Considered Response:
Module #5: Case 7 –Tammy
In revisiting Tammy’s case it has become evident
that she fits the label gifted-learning disabled. While I do believe that there
are a number of additional factors that are hindering Tammy’s success in school
(lack of parental support in her artistic pursuits, over scheduling of
outside-of-school activities, lack of adequate rest, etc.), I also think that
the acknowledgement of this major component her difficulties in the classroom
will greatly improve her situation at the school.
In my 3 hypotheses about what might be happening
with Tammy in the classroom I mention that she perhaps lacks motivation to
perform well in certain subjects because she does not find them interesting. In
reading further about the Gifted-Learning Disabled designation, I have come to
the conclusion that this is probably not what is going on in Tammy’s case. In
the article titled “Motivation Problem or Hidden Disability” on Meredith D.
Warshaw’s website Uniquely Gifted: Resources
for Gifted Children with Special Needs, Warshaw delineates four
disabilities that can appear on the surface to be motivation problems. The
first is auditory processing problems, which is difficulty processing information
received verbally. This does not seem to be Tammy’s issue, as she has scored
high in the listening comprehension section of the WIAT-II test. The second
category is ADHD/Inattentive Type, which is an inability to sustain attention
long enough to fully process or understand information/instructions given. As
there is little in the evidence given to indicate that Tammy might have
difficulty maintaining focus, and that she does have superior listening
comprehension abilities, this classification also seems unlikely. The third
disability described by Warshaw is an executive function problem, which is
difficulty planning and organizing. Despite her pension for falling behind in
school work, Tammy’s busy extra-curricular schedule and the relative absence of
at least one of her parental figures in her daily like suggests that she must
be able to plan her life at least to some extent. She has indicated that her
inability to complete her work stems from a lack of adequate time, not from
poor planning.
The final category of learning disability that
Warshaw describes is Dysgraphia, which is a difficulty with the mechanics of
writing. The evidence given in the case seems to suggest that Tammy fits into
this classification quite nicely. Tammy has scored low average in written
comprehension and has stated that it seems to take her longer to complete
written work than it takes her peers. Whether or not her problems stem from difficulties
with the mechanics of writing is not fully articulated in the evidence
available, but it is clear that both her listening comprehension and oral
expression are excellent. The disconnect between her understanding of material
presented and her ability to express her understanding in writing suggest that
the problem could be the act of writing itself. This could explain why it takes
Tammy so much longer to complete assignments.
It is also interesting to note that students with
Dysgraphia are sometimes able to draw without a problem. It is possible that
Tammy’s teachers have not considered that Dysgraphia might be the source of
Tammy’s problems at school because her artistic abilities might mask it. Furthermore,
if a diagnosis of Dysgraphia was confirmed, it would be prudent to note that it
is probably not the only issue at play in Tammy’s case. I still think that
Tammy is overcommitted outside of school, lacks the appropriate amount of rest
and leisure time for a child her age, and is receiving a good deal of parental
pressure that is unfortunately not fully coupled with a good understanding of
Tammy’s needs and desires.
It
seems that Tammy should be tested again, this time by the school, and probably
put on an IEP that addresses her learning issues. She will likely need some
curricular accommodations made in order for her to be able to succeed in the
classroom. For instance, her written expression is obviously not up to par, so
she will need to be allowed to express her understanding in an alternative
manner, perhaps orally or though her art. She must also continue to be allowed
more time to complete assignments where there is no alternative to writing
available, though she should perhaps be allowed some accommodations for this as
well (perhaps the use of a computer).
In
the article “Teaching Strategies for Twice- Exceptional Learners” by Susan
Winebrenner, the author outlines some techniques to use and pitfalls to avoid
when teaching students designated gifted-learning disabled. Winebrenner
suggests that teachers teach students the way they learn (Winebrenner, 132). By
this she means that teachers must find a method to teach exceptional learners
that allows these students to succeed. Ideally, teachers should be differentiating
their teaching to reach multiple kinds of learners anyway, but as we know this
is not always happening with every teacher in every classroom. For exceptional
learners especially it is crucial that the teacher find new ways to attain
results. Otherwise students who meet continual failure through the same
teaching methods time and again will come to expect failure from themselves and
ultimately give up, and find other ways to divert attention from their academic
difficulties, perhaps through disruptive behaviours (Winebrenner, 132).
For
the twice exceptional learner, they should be offered an opportunity to
approach subject areas in which they are gifted with the same consideration as
their gifted peers. In areas where the student struggles with a learning
disability, they should be accommodated accordingly. For Tammy, this might mean
offering her more challenging projects or tasks in her art lessons, or perhaps
more challenging work for the oral component of her English lessons. It could
also mean offering her extra support in her math classes, science classes, and
the writing component of her English and social studies lessons, or any area
where she shows a learning disability.
One crucial element to teaching twice
exceptional learners like Tammy is not to focus on their weaknesses at the
expense of their strengths. For instance, it would be unwise for a teacher to
take time away from a subject the twice exceptional learner is gifted in to
allow them more time to complete work for the areas wherein they struggle. Susan
Baum discusses this and other curricular needs in her article “Gifted but
Learning Disabled: A Puzzling Paradox.” In Tammy’s case limiting her
participation in art classes, or her public speaking activities for instance,
in order to allow her more time to complete writing assignments, science, and
math work could actually have a detrimental affect on Tammy’s learning, as it
can result in low self-esteem, lack of motivation, and other negative impacts
on the students self-worth. (Baum, http://www.kidsource.com/kidsource/content/Gifted_learning_disabled.html).
It
is understandable that many teachers might feel that taking time from a subject
area where the student is already exceptional and using that time to allow them
to catch up in more difficult subjects is a perfectly acceptable idea, however
in doing this the student might feel that they are being punished for their
shortcomings, by losing out on opportunities to spend time doing things they
enjoy. Baum suggests that teachers should actually focus on the areas of
strength rather than the areas of weakness for twice exceptional students. In
doing this they are reinforcing these strengths and nurturing the student’s
self-esteem.
For
a student like Tammy, who faces a lot of pressure from her parents to succeed
and whose strengths are not necessarily fully valued at home, it is crucial
that she receive the right kind of support at school from her teachers. By
allowing Tammy to express her learning through her strengths, and by
encouraging her to view these strengths as valuable, Tammy’s school experience
will become much more positive and she will begin to view herself with greater
pride.
The
more I have read about the Gifted-Learning Disabled designation, the more it
seems to fit Tammy’s situation. In fact, I can also think of a few students in
my practicum placements to which this designation might be applied. One major
problem with the streaming that occurs in Macau
is that students who might fall into a Twice Exceptional definition are
essentially devalued by their disabilities, especially if their strengths are
non-academic. Even in Canada,
I can see that this would be a tricky designation to establish, as students
needs and gifts can sometimes be overshadowed by their overall performance. In
a classroom where you are teaching 30 plus students it may be difficult to know
your students well enough to really establish a good picture of these strengths
and weaknesses. My burgeoning awareness of this label should serve me well in
future.
Works
Cited
Baum, Susan. "Gifted But Learning
Disabled: A Puzzling Paradox." KidSource OnLine. KidSource OnLine,
22 July 1996. Web. 01 Apr. 2012. <http://www.kidsource.com/kidsource/content/Gifted_learning_disabled.html>.
Warshaw, Meredith G.
"Uniquely Gifted." Uniquely Gifted - Resources for Gifted/Special
Needs Children. Meredith Warshaw, 06 Oct. 2006. Web. 01 Apr. 2012.
<http://www.uniquelygifted.org/>.
Winebrenner, Susan.
"Teaching Strategies for Twice-Exceptional Students." Intervention
in School and Clinic 38.3 (2003): 131-37. Digital.
Module #5: Case 7 - Tammy
Step
1: What is known: Gathering referral information
Using
the information available in the videos and the exhibits, write down what you
know about Tammy, as well as what you need to find out about her. What do you
know about Tammy's strengths and needs?
What we know:
- Tammy is in grade 11
- She is quite skilled at artistic endeavours and aspires to a career in the arts
- She struggles with the written components of her coursework
- She is in danger of failing her science course
- Her speaking and listening comprehension skills are quite high for her age level
- Her writing skills are average for her age level
- Her written expression and mathematics reasoning skills are low-average
- She participates in music, leadership, and public speaking outside of school
- She receives private tutoring in math and English three times a week
- Finds it difficult to complete coursework due to time constraints
Strengths
- Artistic skills
- Oral expression
- Listening comprehension
- Receives academic support outside of school
Concerns
- Requires more time to complete coursework, but has more constraints on her time due to a greater number of outside-the-school activities than the average student
- Is in danger of failing her science course
- Has fallen behind in completing coursework in some classes
- Receives a lot of pressure from parents to succeed in the core subjects
- Parents do not support artistic aspirations
- Parents declined to attend meeting with administration, which suggests they may lack a full understand of Tammy’s situation at school
2: What might be happening and why: Generating
hypotheses
Using the information available in the videos and
the exhibits, write down what might be happening. What might be the possible
contributing factors or hypotheses about Tammy's difficulties?
1.
Tammy
might be falling behind and unable to catch up because she simply lacks the
time to do so. She participates in many after school activities and has private
tutoring sessions in two subjects three times a week. By her own admission she
requires more time than most of her peers to finish assignments, but she has
many other commitments that constrain her time.
2.
Tammy
probably feels a lot of pressure from her parents to succeed academically,
which has resulted in her pushing herself beyond her capabilities given her
circumstances (ie. time constraints, struggles with written work).
3.
Perhaps
Tammy lacks interest in the subjects she does poorly in, and this lack of
interest results in a lack of motivation to perform to the level expected of
her by her teachers and her parents. For instance, during her science class she
was not at all engaged in the lesson, and was instead focussed on sketching.
4.
Tammy
probably has little time to interact with her peers in a social setting, which
probably results in a lot of unhappiness and possibly some social isolation at
the school. This lack of fulfilment in this aspect of her life could be
contributing to her poor academic performance.
5.
Tammy wishes
to pursue a career in the arts. Her father does not support her artistic
aspirations, and as a result Tammy is torn between pleasing her father and
pursuing her passions. She does not need to complete the courses she struggles
in at the highest academic level to succeed in her desired career path.
6.
Tammy has
scored high in the oral expression and listening comprehension components of
the WIAT-II test. Perhaps she could be given a different means of expressing
herself to successfully complete her current coursework. For example, she could
be allowed to submit her English compositions orally (perhaps video or audio
recordings) to demonstrate her learning.
7.
Tammy said
in the meeting that she stays up late to try to finish her work. Perhaps she is
not getting enough rest, which is making it difficult for her to focus in the
classroom.
Step 3: What you need to find out: Checking
hypotheses by collecting more information
How would you go about checking the possible
hypotheses about Tammy's achievement?
Tammy’s situation is
a difficult one, as her parents seem to have quite a rigid vision for her
education and her future. Tammy is overextended. She needs more time to
complete work than her peers, but she is so involved in outside-the-school
activities that time is not easily found. Furthermore, Tammy’s vision for her
future is at odds with what her father has described as his vision for her. As
a teacher, one would have to step lightly around these complicated family
relationships. I might speak to Tammy and her parents about perhaps removing
Tammy from some of her non-academic activities, so that she might have more
time to complete schoolwork, and perhaps more leisure time as well.
I would talk to Tammy about how she feels
about her experiences both inside the school and out. How does she feel about
her relationships with her peers, teachers, and parents? Is she unfulfilled in
other components of her life? What exactly are her aspirations for the future?
From this conversation I might be able to get a sense of some additional
factors that might be contributing to Tammy’s situation.
I would also give Tammy the opportunity to
demonstrate her learning through a means other than writing, perhaps orally or
artistically, to glean whether her lack of success in the course results from a
lack of comprehension of the material or a difficulty in expressing herself
through the given means.
Step 4: Understanding the “gifted/learning
disabled” label
The label gifted/learning disabled can be
given to children who might excel in one interest or area, but who may struggle
in others. Sometimes these children are already identified as either gifted or
as learning disabled. At other times otherwise average scores mask their
giftedness and their learning disability. I had a student in my second
practicum that was labelled gifted/learning disabled. He excelled in
mathematics and science, but not in the writing components of these lessons. In
language arts and social studies he really struggled. His reading and writing
were very poor, which overshadowed the fact that his comprehension was actually
quite good. He would frequently participate in class discussions and often
contributed very deep thoughts, but he never once handed in an assignment fewer
than two weeks late. It was very frustrating to work with him, but after
reading a bit more about this disorder I have begun to understand that his lack
of motivation to complete assignments probably stemmed from an inability to
complete the assignment with ease.
Module #4: Case 6 - Salim & Mrs. Jane
Step 1: What is known: Gathering referral
information
Taking Mrs. Janes' perspective, consider her
knowledge of Salim. Write down what she knows about Salim and what she needs to
find out about him as soon as possible. Record her impressions of both the
student's strengths and difficulties or concerns.
What is known about Salim:
- Salim has very recently come to Canada with his mother
- They are living in a motel while they wait to hear about refugee status
- Not much is known about his background
- He seems uncomfortable in the classroom and he keeps his eyes on the floor as he walks
- He seems to understand Mrs. Janes when she leads him to his desk, and seems to nod his head at her when she tells him to share crayons with Patrick, indicating he most likely has at least some comprehension of English
- He does not follow implicit classroom rules indicating that he might be unfamiliar with the mores that exist in Canadian school culture.
What needs to be found out about Salim:
- Salim’s comprehension level of the English language.
- Salim’s past schooling experience.
- The situation on Salim’s native country that led to Salim fleeing as a refugee.
Strengths and
Concerns:
At this stage I do not think enough is known about
Salim to accurately measure his strengths. There are a number of concerns Mrs.
Jane’s might have about him. She might be concerned that he might have
difficulty assimilating into the Canadian school environment, as he is visibly
uncomfortable in the classroom, and almost immediately isolates himself from
the other students. Furthermore, very little is known about Salim’s past,
including his education background and his grasp on the English language. Mrs. Jane
may have concerns about how Salim will fare academically in her classroom.
Step 2: What might be happening and why:
Generating hypotheses
Now add the information provided by others at
the school meeting and any other available information. Create a list of
possible contributing factors. Consider possibilities that have not yet been
mentioned. In addition to the referral information, you can find clues in the
discussion of teachers, and in the exhibits. As a rule of thumb, you should be
able to think of at least seven possible contributors:
- Salim may be overwhelmed by his new environment, and having difficulties adjusting to his surroundings.
- Salim may not be a native speaker of the English language and may only grasp a portion of what is being said to him.
- If his experience was anything like Malik’s, Salim may be unfamiliar with the school environment due to lack of attendance stemming from the turbulence in his native country.
- The schooling experience in Salim’s native land may be very different, and his behaviour might be considered acceptable there.
- Salim may simply be unhappy with his new situation and acting out.
- Salim may be shy, which may be why he isolated himself from the other students by sitting at Mrs. Jane’s desk.
- Salim may have experienced traumatic events in his native country.
- Salim may have a slight learning disability, like ADD or ADHD.
Step
3: What you need to find out: Checking hypotheses by collecting more
information
How
might you seek information to check the hypotheses? Write down how you could
check each of the ones you thought of. You can group similar concerns where one
source of information, such as an interview, could provide insights:
- An interview could be conducted with Salim to find out more about him. This tactic could provide insight into many of the factors mentioned above (namely 1,2, 5, 6 & 7). The interview would have to be conducted in a manner that would create an environment in which Salim is willing to open up. It may take time to get Malik to open up about his feelings and experiences, so several sessions would likely need to be held with Salim. These interviews could be conducted by a counselor, or by Mrs. Jane under the advice of a counselor. If there are any sensitive topics raised, or if Salim has experienced very traumatic events it is prudent that a professional counselor be summoned to aid him.
- An interview could also be conducted with Salim’s mother. She would be able to provide insight into Salim’s past experiences with schooling, as well as the situation in his native country.
- Research on Salim’s home country may also provide some insight into the situation there. Of course, this would not necessarily reflect Salim’s experience, but it could provide a context for understanding his experiences. Research could be conducted through conventional methods, but also by speaking to the local immigration office that deals with refugees.
- If Mrs. Jane is confident that most of the proceeding factors are not relevant, and she suspects that something else is at play (perhaps a learning disability), she could take the steps to have Salim tested. At this point there seems to be little evidence to suggest such a problem is at play. It seems more likely that Salim’s issues are related to either his past experiences, his discomfort in a new country, or some combination of these factors.
Step
4: What you think is happening: Arriving at tentative judgements
Are
you able to reach any tentative judgements at this stage? What factors seem the
most likely sources of the difficulties? Which ones may need further assessment
and investigation?
Most
likely factors and Further information needed:
I
think the most likely solution is probably also the simplest solution. Salim is
probably overwhelmed by his new environment, perhaps unused to attending school
with any regularity, and perhaps a bit shy. His comprehension of English might
be low, but he does seem to have at least some understanding of what is being
said to him. If he is not very confident in speaking English this might be contributing
to his anxiety. As little is know about his past experiences, I do think these
issues require further investigation. It would be dangerous to assume that the
most likely factors are the only factors that need to be considered. That
having been said I think the most likely factors need to be addressed first.
Testing for something like a learning disability should only happen if the
teacher is certain that Salim’s behaviour is not caused by these other factors.
***
Module #3: Case 5 - Tracey Wong
The facts of this case are that Tracey Wong, a grade 12 student
approaching graduation, is diagnosed as having AD/HD. Due to her condition she
has been allowed to utilize the resource room when writing tests and exams,
however she can no longer use the room due to renovations, and has been asked
to write her final exams in the gym with her peers, which, she worries, might
be a distracting environment for her and her final results might be affected as
a result.
I don’t really see a clear dilemma
in this case. There could be a conflict should the school refuse to allow
Tracey the use of a more private space to write her exams, but I don’t think
this allowance could be qualified as a curricular modification, as it is not
offering Tracey any kind of unfair advantage over her peers. Rather, it should
be viewed as an accommodation, and a necessary one at that, as Tracey’s
potential inability to perform on the test could result in her not graduating.
I feel that Tracey and her parents have
done the right thing in scheduling a meeting with the school administration.
Any further steps that might have to be taken should come after this meeting.
It seems to me that the school is already sympathetic to Tracey’s situation, as
they have made accommodations for her in the past. There seems to be no reason
that they would not be able to find another room for Tracey to take her exams
in, perhaps the staff room or an administrative office, provided the staff
member is not using it. Even a classroom should be available, as the other
students will be in the gymnasium writing the exam. As for staff available to
proctor the exam, this has not been an issue in that past, as Tracey has
written numerous tests and exams in the resource room. In conclusion, I see no
reason why the administration should refuse her request.
***
Module #3: Case 4 - Monisha Khan
The facts in this case are that Monisha
Khan is a new and inexperienced teacher who is faced with the dilemma of
whether or not to make accommodations for a student named Brian Jordan in her
class. She is concerned that his classmates will see any accommodations she
might make for him as unfair, and she is unsure of how to proceed.
As I see it Monisha has two options. She
can either make accommodations for Brian or she can ignore his issues and focus
on teaching the rest of the class. If she does choose to take action, as I
believe she must, she needs to first ensure that what she is planning to enact
is in fact an accommodation and not a curricular modification. In other words,
Brian must still meet the same objectives as his peers. Furthermore, the
accommodation must not give him an unfair advantage over his classmates. For
instance, if he is given more time to complete a task, Monisha must ask herself
if the other students, given the same amount of time, would improve their
grades. If not, than the accommodation can be considered fair and there would
be no reason for the other students to dispute it.
An accommodation should never be
considered unfair, as it is in fact a method to level the playing field for the
exceptional student is already be at a disadvantage. In fact, expecting a
student with exceptional needs to complete a task following the expectations as
his or her peers when the exceptional student is unable to do so could be
deemed just as unfair as making modifications for these students. This is why
it is crucial for the teacher to differentiate between an accommodation and a
curricular modification.
There is a difference between fairness and
equality, and what is fair is not always equal. For instance, to be fair all
students should have to meet the same curricular outcomes (unless they are on
an independent learning plan that states otherwise), but how they meet these
objectives might not be equal. For instance, a student with a learning
disability might require more time than his peers to complete a task. A student
with vision impairment might require a reader and/or a scribe to complete an
exam. This is not necessarily offering them an unfair advantage over their
peers, who do not require these accommodations to complete the same work. The
teacher must make sure the access to learning is the same for all students in
the class and that they are all meeting the outcomes required of them in the
curriculum. How they complete these tasks may vary according to the needs of
the students. Above all, to foster the feeling of fairness within the
classroom, the teacher must also foster a feeling of respect among the students
and a sense of compassion, so that what might be perceived as inequality may
instead be seen as creating an environment in which everyone can flourish.
Module #2: Case 3 - David Jackson
The facts of this case are that David
Jackson is an experienced and confident teacher, with well-developed methods
that have worked well for him throughout his ten-year teaching career. He has
two new students with mild learning disabilities. His methods are not effective
with these students. He is now faced with the challenge of coming up with new
and untested strategies that will engage the boys. This is probably causing him
some anxiety as he must step outside of his comfort zone and tread in new and
unfamiliar territory.
David needs to uncover some details about
the nature of the boys’ learning disabilities. They are twins, but this does
not mean that their issues are necessarily the same. They are both struggling
but that doesn’t mean the solution will be identical for both brothers. It is
crucial that David evaluate the boys as individuals and not as a unit when he
makes his observations and investigates further.
He also needs to consider factors that
might be hindering their learning. The boys have transferred into the class in
January. He should find out why they transferred and where they were educated
prior to coming to his class. It’s possible that they simply lack the
foundational knowledge to be able to follow along in class. It is also possible
that they are simply unaccustomed to his teaching style. For instance, if the
boys had previously been educated in a different country or even just a
different school setting (for example if they’d been home schooled) David’s
entire method might be completely foreign to them. They might simple require
time to adjust. On the other hand they might be unable to adjust to the
different style, in which case David must strive to find a method of teaching
that the boys will find engaging.
Some strategies he could use to assess the
boys would be to evaluate their background knowledge of the subject at hand.
Once David has an understanding of their educational background and the
knowledge base they posses, he can begin the process of scaffolding to
reinforce what they know and also to expand this knowledge bases.
As the boys have only a mild learning
disability, and should be integrated into a regular classroom. It is up to
David to ensure that the boys can function within the structure of the
classroom environment and to make sure they are able to engage in the lessons.
It can be challenging for a teacher when multiple students are learning at
different levels, but it can be very damaging to the student’s self-esteem to
be removed from their peer group. Furthermore, in this case, the resources
required for removing the boys from the class and place them in a separate
classroom could be better allocated, as the boys are probably capable of
achieving in the regular classroom. Their learning disabilities are described
as being mild, and therefore can be overcome given time, effort, and an
approach that works.
It might be frustrating and
overwhelming for David to have to modify his teaching style, as secondary
classrooms can be very large and the time allotted to fulfil curricular
requirements can be short. He will have to expend a good deal of extra time and
energy to conceive of new methods, but this may actually be a good thing.
Teachers should be willing to take the time to expand their repertoire and try
new things. This does not mean they must completely revise their teaching
practices with each new semester, but that they shouldn’t simply rest on their
laurels once they have enough material to fulfil the requirements of the
course. Instead they should continue to improve what they already have by
trying new things in the classroom.
To plan for Ben and John, David must plan
for all elements of the instructional cycle. He must find a way to interest or
engage the boys about the subject (task focus); he must review previous
concepts, or in this case ensure they have learned the appropriate concepts to
understand what is being taught; he must explain why the concept is relevant to
daily life, which is especially important in an applied class, as students at
that level are often preparing to enter the workforce upon graduating, and may
be looking to gain more practical skills; he must assess with performance based
tasks (many of which can be formative, so as to show the boys’ progress without
“penalizing” them with poor grades for the process of learning) so that he may
have a clear picture of their progress; finally he must make the expectations
and methods of assessment clear, so that students understand exactly what is
expected of them (for this he might use a rubric for grading, but also a
detailed syllabus).
It is possible for David to successfully
engage John and Ben within the confines of a regular classroom setting. He need
only put forth the time and effort required to do so.
***
Module #1: Case 2 - Joan Martinez
The facts in this case are that Joan Martinez has been asked to teach a different grade level at a new school. Her dilemma is that she feels anxious about leaving a comfortable environment for a new unfamiliar environment. This is compounded by the fact that many of her new students are classified as behavioural exceptionalities.
Joan should consider implementing classroom routines from the beginning of the school year. She needs to outline her expectations so that students have a thorough understanding of what she requires of them. She should have a clear vision of what she wants her classroom to look like and what kind of learning atmosphere she wishes to create. As she will be teaching a number of students with behavioural issues it will be even more important to build a rapport with her students and to create an environment of mutual respect within her classroom. Creating such an environment will especially benefit those students with higher needs, who often feel isolated or stigmatized by their peers. If the classroom is an environment where all students feel respected, safe and accepted then meaningful learning will be able to take place. To achieve this kind of environment Joan could have her students play “ice breaker” or “getting to know you” type games. She should also keep a keen eye for bullying and schisms within the class. When incidents occur she needs to address them promptly, though with great care.
She must also get to know her students behavioural issues. Perhaps prior to the first day of school she could speak to other teachers in the school who are more familiar with the students as they might have some helpful insight and advice. There is a danger that in doing this she might become unfairly biased towards or against some students, so she must be careful to differentiate between what is helpful and what is not. Special considerations for the students with behavioural issues can be made, but it will depend greatly on what these issues are. Exceptional students often require special consideration. For instance, students who have a vision impairment might be placed closer to the front of the classroom if a great deal of the teaching occurs using a SmartBoard or white board.
Because Joan is unfamiliar with the students and the age group she will be teaching is different than she is used to, she will have to adapt her strategies to fit the class. Older children can be given more freedom and responsibility than young children. Also, junior high is a sensitive age so students might react poorly if they feel they are being undermined for disrespected.
Classroom management is both proactive and reactive. Teachers must be proactive in the managing of their classroom and students in order to set the tone for the school year. Teachers who have a clear vision and expectation for what they want their classroom to look like and how they want it to function will have a much easier time achieving these expectations as they can devise various strategies to achieve their goals. On the other hand, teachers cannot plan for everything and there will without a doubt be behaviours and incidents that fall outside of what is acceptable and/or expected in the classroom environment. In such cases teachers must be reactive. By implementing a plan at the beginning of the school year the teacher’s expectations will become second nature to the students within a few weeks. Such plans can be implemented later in the school year, but it will be a far more difficult task, especially if students have established other habits that they are unwilling to break, or that they might have difficulty changing.
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Module #1: Case 1 - Christopher Melrose
The case presented in assignment 2 is one that is similar to scenarios that I have witnessed in my practicum placement. In my experience it is not uncommon for parents to disagree with suggestions made by the school for their child’s learning. It seemed to be a common theme when the IPP’s were being created and updated at the end of the first term. In this case there is a disconnect between what the school decides is best for Christopher and what his mother thinks.
From the point of view of the school Christopher is falling behind in Mathematics and Language Arts and removing him from the classroom for those portions of the school day seems to offer an opportunity for him to learn at his own pace. If he were to remain in the classroom with his peers the gap would only continue to grow, as he would presumably not be receiving the attention that he requires in that environment. A special education class could afford him the opportunity to close the gap between himself and his peers and eventually be reintegrated into a regular classroom environment for Language Arts and Mathematics lessons.
Mary Melrose might object to his removal from the classroom for a number of reasons. First of all, she may worry that Christopher might be stigmatized due to his learning disability and his subsequent removal from the classroom. She might also worry about Christopher missing out on the social development component of school. As was mentioned in Module 1 students placed in special education classrooms miss out on learning social cues and behaviours from the role modeling of their peers.
Christopher is described as being a happy and pleasant child. The act of removing him from his peers, even for a portion of the day, could affect his self-esteem and his happiness within the school. On the other hand, he could thrive in an environment where his particular needs are being met, and, as I mentioned above, he could ultimately end up being reintegrated into the larger classroom for his lessons. Every child is different. Being in an environment where he is unable to keep up with the curriculum and surrounded by other students who do not have the same struggles could also negatively influence his self-esteem and he could still be stigmatized in this environment. Careful monitoring on the part of the school staff and his family could determine which route might be best for him.
Ultimately the school must take into consideration how removal from the classroom will affect the whole child, and not just his grades. On the other hand, while there may be some stigma attached to special education, it is not always the case. I have seen students in special education programs that thrive socially. Parental support is a huge factor. If the parents do not support the schools decisions it will negatively impact the child. Also, the school must be able to offer the child, the resource staff, and the regular teacher the resources required so the child might thrive. If the child is being removed from one classroom where they are unable to get the attention they need and placed into another, where is the benefit?
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Module #1: Personal Response - Disability, Ability, and Responsibility
Inclusion is a complex concept, and one upon which my understanding has certainly evolved since my own schooling. Growing up I remember only two special needs students in my elementary school. In retrospect this number seems rather low, considering the comparatively large population in my school. I was never in a class with either of these students as one was a year old than me and the other was two years younger. Occasionally the older student would participate in a class activity with us. I am not sure what his condition was, but he was unable to speak, and was only able to walk with the aid of crutches. His mother spent a good deal of her time at the school with him, but he also had an aid with him at all times. The younger special needs student in our school also had a mother who was very involved in the school. It seems to me that similarly to Ashif Jaffer’s mother, these mothers were also advocating for their children’s education and inclusion in the school.
I should also mention that I attended Catholic school throughout my public school education, and my exposure to non-Catholics was limited. Pickering (my home town) is a very multicultural community, and I think in many ways I benefited from this. Not only did my exposure to a multitude of different cultures normalize the experience of meeting people with backgrounds different from my own, but it also taught me a great deal of tolerance and understanding towards perceived differences. In all honesty, until high school people with differing religious backgrounds remained a far greater curiosity to me than those with different cultural backgrounds.
I suppose all this is to say that prior to reading the first module my understanding of inclusion was very much based on my childhood experiences with the same. To me it is the idea that all children are given the opportunity to learn and participate in a school environment regardless of their socio-economic or cultural background, and despite any special needs they might have. That having been said, I think, growing up, those classified as special needs, while part of the school community, were always somehow on the periphery of my understanding. I was aware of them, but I did not have much interaction with them. This has changed since I began this program.
In both of my practicum placements I worked with children with special needs that ranged from autism to hearing impairment to FAS. For some of these students their “need” (for lack of a better word) was instantly apparent. For instance, in my last practicum two of my students were (and still are) deaf. Both girls wore hearing aids, and both carried a transmitter device for the teacher to wear during lessons. The device basically worked as a microphone that fed sound directly to the students’ ears. In addition to this device both girls spent a certain portion of their class time working with a resource teacher on their speech and, occasionally, on class work. One of the two girls had a mother who was very actively involved in the school community. The other had a somewhat rough home life, and I got the impression that the parents were not particularly involved in their child’s schooling. Regardless, both girls were treated with equal care and attention in accordance with their individual needs by the school. I think this is a real testament to the staff, particularly the resource team who put a great deal of energy towards not just these two girls, but each student they worked with.
In exercise 1-3 I scored high in both teaching and personal efficacy. I think that I have really come to understand the importance of building a rapport with one’s students to build and environment of mutual trust and understanding. This is not just true of high needs students, but of all students. That relationship needs to come first, because only after it has built can the teacher understand how to be affective in their teaching. Ultimately what I’ve come to realize through my admittedly limited teaching experience is that each child is a unique individual with his/her own special set of needs. Inclusion means understanding this, and understanding that everyone comes with their own set of strengths and weaknesses. As you come to know your students as people it becomes easier to see past their labels (whether perceived or official) and understand how to approach the task of teaching them.
