Misunderstood Minds Simulation Activity 1
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School
University of West Georgia *
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Course
6715
Subject
Philosophy
Date
Apr 3, 2024
Type
docx
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2
Uploaded by DeanHeatWolverine40
Misunderstood Minds Simulation Activity 2. Did the simulations help you to better understand a disability in
that area? If so, how? If not, why? List each area and describe why
or why not.
Yes, the simulations helped me better understand a disability in reading with the activity using letters as different sounds. It was extremely hard and just frustrates me for people whose brains work like this. I want to help them so much because reading is so important in learning throughout a person’s life. It helped me understand how incredibly difficult it is, but I know I cannot fully understand it. It helped me have more compassion for my students’ frustrations, because I was frustrated, and it was just an
activity while they live with it.
The writing simulation helped me understand how confusing writing can be for students. Writing is not easy even if you are good at it. Students with a learning disability combined with the difficulty of writing - organizing thoughts and holding a pencil and a piece of paper, makes the task seem almost impossible. Breaking down the different concepts of writing and not throwing it all at once would help, but this made me realize as difficult as I thought it was, I really did not know the difficulty they are actually
dealing with daily.
The math simulation helped me understand how hard math can be for students. Math is hard for me and to have a learning disability where it is hard to remember the steps in math must be extremely difficult. Then these steps build on each other and the steps must be remembered and repeated. No wonder these students feel so defeated and frustrated. 3. As you were going through the simulations, were there things that you wished you had (e.g., more time) or that you could do
(e.g., refer to your notes) that would help you? If so, what were they? Be specific.
In the reading simulation, more time and the notes for the sound each letter stood for would help me. Practicing so that I could remember the sound each letter stood for would help me and equals more time again.
In the writing simulation, time and a graphic organizer to see how it is all supposed to be organized and put together would be helpful. If I had issues with holding a pencil and putting everything together just in the process of writing a letter, sentence, or paragraph, a computer to type on would be more helpful.
The math simulation had a chart, but the steps or process of solving the problems would help me. And making sure I had enough time to refer to the steps to solve the problems and to check them.
4. Given the information above, what supports or accommodations could you provide to the students in your classes who have learning disabilities?
I could give the students in my classes with learning disabilities more time and graphic organizers. I already try to give them as much time as they need. I need to be better at creating graphic organizers and chunking information for them. I also want to show
them how to chunk or break things apart for themselves so that they can do it in other classes. I am implementing an interactive notebook in my classroom also. This will keep all the information we learned in one place for the students and include visuals for them. I print pages and we glue them to the notebook pages and complete notes, writing, steps, pictures, and anything else we go over to help them learn the content.
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