capable of I think it is definitely important to look to the past, but also work individually with the person in attempt to harness their strengths and work from there. As Alice says, "presume competence".
Just as parents of children with Down syndrome must stay optimistic in terms of what to expect, how do we as educations maintain that optimism in our classroom environments and in our curriculum? How do we make sure we are expecting the most out of these students?
I think that as educations, there are ways that we can maintain our optimism in terms of what to expect with children with Down syndrome. Based on the documentary we watched, I have gained a heartwarming perspective on children with Down syndrome. I think we can maintain optimism by tuning into their same emotions and wants as us- they want warmth, love, security, and happiness just like typical human beings. We need to remember that they are very similar to us due to their desires and feelings! We can connect ourselves to them in this way. I think another way to maintain optimism is realizing that we cannot limit the capabilities of these students. They are on their own individualized level and we should not step in for help unless needed. This is called the zone of proximal development. This can give us optimism because it tells us that they are just like us- sometimes we need help like students of Down syndrome. These two points of optimism come from the wonderful connection between students of Down syndrome and typical beings. We need to stop separating ourselves from them so much. I think we can make sure we are expecting the most of these students by understanding where they are coming from and observing and analyzing their learning. One way is by setting up critiques to see what they are thinking! All in all, there are so many other worlds of possibilities that we can attribute to students of Down syndrome as teachers! I am excited to learn about these!
Considering that we will most likely e working with students with Down syndrome in an inclusion setting how can we make sure that we are creating a curriculum that expects as much from our special needs students as it does their typical peers without creating frustration?
I think it is important to note that no student learns in the same way as another. Regardless if the student is a “typical student” or one that has Down syndrome. From what I have learned about Down syndrome from reading and from watching Monica and David, people with Down syndrome often do not feel as though anything is wrong with them. They want to accomplish tasks and have goals just like anyone else does. In a classroom I believe it is important to make the students with Down syndrome feel like they are included and feel comfortable with the other students. Although the level of goals may be different from students with Down syndrome than those of typical students, I think it is important to have reasonable goals for children with Down syndrome. I think it is also important to remember to treat each student as an individual. Every student has individual needs and I think it is important to remember that regardless if the student has down syndrome or not.
There seems to be this huge lack of the idea of presuming competence throughout history, is it possible that physicians would tell their patients to lower their expectations as a means to boost optimism in parents when the presumed child exceeds expectations? Or do you think they truly believe that the child will not progress very far?
In the past there wasn't much known about different disabilities. People who were disabled were lumped into one category of unknown that many people didn't know how to react to or deal with. Usually, what people don't understand or don't know, they fear. We have to remember that doctors are human too. They can have fears, prejudices, and pride just like anyone else. I imagine that many doctors didn't how to differentiate between different disabilities or even different levels of functionality of the same disability. They couldn't explain why it happened or how, so just assumed that all people with a mental handicap wouldn't progress very far intellectually.
How are reasonable expectations determined and measured for an individual with Down Syndrome for each age level and stage of development?
I wish I knew the exact answer to this question! As we said in class, it is best to know what the individual is capable of, and then work off that. And I think this is a great strategy, since it is best not to just make assumptions about someone dependent solely on what their disability is, or what age they are. This was brought out in the article we read by Michael Berube, which proved that expectations can in fact be detrimental to someone because they are not always accurate.
As we have seen in the Monica and David documentary, each person is unique in their capabilities. Also, many feel the need to be independent and to have work to do. So, to set limitations would be harmful. I think the key to being reasonable is to not really make expectations, but instead to make goals. Goals that are reachable and specific to the individual.
In the article, he mentions a man with down syndrome that his mother's obstetrician advised the Kingsley family to institutionalize Jason because he would never grow up to have a "meaningful thought." Herein lies my question; what is it like for people with down syndrome in their own minds? Do they have the same thought processes as I do, and just cant get it out in the same way?
I'm not sure if I can factually answer your question, and I'm not sure anyone could give a concrete answer at this point of our knowledge of down syndrome. However, I feel that people affected by DS do have very meaningful thoughts. I looked up information in efforts to answer this question more thoroughly, but most of the questions that everyone is asking about DS varies widely from case to case. In almost every instance, it appears to me that no matter the severity of ones DS, they can go above and beyond what people assume their capable of. Everyone has a different way of thinking, and I feel there is no exception when it comes to downs.
[[Berube noted, "As we learn about Down Syndrome, we honestly-if not paradoxically- don't know what constitutes a reasonable expectation for a person with down syndrome." I find this statement to be very agreeable, yet if you look to typical behavior of somebody without a mental disability they are generally quick to jump to their own predetermined expectations of the capabilities of somebody with down syndrome or any other mental disability... why do you think that is?]]
This is a very good question, and I believe it has to do with the history of mental disability (or any disability for that matter) in our country. Having a disability is very taboo, and it wasn't that long ago that those with disabilities were shunned, locked up, and hidden from the public eye. As much as we'd like to believe that society has become more accepting (which it has, don't get me wrong) we still are not at universal knowledge, compassion, and understanding for those with disabilities of any kind. Think about it- were you educated at a young age about down syndrome, what it does, what it looks like, who it affects? Did you have classes with children with different abilities? I believe education plays a large part is socetial change, and educating our children on what it is like for people with other abilities would make a grand change in the large scheme of things.
Is it possible that people have their own predetermined expectations of those with mental disabilities because of the media and how the media represents those with mental disabilities?
I absolutely think that most people have their own predetermined ideas/expectations about any person with a disability but I do not think this comes from the media alone. In fact, I think many of these judgments come about from passed experiences with a disabled person that stick out in the "typical" persons' mind and affect any future relations with someone who shares a similar (or even not so similar) disability. I think another huge factor that causes these predeterminations are the human race's fear of anything different than themselves and what they consider to be "normal." This idea has definitely been strengthened by the the media which is why people continue to fear the unknown. I think our government's choice to ignore any person who is different for so long is what really has affected our country the most and led to the most predetermined judgements about people with mental disabilities.
3) I’ve also been fascinated by mental disorders, especially Down Syndrome. What would it be like in the mind of someone with this disorder? How can we “walk in their shoes” and better understand how to communicate on their level.
This is such a great question! I often think this way when dealing with a situation that I am unfamiliar with. I think in order to relate to people with mental disorders and truly understand what they are thinking and feeling; we need to get to know who they are on a more personal level. Ask what they like to do for fun. Do they like art, music or sports? Do they have a favorite animal? Once you know more about their interests then you could participate in those activities with them and ask them to teach you how to do something. You can also create lesson plans or activities to accommodate their interests; this would be a great way to help them find ways of communicating. Besides interests I think there is more that needs to be learned to really relate to someone with a mental disorder. I fell that with careful observation and plenty of communication with people with Down syndrome we can come to understand them better. It’s a constantly evolving proses that is based on the individual. I think we should also pay close attention to his or her dislikes. Let’s say loud sounds alarm or frighten one child with Down syndrome; then we should make sure we avoid that during our lessons. I’m not quite sure if this answers your question and I feel like there are other ways to relate to people with Down syndrome and “walk in their shoes”; but I believe getting to know them is a good start.
Berube states that he doesn't know "what constitutes a 'resonable expectation' for a person with Down Syndrome". How can we, as future educators, create a thriving environment for students with down syndrome if each student has a different level of functioning?
I believe it is necessary to address the needs of different students with down syndrome. If that means having another advisor to help guide a student who needs a little extra attention, then that is perfectly fine. I agree that there is no way to predict the capabilities of a student with down syndrome and so teachers and advisors must guide the students to try new things and to learn more about what they are already good at. Average students learn at different levels in the class room just the same as kids with down syndrome. Just like if an average child might need extra attention in an area, so might a down syndrome student, but he might not as well. I believe that the way to create a thriving environment for students with down syndrome is to provide accessable help.
"If understanding and making connections is something that is not easily grasped for people with Down's syndrome then how can problem solving in art exercises allow for this critical thinking skill to develop through practice?"
I believe that art has an easier way with communication and is easier to grasp. A person with Downs can have a hard time using words to communicate but with art that can show how they feel and what they are thinking. It's a different way of communication that connects on a deeper level. Like with many children with Downs it will still take patience before they can really understand the power behind art but I think it comes easier to them then trying to use words.
What is it like to be a parent of a child with a physical or mental disability? Are you constantly aware of how other perceive your child, and do you always feel the need to protect your child more than a parent who has a child that is fully functioning?
ReplyDeleteI can not imagine that it would be easy to be a parent of a child with a mental or physical disability but then again being a parent of any child comes with its challenges. As you care for and raise these children you have to make accommodations and consider things that as a parent of a typical child you would not have to do. I think you would be constantly aware of how others are perceiving your child and I think it would also be important to make yourself aware of you are reacting to your own child. As seen in the video “Monica and David,” Monica’s mom discusses that as a parent of someone with a disability she is constantly, subconsciously doing what she fears others will do to her daughter, which is treat her differently. It is natural to be defensive of your family and those that you are close to, especially when there is a sensitive issue at hand. I think that as a parent in this situation you would feel the need to protect your child and shelter them to a great extent. The fear of your child with a disability being hurt, frustrated, and embarrassed because of their differences would obviously be something as a parent you would want to avoid. But to what extent can you keep them out of the world around them? Couldn’t this hinder their development, possibly doing more harm then good? Along with this, there is a definite challenge with giving chances at independence. Making those decisions about what they can and can not handle I can not imagine would be an easy thing to do. Parents want what is best for their children but when a disability comes into play there is a whole other level of uncertainty.
Since those with Down’s Syndrome are becoming more and more capable as the year’s progress is this due to discoveries within the disability, the ever changing world we live in, or the actions of people without the disability?
ReplyDeleteI think that it is a combination of all of these things that is allowing people with Down’s Syndrome to gain independence. Medical and psychological advancements have allowed for better facilities for these students that allow them to learn things they’ll need to know to gain more independence, which is essentially the goal. No person wants to feel incapable of his or her own self. I don’t think society wants everyone to gain normalcy in comparison to this idea of independence.
While I do think that the premise of challenging oneself to improve one’s lifestyle is evermore present in our society, which would also apply to those with any mental challenges, I do not believe that the individuals affected by this challenge are changing as a group. I believe the characteristics of Down’s Syndrome are not necessarily changing and like all aspects of life, there are differences in severity which can pertain to each individual. However, I do believe that the rest of society is no longer casting off this portion of our reality and is now embracing the world that needs to accommodate for people with any mental and physical challenges.
In my experience with students with Down’s Syndrome, the child was the only one who could operate the Smart Board almost instantly with little guidance. Technology is another gateway in which people of all challenges can use to communicate, gain independence, and understand the world. One would think that since many affected by Down’s Syndrome are slower at understanding things that they would be left behind in our fast paced society, but I think that we will find that technology and other advancements in our world will be a valuable tool allowing for an increase in capabilities and independence.
1. How can we honestly know what constitues a reasonable expectation for a person with Down Syndrom? Don't expectations have to do with how an individual is reared along with what educational opportunities were available to that person as a child, teen, and then an adult?
ReplyDeleteAn expectation is defined as what is most likely to happen, therefore I don't know if their are reasonable expectations for people with Down Syndrome because everyone's case is different. There is no stereotypical textbook case for Down Syndrome, symptoms range from person to person and can be from mild to severe. Personally, I believe not having expectations is the most beneficial because with expectations can come disappointment. Just as in Monica and David, the parents did not expect much of their children and were surprised and elated when they were able to complete tasks they did not think they could do. However I do believe that someone should be able to have as many opportunities that are available to them. Children, teens, and adults with Down Syndrome should not be expected to do anything but they should be encouraged to try their best. They should be able to have as many opportunities as anyone else.
"Over the years, there has been a wider range of mental challenges that our society faces and affects our children. However it is also something that is becoming a challenge to work through and not an end of life, as it used to be viewed. Does this speak to the future and how we can help develop, grow, and harness the capabilities of mentally challenged children and adults to become independent?"
ReplyDeleteI think that there will always be progression in understanding the capabilities of the mentally disabled. In order to continue to try and understand what an individual with mental disabilities is capable of I think it is definitely important to look to the past, but also work individually with the person in attempt to harness their strengths and work from there. As Alice says, "presume competence".
-Jessica K.
Just as parents of children with Down syndrome must stay optimistic in terms of what to expect, how do we as educations maintain that optimism in our classroom environments and in our curriculum? How do we make sure we are expecting the most out of these students?
ReplyDeleteI think that as educations, there are ways that we can maintain our optimism in terms of what to expect with children with Down syndrome. Based on the documentary we watched, I have gained a heartwarming perspective on children with Down syndrome. I think we can maintain optimism by tuning into their same emotions and wants as us- they want warmth, love, security, and happiness just like typical human beings. We need to remember that they are very similar to us due to their desires and feelings! We can connect ourselves to them in this way. I think another way to maintain optimism is realizing that we cannot limit the capabilities of these students. They are on their own individualized level and we should not step in for help unless needed. This is called the zone of proximal development. This can give us optimism because it tells us that they are just like us- sometimes we need help like students of Down syndrome. These two points of optimism come from the wonderful connection between students of Down syndrome and typical beings. We need to stop separating ourselves from them so much. I think we can make sure we are expecting the most of these students by understanding where they are coming from and observing and analyzing their learning. One way is by setting up critiques to see what they are thinking! All in all, there are so many other worlds of possibilities that we can attribute to students of Down syndrome as teachers! I am excited to learn about these!
Considering that we will most likely e working with students with Down syndrome in an inclusion setting how can we make sure that we are creating a curriculum that expects as much from our special needs students as it does their typical peers without creating frustration?
ReplyDeleteI think it is important to note that no student learns in the same way as another. Regardless if the student is a “typical student” or one that has Down syndrome. From what I have learned about Down syndrome from reading and from watching Monica and David, people with Down syndrome often do not feel as though anything is wrong with them. They want to accomplish tasks and have goals just like anyone else does. In a classroom I believe it is important to make the students with Down syndrome feel like they are included and feel comfortable with the other students. Although the level of goals may be different from students with Down syndrome than those of typical students, I think it is important to have reasonable goals for children with Down syndrome. I think it is also important to remember to treat each student as an individual. Every student has individual needs and I think it is important to remember that regardless if the student has down syndrome or not.
There seems to be this huge lack of the idea of presuming competence throughout history, is it possible that physicians would tell their patients to lower their expectations as a means to boost optimism in parents when the presumed child exceeds expectations? Or do you think they truly believe that the child will not progress very far?
ReplyDeleteIn the past there wasn't much known about different disabilities. People who were disabled were lumped into one category of unknown that many people didn't know how to react to or deal with. Usually, what people don't understand or don't know, they fear. We have to remember that doctors are human too. They can have fears, prejudices, and pride just like anyone else. I imagine that many doctors didn't how to differentiate between different disabilities or even different levels of functionality of the same disability. They couldn't explain why it happened or how, so just assumed that all people with a mental handicap wouldn't progress very far intellectually.
How are reasonable expectations determined and measured for an individual with Down Syndrome for each age level and stage of development?
ReplyDeleteI wish I knew the exact answer to this question! As we said in class, it is best to know what the individual is capable of, and then work off that. And I think this is a great strategy, since it is best not to just make assumptions about someone dependent solely on what their disability is, or what age they are. This was brought out in the article we read by Michael Berube, which proved that expectations can in fact be detrimental to someone because they are not always accurate.
As we have seen in the Monica and David documentary, each person is unique in their capabilities. Also, many feel the need to be independent and to have work to do. So, to set limitations would be harmful. I think the key to being reasonable is to not really make expectations, but instead to make goals. Goals that are reachable and specific to the individual.
In the article, he mentions a man with down syndrome that his mother's obstetrician advised the Kingsley family to institutionalize Jason because he would never grow up to have a "meaningful thought." Herein lies my question; what is it like for people with down syndrome in their own minds? Do they have the same thought processes as I do, and just cant get it out in the same way?
ReplyDeleteI'm not sure if I can factually answer your question, and I'm not sure anyone could give a concrete answer at this point of our knowledge of down syndrome. However, I feel that people affected by DS do have very meaningful thoughts. I looked up information in efforts to answer this question more thoroughly, but most of the questions that everyone is asking about DS varies widely from case to case. In almost every instance, it appears to me that no matter the severity of ones DS, they can go above and beyond what people assume their capable of. Everyone has a different way of thinking, and I feel there is no exception when it comes to downs.
[[Berube noted, "As we learn about Down Syndrome, we honestly-if not paradoxically- don't know what constitutes a reasonable expectation for a person with down syndrome." I find this statement to be very agreeable, yet if you look to typical behavior of somebody without a mental disability they are generally quick to jump to their own predetermined expectations of the capabilities of somebody with down syndrome or any other mental disability... why do you think that is?]]
ReplyDeleteThis is a very good question, and I believe it has to do with the history of mental disability (or any disability for that matter) in our country. Having a disability is very taboo, and it wasn't that long ago that those with disabilities were shunned, locked up, and hidden from the public eye. As much as we'd like to believe that society has become more accepting (which it has, don't get me wrong) we still are not at universal knowledge, compassion, and understanding for those with disabilities of any kind. Think about it- were you educated at a young age about down syndrome, what it does, what it looks like, who it affects? Did you have classes with children with different abilities? I believe education plays a large part is socetial change, and educating our children on what it is like for people with other abilities would make a grand change in the large scheme of things.
Is it possible that people have their own predetermined expectations of those with mental disabilities because of the media and how the media represents those with mental disabilities?
ReplyDeleteI absolutely think that most people have their own predetermined ideas/expectations about any person with a disability but I do not think this comes from the media alone. In fact, I think many of these judgments come about from passed experiences with a disabled person that stick out in the "typical" persons' mind and affect any future relations with someone who shares a similar (or even not so similar) disability. I think another huge factor that causes these predeterminations are the human race's fear of anything different than themselves and what they consider to be "normal." This idea has definitely been strengthened by the the media which is why people continue to fear the unknown. I think our government's choice to ignore any person who is different for so long is what really has affected our country the most and led to the most predetermined judgements about people with mental disabilities.
3) I’ve also been fascinated by mental disorders, especially Down Syndrome. What would it be like in the mind of someone with this disorder? How can we “walk in their shoes” and better understand how to communicate on their level.
ReplyDeleteThis is such a great question! I often think this way when dealing with a situation that I am unfamiliar with. I think in order to relate to people with mental disorders and truly understand what they are thinking and feeling; we need to get to know who they are on a more personal level. Ask what they like to do for fun. Do they like art, music or sports? Do they have a favorite animal? Once you know more about their interests then you could participate in those activities with them and ask them to teach you how to do something. You can also create lesson plans or activities to accommodate their interests; this would be a great way to help them find ways of communicating. Besides interests I think there is more that needs to be learned to really relate to someone with a mental disorder. I fell that with careful observation and plenty of communication with people with Down syndrome we can come to understand them better. It’s a constantly evolving proses that is based on the individual. I think we should also pay close attention to his or her dislikes. Let’s say loud sounds alarm or frighten one child with Down syndrome; then we should make sure we avoid that during our lessons. I’m not quite sure if this answers your question and I feel like there are other ways to relate to people with Down syndrome and “walk in their shoes”; but I believe getting to know them is a good start.
Berube states that he doesn't know "what constitutes a 'resonable expectation' for a person with Down Syndrome". How can we, as future educators, create a thriving environment for students with down syndrome if each student has a different level of functioning?
ReplyDeleteI believe it is necessary to address the needs of different students with down syndrome. If that means having another advisor to help guide a student who needs a little extra attention, then that is perfectly fine. I agree that there is no way to predict the capabilities of a student with down syndrome and so teachers and advisors must guide the students to try new things and to learn more about what they are already good at. Average students learn at different levels in the class room just the same as kids with down syndrome. Just like if an average child might need extra attention in an area, so might a down syndrome student, but he might not as well. I believe that the way to create a thriving environment for students with down syndrome is to provide accessable help.
"If understanding and making connections is something that is not easily grasped for people with Down's syndrome then how can problem solving in art exercises allow for this critical thinking skill to develop through practice?"
ReplyDeleteI believe that art has an easier way with communication and is easier to grasp. A person with Downs can have a hard time using words to communicate but with art that can show how they feel and what they are thinking. It's a different way of communication that connects on a deeper level. Like with many children with Downs it will still take patience before they can really understand the power behind art but I think it comes easier to them then trying to use words.