Referring to Key Classroom TopicsInclusion: While Joey Pigza was never said to have an IEP or 501 Accommodations, his teachers acknowledge that he is different and receives medication for his ADHD. Joey spends most of his time in the general classroom. It is not until he gets more out of control that he’s sent for part of the day to the self-contained special education room to get reacquainted with the rules and behavior expectations.
Diversity: When Joey Pigza is referred to join the Special Education room he describes students as having a wide diversity of disabilities (p. 36-37, 50-52, 91-97). This is also the case for when he is sent to the Special Education Center for six weeks for hurting another student (p. 80, 110). *The book does not reflect on race, gender, or sexual orientation as differentiation. Community: The best scene of community I could think of is in the special education room and in the Special Education Center. There, all students have built a valuable community of friendship and trust, whereas it could be argued that Joey is kept out of the community in his own general classroom, and as he is bullied getting off the schoolbus in his own neighborhood. Disability: Joey Pigza has attention-deficit disorder. The only hard evidence of this is found on the back of the book in a review. There is a lot of circumstantial evidence throughout the book that would back-up this claim. There are several instances referring to his meds or medicine, approximately 17 instances, in fact. In addition to referring to meds, Joey’s condition is indicated by his feelings and by him not being treated fairly by his teachers (not giving him sugar or sharp objects that other students get). Self Determination: In chapter 7, “Gifted & Talented,” right before the bunny slipper incident Joey snuck out to an assembly for the gifted students. It was at this event that Joey listened to an inspirational speaker telling everyone that they can change the world and it’s their duty to help others. I’d never be a part of the gifted and talented kids. That much was true. But I was one of the special people. My mom said I was special, the nurse said I was special, and I was also in special ed. So I really listened to everything she had to say, and I liked what I heard, that because we were the special kids we had to make sure we put our energy and talent to work for the benefit of the whole world. [...] She went on and on about how it was up to the special gifted and talented kids to lead the way for others and that if we pledge to be a positive force in the world then eth world will be a better place for everyone. [...] What she said was true. Already I was thinking about something I could do during the day that would make the world a better place because of me. Joey Pigza (p. 68-70).
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Responding to Jack Gantos' novel: Joey Pigza Swallowed the Key
An Accurate Fan-Made Trailer of the 1989 Film *SPOILERS*A real interview with Christy Brown from 1962Prompt for the essay: Respond to the following questions:
Visual Lecture Notes
Graduating Peter (2001) [1 hour 14 minutes]
Youtube Link: https://youtu.be/GkD-zaJInoI Music in this video Learn more Listen ad-free with YouTube Premium Song: Sweet Thing - FirstCom Artist: Sheldon Curry Album: FC-S73_Real Country Licensed to YouTube by: AdRev for a 3rd Party (on behalf of FirstCom); AdRev Publishing Educating Peter - 1992 (720p) [30 minutes]
Youtube link: https://youtu.be/EikuC2hJ5hs EDUCATING PETER Thomas C. Goodwin and Gerardine Wurzburg, Producers Winner Oscar – Short Documentary — 1993 © HBO Wurtzberg, G. and Goodwin, T. (1992). Educating Peter, Home Box Office Video. http://bit.ly/educating-peter (Copyrighted content was found in your video. The claimant is allowing their content to be used in your YouTube video. However, ads might appear on it.) Music in this video Learn more Listen ad-free with YouTube Premium Song: Stolen Moments - FirstCom Artist: Paul Williams Album: CHAP130_Piano Study Writers: Paul Williams Licensed to YouTube by: AdRev for a 3rd Party (on behalf of Chappell); Latin Autor - UMPG, LatinAutorPerf, UNIAO BRASILEIRA DE EDITORAS DE MUSICA - UBEM, UMPI, AdRev Publishing, and 5 Music Rights Societies Physical Layout PlanWritten Description and ReasoningMy ideal art classroom would be fairly large. When you enter from the hallway you’ll notice the exit door directly ahead from across the room. To the right you will see the designated area for a mop and broom (unless custodians will take care of it) right beside the door. In the nearby corner to the right of the door you’ll see an umbrella bucket. Alongside the next wall you’ll see a coat and bag rack for drop-off and pick-up. Following to the left along the same wall you’d see a recycling bin, then a trash bin. Continuing to the left along the wall will be a paint supplies rack/shelving, then a paint cart to transport supplies to the tables when needed. To the left of the paint cart you’ll see the sink station and a paint waste bucket, as to not put any paints down the drain.
Along the next wall in between the far-right corner and the exit door will be dry-racks for paper painted artworks. Continuing past the back door to the left is another trash can, then the large demonstration and instructional area with a smartboard or screen on the wall. To the left of the instructional area will be a ceramics display and cooling area with a small or medium sized electric kiln in the corner. In front of the instructional area is a large learning carpet for smaller kids to sit, and to the left of the carpet sitting in a catty-corner position is a table for ADHD children who need the least amount of distraction and the most focus to the instructional area. The ADHD table is totally away from the supplies that could distract them. Along the next wall to the left is a thinking couch with a plant on one side and a lamp on the other side. Continuing to the left of the couch is a bookcase with art magazines and art history literature, with a potted plant to the left of it. Continuing to the left we come back to the wall where the front door is leading to the hallway. There are four specific material shelves beside each other along the wall. Starting in the corner will be the ceramics tools and materials shelf. It is situated to be directly across from the kiln and ceramics rack on the opposite wall. Next to the ceramics shelves will be the drawing and paper shelves which include various paper, scissors, glue, and drawing materials (pencils, markers, crayons, etc.). The next shelf will be for fabrics, sewing materials, yarn, buttons, and crochet needles. The final shelf is for found objects that may be used for collage and sculpture. To the left of the found objects shelf is a trash can, which is right next to the front door. Four tables are arranged in two rows between the materials shelves and the instructional area carpet. There is extra room in between the tables for easy walking and wheelchair access. There is a designated area for wheelchair space at the two tables nearest the front door and materials shelves. There are also rolling supplies tables that can be pushed up to the wheelchair areas to help them have better access. Each table is arranged perpendicular to the instructional area so that seated students can simply turn their head to the side and see and hear the teacher talk. The designated wheelchair areas are already facing the instructional area. The entire pathway from the front door and the outside exit door will remain clear in case of emergency and in order to allow for easy transition of lining up, washing hands, and gathering bags and coats from the rack. |
Author & AboutDorothy Smith (smithdb1) is an Art Education Major at Appalachian State University (Fall 2020). This visual journal in the form of a blog will reflect topics on special education in the art classroom and the general classroom. This blog may include some field notes, as well. Archives
November 2020
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