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Chapter 2 Statements Leader: Beth Franks Support Staff: Alyssa Harper Jason Henderson Stephanie Garcia

p.21: The idea that progress is inevitable is true in a sense, but overall creating "better humanity" is not accurate. There will always be conflict, hostility, the poor/needy, and other scenarios that the general public find threatening. p. 21: One of the first education laws passed was the Old Deluder Satan Act in Massachusetts in 1647. It was designed to teach children to read and write so they could read the scriptures so that Satan could not prevent them from knowing the scriptures. This is the first t ime that reading education has been given a rationale. p.22: The rules and experience for schooling is always changing. While we, and legislators, may think we know what's best for education, we haven't, after all these years, figured out a sure-fire solution. p. 23: I was really interested in the rules for teachers. We have some rules today, but not like these. Number four in the 1872 rules is interesting: men teachers may court, but women teachers may not. I wonder why they thought that these rules would make teachers better. p.24: Having just read diversity matters and talking about that last 8 weeks the statement in the book regrading race and how many people believe that schools are more segregated now than before Brown v. Board of Education. I understand that schools have a lot of work, but there have been some improvements. p. 24: The second statement that struck me in the same section was the fact that some students could so their entire schooling and never be taught by someone of the same race or culture. I tried to imagine this for myself and it was difficult. p.25: It is commendable that schools were formed to meet the needs of blind/deaf students. However, I wonder how many schools and legislation nowadays are created because either parents are

working more and cant' watch their child, or simply that some parents do not want the 24/7 responsibility of looking after their child? p. 28: Table 2.1 was very powerful. I think that I for one could use some practice at trying to see things from someone else's eyes. p. 30: The authors of the book believe that all children should be educated the same, that all children, regardless of their disability should be mainstreamed into the general education classroom. They believe that all students are best served in the general education classroom. I have a little problem with this. I am anxious to read more in the book about this concept. p. 31: All children can learn. I agree with this statement. All children can learn in their own way. This brings in the concept of differentiation which we are all using in some way in our own classrooms. p. 34: It is sad when a child has to overcome so many obstacles in their life. I believe that proving to a teacher that they can learn should not be one of them. I think this also comes into play when you begin placing labels on students as well. p.35: I was drawn to the last question in this narrative. It is about how teachers can support students who do not use speech to communicate. This is important for students with disabilities, but also for language learners who are in their silent period. These students will not/cannot produce language yet. The answer to the question is, "...teachers need to work on watching for intelligence simmering below the surface of a person's outward behavior." This works for both disabled students and language learners.

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