Woods,+Dawn+Peer+Relations

Dawn Applegate Woods

earlylyte@yahoo.com

541-292-3772

Section 1: Personal Introduction
I grew up in Northern California, but I've lived in Oregon for the past 14 years -- I consider myself a //two-state// Native. Given that my ancestors were some of the first pioneers in Oregon, I think I can probably get away with holding that title.

I was the first person on either side of my family to ever attend college, receiving my undergraduate degree in Communications/Art from U.C. San Diego (thanks to a full scholarship). With a minor in art, I was privileged to study a year abroad in the United Kingdom which allowed me to pursue my passion for art history. This gave me an enormous opportunity to travel and learn about other cultures. After graduating (in ahem, 1988), I worked in Advertising and Marketing for many years in San Francisco. I worked on major advertising campaigns and was very involved during the whole tech revolution in Silicon Valley. Although I was excelling at my career, I wanted to do something more meaningful. After marrying, I decided to get my teaching credential and teach elementary school.

I received my multiple subjects elementary credential (with an art authorization) from Cal State Hayward the same year as I delivered my first daughter (the second one following the year). Although I did some long term substituting and taught an art program for the school district, I devoted my time to being a Mom. We relocated to Ashland to embrace a slower paced lifestyle and I stayed home with my daughters. Sadly, by the time I was ready to go back to teaching there were no positions available. Ashland had closed two elementary schools! After a year of trying, I finally set it aside and went back to working in Marketing. Of course, as a parent I've never completely had my hand out of education. I stayed involved in my daughter's IEP process, sat on a few site councils and did the PTA thing. My two daughters now attend Ashland High School. My eldest, Sarah, will graduate this year and will be attending the French Culinary Institute in San Jose, CA. Considering her diagnosis of Autism at the age of 3, that's quite an accomplishment. My youngest daughter, Anna, is a junior and does well in school. We suspect she has a learning disability but were never able to pinpoint it enough to earn an IEP. She's planning on attending college but hasn't narrowed down her life's goals quite yet.

I've recently remarried and will be trying to get back into teaching, probably in Northern California. This course, and a couple others, are needed to finalize and update my California Teaching Credential. Who knows, I might get inspired and stick around for my Masters Degree. In free time, I'm an avid horsewoman. My husband and I rescue, rehabilitate and rehome horses. Between the kids, doing projects on our ranch and working with our horses, my life is pretty full. If you're interested in learning more about our horse business you can visit: connectedhorse.com

Explain your education & career goals
I have an undergraduate degree in Communications/Art from U.C. San Diego and a Multiple Subjects Teaching Credential from Cal State Hayward (also hold a supplementary art authorization). In California, your credential is issued as a preliminary, once you take three additional courses you can "clear" your credential. I had children and never got around to it. Now I'm doing that here at SOU.

What brings you joy?
My family (obviously!), horses, learning anything new and being outside.

What is your greatest fear about being a teacher?
Since I've already been the classroom, I don't have any outstanding fears because I already know what to expect. My biggest pet peeve about being a teacher is dealing with what I think of as "old school" teachers who refuse to challenge themselves or their students with new ideas and ways of learning. It's a hard lesson in school politics for me; learning to hold my tongue around those types of teachers.

Did you ever experience a time when something was extremely difficult to learn?
Math, at any time in my life! My brain just doesn't work that way. I got through it with a lot of help from teachers and by being a self advocate.

Explain that time and //how it made you feel//.
I always felt like there was something intrinsically wrong with me because everyone else seemed to "get it" while I struggled. I didn't enjoy feeling that I wasn't measuring up. However, after I mastered a skill, I think I was even more proud because I knew I had to really work at it while it had come easier to the others.

How might this piece of your history help you connect to students with learning differences?
It's given me great insight about personal strengths. We all have strengths and weaknesses. An area that isn't strong for a student, may be easier for other people. But you can be sure that the tables will be turned in another topic. The trick is to help the student master the area that's weak and let them have their turn to shine in their areas of strength.

What do you want to gain from this course?
More knowledge about legislation, awareness of all areas of limitation, new strategies to intervene, ways of working with school systems to maximize the benefits allowed to students.

I chose "Peer Relations" as my research topic because it seems to be one of the areas that is often overlooked, when planning IEPs or interventions for children with exceptionalities. So much of what we teach children in schools isn't about the actual academic curriculum, but instead, about coping with life, thinking/ reasoning, problem solving, and making/keeping friends. It's rare to find a teacher who doesn't know these skills backwards and forwards, so we often don't identify them as being areas for potential growth in our students. Because we don't see them, we don't teach them. Richard Lavoie's videos have made that clear. It's also an area that I found particularly troubling with my own daughter with special needs.
 * Section 2: Research Project **

Relating to people, finding comfort in friendship, enjoying commonalities -- these are all intense human needs. Children with exceptionalities often feel "apart" from their peers. I'd like to discover some resources that will help us as educators make peer relations easier to foster, but also resources that the children themselves can use to reach out to other children or to understand the situation better.


 * Resources & Links **

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My top link is My Child Without Limits Wonderful resources for building and maintaining friendships for children with special needs. Includes descriptions of exceptionalities and tons of resources. Rating:5 =====

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[|Education.com] Good aggregate site with plenty of information for school aged children including activities, homework help and peer relationship information. Rating: 5 =====

Smart Kids with LD Great site with tons of resources. Rating: 5
I found information on this topic fairly difficult to find. I searched on a variety of terms including "peer relations, special needs" and similar phrases. I was surprised there weren't more websites created to actually help the students connect with other students. Here are the top five things I learned:
 * Things I Learned While Researching: **

1. There are several social networking sites geared towards people with exceptionalities. 2. You Tube is a wonderful resource for social training in peer relations. 3. The internet seems to have a leveling effect: without in person interaction, children with exceptionalities often fit in better and find their social niches faster. 4. There aren't as many parent resources as I would have liked to have seen. 5. Social interaction is critical to a healthy child's development.