In this section, one thing I learned about was Obsessive-Complusive Disorder. Some of the symptoms of this disorder include recurrent thoughts or images that are not excessive worries. With this information, I will try to better make accommodations for students with this disability. 

In this section, I learned of the different accommodations that can be made for people with disabilities. Such as, breaking tasks into smaller steps or giving directions verbally and in writing. With this information, I plan to implement some of the examples given for students I have with disabilities. 
 

In this section, I learned that there is a difference between a deaf person and a Deaf person. I also learned that different accommodations need to be made based on the student and that every student is different. I will implement talking to my students individually so that I can make accommodations based on what the student needs and not assumptions. 

I learned that either the student or their parent must come out with documentation of their disability before any accommodations can begin. Once the documentation has been provided the plan for the accommodations can begin. With this knowledge, I plan to sit down with the student and figure out the best plan to accommodate them with their input. 

From this course, I learned that medications are not a cure for ADHD or other disorders, it just helps manage them. I would try to incorporate new avenues that would help guide students with these disabilities. 

Its important to emphasize intention in a variety of teaching methods, and to be constantly mindful of student to student interactions.  by creating an enviroment where learning is achieved over memorization, the students will see greater long term results

I have learned a lot about the numerous kinds of disabilities and how they affect processing information. I do find it hard to address all of the different problems with many students in a full class of typical students. I do not want to draw attention to them, but find it hard to keep repeating and postponing due dates to allow for additional time. If I allow them to turn it in late, other students want to turn their work in late, too.

Secondary schools are required to make accommodations/modifications for disabilities. Accommodations do not change the grade level of content or task. Modifications do alter the grade level of content/task. However, since post-secondary education is elective and universities do not receive federal funding, they do not have to provide such. A student has to be a good self-advocate to let the instructor know how he learns the best.

It is amazing that people with actual brain processing functions were often labeled as dumb. They just need to learn in a different way. It is not a matter that they cannot learn, they may just need extra support and time. Some behavioral problems may actually be a processing or learning disability that exhibits as bad behavior. But, as a teacher, I see students take advantage of their diagnosis to get away with other issues.

I never knew about the specific phases of learning letters, shapes, and sounds to read. It is interesting to know about specific problems. I knew that learning disabilities were many and varied depending on the part of the of the brain affected.