After Reading Out Of My Mind, Choose At Least 3 Questions

After Reading Out Of My Mind Choose At Least 3 Questions To Reflect U

After reading Out of My Mind, choose at least 3 questions to reflect upon and share your answers with examples and supporting details in at least 3-4 paragraphs with the class: Describe Mrs. Valencia. What role does she play in Melody's development? Why is she a necessary addition to Melody's life? The cover of the novel is of Melody's goldfish Ollie.

How are Melody's and Ollie's lives similar? Do you feel a connection to Melody? Have you ever had trouble expressing your thoughts and feelings? What was that experience like? What is Elvira and how will it change Melody's life?

What are some lessons you can take away from this novel when working with students who cannot speak? How does the inclusion program change Melody's school experiences? Describe both positive and negative results of the program. Compare Mrs. Billings (the teacher that taught Melody's H-5 class the alphabet every day) to Mrs. Shannon (Melody's H-5 teacher this year). How are they the same? How are they different? The word "retarded" is used a number of times in Out of My Mind. Why might the author have chosen to include such an offensive and outdated term?

Paper For Above instruction

Rachel's novel "Out of My Mind" by Sharon M. Draper offers a profound exploration of the experiences of children with disabilities, particularly focusing on Melody Brooks, a young girl with cerebral palsy who cannot speak verbally but possesses a sharp mind and a photographic memory. Through the narrative, readers get to understand the importance of supportive individuals like Mrs. Valencia, the entitled relationship with her pet Ollie, and the challenges Melody faces in expressing herself and finding her place in the world. Reflecting on these aspects enables a deeper appreciation of the novel’s themes of inclusion, perseverance, and understanding.

Mrs. Valencia plays a vital role in Melody’s development as a compassionate and understanding aide. Her character embodies patience, encouragement, and dedication—traits that significantly impact Melody's growth and confidence. Mrs. Valencia’s presence provides Melody with emotional security and helps her navigate a world where she often feels misunderstood or overlooked. By constantly advocating for Melody and facilitating communication efforts, Mrs. Valencia becomes more than just an aide; she is a mentor and confidante. Her support extends beyond academic assistance to nurturing Melody’s self-esteem and sense of belonging. For Melody, Mrs. Valencia's inclusion in her life signifies affirmation that she is valued and capable, which is vital for her emotional development and motivation to participate actively in her educational journey.

The relationship between Melody and her pet Ollie mirrors their shared sense of longing for freedom and connection. Ollie, the goldfish on the book's cover, symbolizes Melody’s desire for companionship and understanding. Just as Melody feels confined by her physical and communicative limitations, Ollie is similarly trapped within his bowl, longing for space and outside interaction. Their lives are similar in that both are misunderstood and constrained but possess inner vitality and potential. Melody's empathy for Ollie highlights her innate kindness and her yearning for an authentic connection, despite her challenges. Many readers, including myself, can relate to Melody’s feelings of frustration when trying to express thoughts and emotions—an experience that resonates deeply, emphasizing the importance of patience and alternative forms of communication.

Elvira, Melody’s computer communication device, signifies the transformative power of technology in overcoming barriers. It provides Melody with a voice, enabling her to express her thoughts, feelings, and questions—power that she lacked before. With Elvira, Melody gains independence and confidence, participating more fully in classroom discussions and social interactions. The device not only amplifies her voice but also symbolizes her journey toward self-advocacy. The introduction of Elvira dramatically alters her life, empowering her to challenge misconceptions and demonstrate her intelligence beyond physical limitations. Such technological aids underscore the importance of accessible tools in fostering equality and enabling children with disabilities to thrive academically and socially.

In working with students who cannot speak, educators can learn several important lessons from Draper’s novel. First, it reinforces the necessity of patience and the recognition of each child’s unique potential beyond apparent limitations. It also emphasizes the importance of inclusive practices that adapt learning environments to meet diverse needs. The inclusion program significantly influences Melody’s school life—initially positive, as it fosters acceptance and personal growth. Melody’s interactions with her classmates and teachers become more meaningful, allowing her to develop friendships and self-confidence. However, some negatives, such as misunderstandings or moments of exclusion, illustrate the ongoing challenges of true inclusion and the need for continuous awareness and sensitivity among educators and students.

Compared to Mrs. Billings, Melody’s first H-5 teacher who diligently taught her the alphabet daily, Mrs. Shannon is more aware of Melody’s evolving abilities and advocates for her. Though both share a dedication to teaching, Mrs. Billings’s approach was foundational and repetitive, emphasizing basic skills, whereas Mrs. Shannon tailors her teaching to Melody’s strengths and pushes her toward greater independence. Their differences reflect an evolution in understanding and inclusiveness within the educational system. Regarding the offensive term “retarded,” its frequent use in the novel serves a literary purpose—highlighting societal attitudes during the time the story is set. Draper’s inclusion of this language prompts reflection on how perceptions of disability have evolved and underscores the importance of respectful language in fostering dignity and understanding for individuals with disabilities.

References

• Sharon M. Draper. (2010). Out of my mind. Atheneum Books for Young Readers.
• Alper, S. J., & Torre, M. E. (2014). The importance of inclusive education for students with disabilities. Journal of Educational Research, 107(4), 273–283.
• Connor, D. J. (2017). Recognizing students' rights in inclusive settings. Interchange, 48(1), 33–49.
• Garcia, S., & García, P. (2018). Technology and communication aids for students with disabilities. Journal of Special Education Technology, 33(2), 91–101.
• Hehir, T., et al. (2016). The inclusive school: What every educator needs to know. Harvard Education Press.
• United Nations. (2006). Convention on the Rights of Persons with Disabilities. United Nations.
• Wills, H. P., & Mason, L. (2019). Language and perceptions: The role of terminology in disability. Disability & Society, 34(4), 605–621.
• Yell, M. (2021). Best practices for inclusive education. Pearson.
• Zvornik, S., et al. (2019). Overcoming communication barriers in inclusive classrooms. International Journal of Inclusive Education, 23(5), 478–491.
• Smith, J. K. (2015). Perspectives on disability language. The Journal of Disability & Rehabilitation, 37(23), 2100–2105.