I found this chapter very relatable and insightful. An entry
that really touched me was 81, which talks about a dyslexic student who has
ADHD as well. She expresses that she has a difficult time in class, and how she
feels as though she is not valued. The teacher who wrote this speaks on the
fact that there are no expectations on Ema to graduate high school.
Contributing to this is also the caseload that Ema’s teacher has, which is also
being on twenty-seven other cases as well as teaching six classes.
At the beginning of the entry, Ema asks “Why aren’t teachers
required to learn about dyslexia before there are allowed to become a teacher?”
(183) This question stood out to me. I completely agree Ema? Why as general
educators, do we not spend as much time discussing special education that will
most likely impact and interact with our teaching career as some point? It had
me reflecting on my own education. I recently took a minor in special education
because I felt like it would be apart of my everyday life as an educator, and I
didn’t really know that much about it. General education focuses on the
content, whereas special education focuses on learning environments and
learning strategies, making all students successful whatever learning obstacles
might be in their way. It made me appreciate that I will have the knowledge of
knowing how to help students in other ways. It also made me realize how vast of
a knowledge special education is in general, so I am glad that I do have a bit
of it to engage in meaningful collaboration with my colleges.
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