Final Reflections*

*Note: This is an excerpt from my Adapting Curriculum Assignment

When I reflect upon this assignment, and more generally this course, I can’t help but feel that I have only skimmed the surface of inclusive education and special education strategies. While I do feel more informed, I must admit I by no means feel fully prepared.

I enjoyed this assignment because I think it forced me to really focus on concrete adaptations. However, I struggled with explaining the exceptional children in this “class”. I find it hard to conceptualize strategies for hypothetical students; I sit here with a multitude of questions about the student’s personality traits, interests, family background, etc., and it sometimes feels fickle to be creating those factors myself. I think it would be a good idea, for future sections of this course, for a list of exceptional students and their characteristics to be provided (say 6 students with different exceptionalities), and the educator would select 3 to adapt for. While I know this makes it similar to the case studies, I feel it provides a better structure for this assignment.

Accordingly, as before mentioned, I’ve really enjoyed the case study portion of this course. I feel it’s the closest simulation a pre-service teacher can get for implementing inclusive education strategies and protocol.

Additionally, I must admit that again, while I feel more informed, I do not feel prepared to effectively complete an IEP. When I do have to do this during my teaching career I will definitely seek out a veteran resource teacher to help me with the process, obtain guidance, and receive feedback. What’s more, I am still unclear when a teacher should move to make modification rather than accommodations. I find it difficult to judge when a student should actually be assessed in a grade lower than his own.

With these weaknesses in mind, I have began to take steps to rectify them. I have contacted the resource teacher at my first practicum school and asked her if we could meet to discuss some of these unclear issues. Additionally, I have been reading Education for All. I hope to get to see some actual IEPs in the future so that I can gain a better understanding. Also, I hope to take Special Education Part II once I have a year of teaching experience.I feel I should also mention this was my first experience with an online course. While I did enjoy its flexibility, I must also recognize it does not especially fit my learning needs. I am an extremely interpersonal individual who thrives through human interaction. Nonetheless, I have enjoyed by experiences in this course, and would take another one next summer.

The Pre-Referral Process - Case Study #7

As a recent graduate I do not have any experience with the pre-referral or referral process to directly reflect upon. However, I think reading case #7 "Why Can't Annie Listen and Finish Her Work?" really allowed me to reflect on the complexities of the referral process; especially the personal impact it can have on all those involved.

I found Mrs. Wilson's reflections and Ms. Way's reaction to the situation very illuminating. These accounts provide a very interesting look at an aspect of referral process which does not always immediately come to mind; the pride of those involved. One thing that can be overlooked when dealing with these cases is the emotions of those affected.

For example, while Ms. Way's reflections (pg.64) can in some ways seem self-centered, I think it is fair to say that these would be the concerns of any new teacher attempting to make a name for herself in her career. Moreover, she brings up an interesting moral dilemma: "What about the other children in my class who are having even more difficulty than Annie? Does the squeaky parent necessarily get the grease? ... If I'm going to refer Annie, I had better do something about these two other children, too... What should I do?"

While perhaps this reflection should be more focused on what should be done for Annie during the pre-referral process, I can't help but wonder about the same questions as Ms. Way. Moreover, is her resistance to refer Annie and these other children reflective of bad practice? Or does she have some grounds for wanting to wait a bit and try some informal strategies? But at the same time, even if these informal strategies work for these children, the lack of a formal IEP does not ensure these children will always receive these strategies, so should she begin the pre-referral process? Then again, isn't the pre-referral process all about informal strategies? So no matter what, Ms. Way is going to have to look at her teaching practices and make some adjustments. So therefore, wouldn't it be better to do so with the support of others in your school community?

I think the main issue here is that Ms. Way sees asking for assistance as a failing on her part. The fact of the matter is though that seeking help from your school community does not exhibit weakness, but in fact strength. It affirms that the teachers is life-longer learner who sees the value in community members collaborating. Nonetheless, one cannot deny that she might feel just like Ms. Way in this situation.

Then there is Mrs. Wilson. Getting Annie's report card was like experiencing a flashback. She's been through this before with her son Mason. While this obviously allows Mrs. Wilson to veer forward proactively, she is also likely feeling frustrated. She knows how trying the upcoming struggles she and Annie will have because she's faced them before. Additionally, she recognizes that Annie may not be as receptive to help as Mason was.

I think Mrs. Wilson's desire to begin the process for Annie to have an IEP is well-founded. She's been through this system before and has tangibly seen the benefits for one of her children. Additionally, while Ms. Way is definitely qualified, Mrs. Wilson likely feels that Ms. Way will require some assistance with effectively accommodating/modifying for an exceptional student. Fundamentally, the referral process isn't just about benefiting Annie, but also Ms. Way.

Facilitating Social Interactions (Mod 5)

During Mod 5 I really struggled with how to genuinely facilitate classroom interactions for exceptional students without singling them out or having the process seemed forced. Here is a collection of comments from my colleagues that I really enjoyed.

By Jennifer:
Compliments that are specific help students to recognize their strengths and feel confident in their abilities was a great strategy given to me by an associate teacher. She mentioned that general comments such as “good work or great start” were not as effective as something like “wonderful printing today or I like your creative idea of . . .”

By Femke:
I realized over this year that there is nothing more important than keeping your high expectations for everyone in your class. Kids know when you are taking it easy on them and it does not help them at all in the long run. They will either increase their learned helplessness or they will lose their interest in school because they feel they are under challenged or their ideas are under appreciated.

By Stephen:
Create a peer mentor group. During one of my placements the entire class participated in this. Each student had another peer mentor who was responsible for copying down homework and assisting their partner catch up with missed work when they are absence. This could be a useful strategy and not make the student with the exceptionality feel like they are receiving individual attention.

Great Resource from Anne: www.jigsaw.org/steps.htm

What's after High School?: A Mod 4 Reflection on Intellectual Disability

Many people don't like change. It is a common trait among people and one that I occasionally am guilty of. We get accustomed to things being a certain way, and altering this can upset our daily balance.

I think being successful at accepting change is rooted in transition. The less abrupt the change is the more likely it is that we can accept it, and I think this generally goes for everyone.

In the case of individuals with an exceptionality effective transitions are crucial when it comes to change, especially for individuals with intellectual disabilities. Given that these individuals have more difficulty mentally processing information/events than other individuals, effective transitions for them necessitate preparation and progressive exposure/information about the new instance, as well as constant reinforcement. As teachers, we must be cognitive of the effect of change on all students and ensure we assist them in transitioning.

Transitions occur throughout life and are faced by all young people as they progress, from childhood through puberty and adolescence to adulthood; from immaturity to maturity and from dependence to independence. In addition, some young people experience extra transitions as a result of other life events for example, bereavement, separation of parents, and being placed in care. (http://www.intellectualdisability.info/lifestages/transition_barron.htm)

Furthermore, we must consider that while all people go through change and transitions, these occur at different times and rates for individuals with intellectual disabilities. Some considerations are:

(http://www.intellectualdisability.info/lifestages/transition_barron.htm)

Being sensitive to differences in transition/change for individuals with intellectual disabilities is as simple as taking time to reflect on the individual, his personal situation, and maintain a cognitive awareness about these facts when formulating strategies.

In some instances, people will treat individuals with intellectual disabilities like children. While it is many cases unintentional, patronizing these individuals will only hold them back further. As educators we should aim to hold high expectations of individuals with intellectual disabilities while also equipping them with strategies for success in achieving these goals. By being challenged appropriately at their own cognitive level they can grow while feeling successful. This will boost confidence and assist them in knowing they can overcome something which initially they could not.

Individuals with intellectual disabilities do have options after high school but it is crucial that these individuals have good support systems and resources available to them in order to facilitate these possibilities.

These individuals may be introduced into the work force through co-operative placement or internship. The exceptional individuals will work alongside another person in order gain an understanding of how to perform specific tasks; in many cases these tasks have a specific routine to assist the individual with familiarizing himself to the task. LiveWorkPlay suggests that:

Quite often the ability to obtain and keep paid or unpaid employment has less to do with specific work skills than it does with the development of more general abilities. This includes in particular communication and problem-solving skills. Through [observation and specialized programs/assistance they can come to] identify areas in need of improvement and also identify potential fields of employment. (http://www.liveworkplay.ca/content/view/121/121/

It is important to note that there are also various post-secondary education options for individuals with intellectual disabilities. The Institute for Community Inclusion outlines the following:

There are three main types of PSE models: mixed or hybrid, substantially separate, and totally inclusive. Within each model, a wide range of supports and services is provided. Each model is described in the order of prevalence.
- Mixed/hybrid model: Students participate in social activities and/or academic classes with students without disabilities (for audit or credit) and also participate in classes with other students with disabilities (sometimes referred to as "life skills" or "transition" classes). This model typically provides students with employment experience on- or off-campus.
- Substantially separate model: Students participate only in classes with other students with disabilities (sometimes referred to as a "life skills" or "transition" program). Students may have the opportunity to participate in generic social activities on campus and may be offered employment experience, often through a rotation of pre-established employment slots on- or off-campus.
- Inclusive individual support model: Students receive individualized services (e.g., educational coach, tutor, technology, natural supports) in college courses, certificate programs, and/or degree programs, for audit or credit. The individual student's vision and career goals drive services. There is no program base on campus. The focus is on establishing a student-identified career goal that directs the course of study and employment experiences (e.g., internships, apprenticeships, work-based learning). Built on a collaborative approach via an interagency team (adult service agencies, generic community services, and the college's disability support office), agencies identify a flexible range of services and share costs.

(http://www.communityinclusion.org/article.php?article_id=178)

Addressing the four basic needs of students (A Mod 3 Reflection)

In a classroom, much like any environment, students need to have fun, have freedom, feel competent, and have a sense of belonging. As a teacher I believe these principles can be reinforced in the following ways:

1) Provide students with opportunities for success:
- In open class discussions, prompt children with questions you know they can succeed at. This will boost their confidence in the subject matter, and overall. When doing this, a teacher much be conscience of how comfortable an individual student is with the subject at hand, and direct an appropriate level question to that student. However, teacher’s should be careful not to hold back students or patronize them by asking questions which are too simple.
- When a student exhibits a specific strength, whether classroom related or not, attempt to provide opportunities for him/her to showcase it. In primary, this may be as simple as providing show and share time, while in secondary, this may be allowing a student to complete an ISU on a personal hobby/activity he/she is particularly good at.

2) Feeling like he/she belongs:
- Ensure your students exhibit respect to everyone in the class, no matter who they are. This ranges from listening respectfully, speaking respectfully, openly sharing ideas, and accepting/analyzing ideas which are brought forward.
- Aim to value your students who contributing, not just being “right”. Encourage group discussions where the focus is on the process of discussing, rather than just the product.
- Encourage students to work in different groups/partners throughout the year. A good way of doing this is letting them pick their group members per project (so they still feel in control), but not allow them to work with anyone twice. By doing this you allow the students to progressively make new connections to other students in the classroom as they become more comfortable.

3) Acts of Generosity & Recognition
- After the completion of an assignment/project, exhibit exceptionally completed assignment. This can range from displaying them in the classroom to simply mentioning to the class that a copy of said assignment have been retained as exemplars for next year.
- Aim to recognize all of your students throughout the year, even if it is not directly for the subject you are teaching. For example, an English teacher can give praise for more than just reading, writing, and oral presentations; highlight students’ excellent personal qualities as well.
- Recognize when your class has been working hard and reward them. This could be a special activity/day. Additionally, recognize your student’s needs for extensions, or breaks when they deserve it.

4) Feeling Stimulated/Having Fun
- Provide students with opportunities to move around. Make your classroom as interactive as possible. A great way to do this is simple 5 minute activities/icebreakers at the beginning of a unit/topic.
- Allow students to bring activities forward which interest them. Allow them to be the leader/teacher during such instances.