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Ghost Boy Case Study

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Ghost Boy Martin Pistorius was diagnosed with a degenerative illness when he was 12 years old. He was unable to move or communicate. However, not many people knew that he was fully aware of the world around him. He described the time when his mother told him that she hoped for him to die. His mother was not aware that he understood it and fully regrets saying such a horrible comment. Martin still remembers that comment to this day. He also described how facilities that were supposed to care for him mistreated him verbally, emotionally, physically, and sexually. Any place that he went abuse was present. He either had it done to him or saw it happen to other people. Many of the caregivers that he had were great, but not all. As he grew older …show more content…

You never know what a student with a disability’s full potential may be. They may be able to understand everything that is going on in the world but may not be able to show that they know, just like in Martin’s case. Teachers will also have to make sure that their colleagues are advocating for all students. If a teacher sees a colleague doing something wrong with a student then that teacher needs to step in to help the situation. It is my job to make sure that all teachers, whether they are in special education or not, understand that each student is an individual that can achieve great tasks. They will need to understand that we do not know if the student understands us or not, but let’s always assume so. That means watching what we say around them, what we do, and how we take care of them. Like the comment Martin’s mother made about wishing he would die, we do not know if a student would understand that or not. That comment from his mother stayed with him for years to come. I do not want to be that person that says something negative that will never get out of a student’s mind. I want to be the teacher that they remember as always being helpful and who always encouraged them to succeed. I will also have to watch out for other students in schools that could be picking on the disabled student. Hopefully this would not be a big problem, but there are many

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Summary of the text: Adam Hochschild’s King Leopold's Ghost: A Story of Greed, Terror, and Heroism in Colonial Africa is a historical fiction published in 1998 (Hochschild, 1998). It comprises a myriad of evidence to testify the Belgian King Leopold II’s atrocities in Congo between 1885 and 1908 for the sake of capturing the attention of various readers towards the Belgian imperialist delinquencies through a detailed narration of a number of main characters’, including George Washington Williams and William Henry Sheppard, experiences in Belgian Congo (Hochschild, 1998). In this excerpt, it illustrates William’s peaceful exploration in Congo as the first American-Black missionary. During his journey, not only did he explore the Congolese culture,

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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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Now, I realize that a student needing special education does not automatically mean that they will need help with everything and have an extremely difficult time learning. Most of the students I observed did not seem any different than the students not in special education. They just needed extra help in certain subjects. They picked up on the material much more quickly than I had thought they would and were able to do more on their own than I had originally thought. Before this class and project, I also did not think about the fact that students with special needs often stay in the general education classroom as well as working in the special education

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Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.

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