Morelli,+Melissa,+Intellectual+Disabilities

(The picture above was taken in Uganda Africa, in mid-December 2011.  The children in the picture are all from a fishing village of about 400 people.) My name is Melissa Morelli, I am one month away from being 23 years old and I am a Junior at SOU. Something interesting about myself is that I have been a Christian Missionary and I love new places. In the last five years I have traveled to 5 continents, 4 countries with extended airport layovers, lived in or visited 8 countries (not including the U.S.), and revisited 2 of the 8 countries a second time. Needless to say I am an adventurer and I truly enjoy immersing myself in a new culture.
 * Who am I? **

Educationally my goals are to get my Bachelors of Arts in Elementary Education with a double minor in Journalism and Psychology. Later I plan to get a Masters of Education most likely specializing in art, reading, or speech. Career wise, I have a few goals: my short term goal is to teach English abroad and a long term goal I have is to teach grades Pre-K through possibly First grade.
 * Goals in life? **


 * What brings me joy? **
 * People
 * Swing dancing
 * Listening to the acoustic guitar
 * How simple the world looks through the eyes of a child
 * Traveling
 * Coffee
 * Creative opportunities
 * Visiting the ocean and listening to moving water

My greatest fear about being a teacher is that "I won't be good enough." The way that I have coped with this fear is to develop a counteractive goal for how I want to shape myself as a teacher. My desire is for my students to gain an excitement for learning, that even when they are challenged that they can still have fun. I think it will important to engage with my students in an objective, positive manner and to remain teachable as a teacher.

**Did you ever experience a time when something was extremely difficult to learn?** Yes, one word: Math. Struggling to master math concepts all through my schooling, but especially the teachers series of math here at college has been a major challenge in my life. I have felt frustrated and angry with myself that it takes so long to understand a new concept. I have felt lost and unsure, I have felt elated when I do finally understand something even if the rest of the class has already moved on.

This piece of my history will help me connect to students with learning differences, because I will have more empathy and patience in finding an approach that fits the student. Having felt myself how frustrating it is to desperately want to understand a concept but continue to struggle with the basics of it. I have realized that for many students there comes a line where they will either become determined to succeed or want to give up. It is really important as a teacher to recognize this and find a ways to motivate and connect to the student where they are at.

** Intellectual Disabilities **

=__** Introduction: **__= = =
 * What is an Intellectual Disability?
 * An intellectual disability is a term used when a person or student has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child.
 * Children with intellectual disabilities (sometimes called cognitive disabilities or mental retardation) may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.( [] )
 * Why did I choose this topic to research? Mostly I chose this subject because prior to conducting this research I didn't have much of an understanding as to the nature of this disability.

=__** Top Resources: **__= = What is Intellectual Disability? = [] **Play whole video** **5 out of 5 stars** This video gives a brief overview answering the question, "//What is a an Intellectual Disability?"// This would be a helpful source for people to watch to gain a foundational understanding of where the disability originates and how it effects children's everyday lives.

Down Syndrome Awareness - Maddox Lucille
[] Part one **Start at 5:20** = A Girl with Down Syndrome: The McClintic Family -- Our Special Life -- Episode 3 = [] Part two **Start at 5:40** This video brings in the perspective of a mother who is advocating on the behalf of her daughter. That teachers may start to see past the disability itself to the potential each child uniquely possesses. The type of Down Syndrome that Maddox has is called Robertsonian Translocation Down Syndrome which was caused by a chromosomal abnormality. This particular little girl has already beat many odds in her short life time: there was a 70-80% chance her mother would miscarry due to the chromosomal abnormality, despite the 9 ultrasounds they never picked up the facial markers indicating that Maddox would be born with Down Syndrome. At 2 years old she has a speech and physical therapist who works with her 15 hours a week to give her the best potential at a "like normal" and successful future.
 * 5 out of 5 stars **

= __** Resources: **__ = **"Supports, Modifications, and Accommodations for Students."** Supports, Modifications, and Accommodations for Students. Web. 18 May 2012. <[]>. This article would be a really helpful for teachers who havn't had students with an intellectual disability in there classroom ever before. It talks about adaptations and modifications that can be used in a mainstream classroom. The author lists out other resources available to mainstream teachers and describes applicable examples for some of the adaptations.
 * 5 out of 5 stars **

**Mastropieri, Margo A., and Thomas E. Scruggs.** "Teaching Students with Higher-Incidence Disabilities." The Inclusive Classroom: Strategies for Effective Differentiated Instruction. 4th ed. Upper Saddle River, NJ: Merrill, 2010. 60-64. Print. **5 out of 5 stars** This text would be helpful for teachers looking for resources to help them better understand Intellectual disabilities, ways to prepare the classroom, and effective ways to modify instruction.

**Rosenberg, M.S., D.L. Westling, and J. McLeskey.** "Primary Characteristics of Students with Intellectual Disabilities." Education.com. 2011. Web. 13 May 2012. <[]>. This article is a summarization of academic, cognitive, and social skill performances that students with intellectual disabilities may encounter difficulties with. I would recommend this article as a resource utilized by teachers or instructors as opposed to a resource given directly to parents. The authors talk extensively about what types of things are found to be difficult for students with a mild intellectual disability. Some of things they mention in addition to academic, cognitive, and social skill performances are; memory, attention span, generalizations, and an intellectual IQ.
 * 5 out of 5 stars **

**Vize, Anne**. "Teaching Students With Intellectual Disabilities: Tips and Strategies."Bright Hub Education. 25 Dec. 2011. Web. 12 May 2012. <[]> < [] >. The author wrote this article specifically intended for teachers. Vize first address's what an intellectual disability is (as do most articles I've seen) then she talks about using supplemental technology based tools as resources that can aid students with this disorder in the classroom. This article would be most helpful for a teacher looking for new strategies to integrate students with a mild intellectual disability into a gen. ed. classroom (in full or partial emersion). On another page of the site there are modifications that teachers can apply for students in their classrooms.
 * 5 out of 5 stars **

**Texas Council for Developmental Disabilities.** "Intellectual Disabilities." - Project IDEAL. 2008. Web. 10 May 2012. < [] >. This website is helpful for teachers because it discusses everything from the characteristics of what this particular disability involves. The authors of this site give an overview of teaching strategies, the prevalence of and the impact on learning that students with this disability can experience. This would be a good resource for teachers who have not had students with intellectual disabilities previously in their, and are looking to effectively integrate them into their classroom.
 * 4.5 out of 5 stars **

**Calefati, Jessica.** "College Is Possible for Students With Intellectual Disabilities." US News. U.S.News & World Report, 13 Feb. 2009. Web. 21 May 2012. <[]> This is an article that reminds parents and teachers that students with intellectual disabilities can have a potential to go to college. The biggest reminder is not to give up on the child. Although this only a "single story" it provides inspiration and encouragement for teachers who may feel overwhelmed with students who have this type of disability.
 * 4 out of 5 stars **

**"Intellectual Disability- Fact Sheet."** Centers for Disease Control and Prevention, 29 Mar. 2012. Web. 13 May 2012. <[]>. I think this article would be best used as a resource of initial information that is made available for parents of students with intellectual disabilities who have recently been diagnosed with this disability. The authors use everyday language to describe basic facts about the disability and what some affects of this disability could be.
 * 3.5 out of 5 stars **

= __ Top 5 things I learned: __ =
 * 1) A large number of mild intellectual disabilities are caused for unknown reasons.
 * 2) An intellectual disabilities are different from learning disabilities and the effects of an intellectual disability effect most area's of development.
 * 3) Students with intellectual disabilities can be effectively and successfully integrated into mainstream classrooms if the general ed teacher is willing to be creative with the adaption and modification of the students learning plan.
 * 4) It is important for teachers (and parents alike) to believe in the potential that children with intellectual disabilities can reach, if they are encouraged, believed in, guided, and pushed (within reason) to succeed.
 * 5) Students who are worked with intentionally have most possibility/potential of beating the odds agains them. Students with intellectual disabilities are able to go to college.