*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.
Thursday, August 07, 2008
Tuesday, August 05, 2008
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.
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.
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