Running Head: PERSONAL LIFE HISTORY OF CALLIE DAVIS

Personal Life History of Callie Davis

Andrea Gonzalez
University of St. Thomas
EDUC 5320 Exceptionality in Todays Schools
Dr. Randy Soffer
November 25, 2014

Running Head: PERSONAL LIFE HISTORY OF CALLIE DAVIS

On Thursday, November 20th, Callie slowly opened the door to my
classroom and came in. We sat at the kidney table in the back corner of my
room and talked casually as the afternoon sun peeked through the shades.
She seemed a little nervous as I had previously asked her to join me for a
quick interview after school. In the last two years Callie has gone through an
academic transformation here at Seguin Elementary. She was admitted into
the Special Education Program in the middle of third grade for a Learning
Disability in math and reading. She is now in the fourth grade and is eleven
years old.
According to Callie, she likes her school including her teachers and the
other students in her class. When asked what areas in school she struggles
with, she paused, and said, I have trouble making friends. I clarified my
question to target the subjects she struggled in and she answered all
subjects. I prompted her to elaborate on her first realizations of her
struggles. She began to describe her first year at Seguin in the third grade.
She reflected on her feelings of anxiety and fear, trying her best and it still
not being enough. Her mother tried to help but was not always available and
being the oldest child she had no one else to turn to (C. Davis, personal
communication, November 20, 2014). Even with intense intervention her
grades continued to drop and she was referred to the Special Education
Program (M. Helms, personal communication, November 20, 2014).
Everything seemed like an uphill battle until the day Callie was given
the opportunity to receive the help she needed by being referred to the

Running Head: PERSONAL LIFE HISTORY OF CALLIE DAVIS

Special Education Program. Her entire perspective changed when she was
informed of the services she would be receiving from Mrs. Helms, the special
education teacher, and Ms. Chen and Ms. Gonzalez, her third grade general
education teachers. She is also thrilled that the services are free because her
family does not have an abundance of money (C. Davis, personal
communication, November 20, 2014). Today Callie continues to receive
inclusion services for math and reading. Her classes are grouped by ability
and she is with twelve other students who also receive services (M. Helms,
personal communication, November 20, 2014). Callie has expressed great
appreciation for her accommodations such as reduced length of assignments
and testing in small groups. She mentioned the challenge she faces daily of
staying focused for long periods of time. Additionally, she does not consider
many of her classmates as friends, however, she does enjoy their company
and likes providing them with help during group activities (C. Davis, personal
communication, November 20, 2014).
Many educators, administrators, and other struggling students can
learn from the insight of Callies personal and academic difficulties. Callie
maintains an upbeat attitude and considers herself social and pleasant to be
around. She advises younger students who struggle academically to always
do their best and never give up. If a student does not get a question right,
Callie says through a wide grin, they can always try again until they
understand. Callie also suggested that teachers provide students with more
homework and chances to practice what they have learned at home (C.

Running Head: PERSONAL LIFE HISTORY OF CALLIE DAVIS

Davis, personal communication, November 20, 2014). Last year Callie
attended tutorials from September to April. However, this year she was not
invited due to overcrowding (M. Helms, personal communication, November
20, 2014). Callie believes tutorials would be highly beneficial in helping her,
and other students, grow academically (C. Davis, personal communication,
November 20, 2014).
Like any other child looking towards a hopeful future, Callie continues
to have a positive outlook on her future endeavors. She stated that she
wants to become a doctor so she can help people and she will stay in college
as long as it takes. I briefly informed her that doctors are required to study
science for a long time. Her eyes lit up and a toothy smile spread across her
face. Although she struggles in all subjects, her favorite is science. She was
not able to identify specific difficulties she faces in school, but did say
sometimes she just doesnt understand and this causes her to become
despondent. Even though its difficult, I do like science. Callie states after a
few moments of silence. We get to do experiments and do group projects.
She proceeded to describe her science teacher and how she encourages her
constantly to keep trying and work hard (C. Davis, personal communication,
November 20, 2014).
Speaking with Callie gave me a new perspective of students with
learning disabilities. Although she has faced many challenges in her
educational setting, she still manages to keep a positive outlook on life and
her academic future. Even though Callie was admitted into the Special

Running Head: PERSONAL LIFE HISTORY OF CALLIE DAVIS

Education Program for learning disabilities only, her teachers may want to
include building social and emotional skills as part of her Individualized
Education Plan (IEP). As an educator, looking at the entire childs needs is
crucial to their growth. In my opinion, mastering the curriculum is a key
component for succeeding school. However, being fluent with social and
emotional skills are an even bigger, and almost more important, part of life.
A critical professional component for teachers, including myself, is the
difficulty of managing a students IEP and selected curriculum targets that
are designed to help the student grow academically. Instead, we should take
a moment and include the student in these decisions. We should ask them
what they think would be beneficial to their learning. Children with
disabilities have feelings, wants, needs, hopes, and dreams just like any
other child their age. Even though it may take them longer to process and
learning something, they are still capable of great things. As an educator I
need to always remember that. If they (a student) trust their heart, they can
do anything in the world. Callie Davis

Reflection:
Looking back on this paper makes me want to cry. At the beginning of
January Callie and her two younger siblings, one of which was presently in
my homeroom class, were taken into foster care and split up into three
different households. The younger siblings are closer to the school and I was

Running Head: PERSONAL LIFE HISTORY OF CALLIE DAVIS

able to see my former student. However, she has been moved closer to the
Cypress area and I will most likely not be able to visit her. Our school put
together gift baskets for all three children along with hand written letters to
let them know we are all still her and deeply care for them. I have to say, this
is the only thing I absolutely hate about being a teacher. Seeing innocent
children being torn apart because of their parents mistakes and bad
decisions.
Over the few years I have been teaching, I have become more caring
and understanding as a teacher. I find myself taking the extra step to
develop student-teacher relationships. I make time for chitchat before school
beings, during restroom breaks, after school, and during certain transitions.
Looking back it makes me try harder to make every moment count, because
you never know when you will run out of time with that student.