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.

Killing in the Name of Education: An Analysis of Creativity

This is a video me and a colleague put together as our final project for out schooling and society class. In case anyone is interested:

Part 1 - http://www.youtube.com/watch?v=un72mK5haVA&feature=related
Part 2 - http://www.youtube.com/watch?v=GWFLIVcsVts&feature=related

Cheers! :)

Invisable Disabilities: LD (A Mod 2 Reflection)

I spent a lot of time reading and re-reading case #15; it's definitely an interesting one as there are definitely no clear answers. There are so many possibilities, factors, and variables that it seems to be a sea of uncertainty where all you can do is "hope" you made the "best decision" for a student like Len.

I think one of the most fascinating things about LD are the extremely creative and tactful strategies which children come up with to hide it! If only they would initially think to put that sort of energy into overcoming it!

I think unless the student is a "squeaky wheel" the possibility of LD going undetected is very high. For example, a student like Len, while disorganized and performing low-academically, he's not particularly disruptive to a class. Sure he's late, but he's not defiant. Consequently, many teachers may just consider him to be a sweet kid who is scattered, without giving it much other thought.

I think Case 15 really hit home for me when Vicki introduced the RAP strategy. I am a firm believer in small strategies such as this for teaching at all grade levels (KWL charts, anchor charts, etc.). Not only can these resources function as your adaptations for your students with LD, but they're fantastic for students in general. I don't have a LD, but I absolutely thrive when someone gives me a strategy or mnemonic device to use while learning.

Additionally, the example goals that were set for Len were great for me to see. I often have trouble composing long-term and short-term goals because when I write them they usually end up looking the same. What I noticed though in this case is that Len's short-term goals are the smaller parts of his long-term goals; it's all about breaking it down.

Student's with LD are certainly good at hiding it in some instances, and I think our focus as teachers should be to always, whether you have identified students or not, diversify your teaching methods. Use different mediums and strategies which tap into the multiple intelligences. Be aware of your own dominant learning style and be sure to diversify outside of it. That way, your teaching with be effective for all the students in your class, LD or not.

Mentionable Resources from Module 1

Council for Exceptional Children Website:
http://www.cec.sped.org//AM/Template.cfm?Section=Home
Recommended and reviewed by an individual in our section. This website is especially helpful because it highlights a variety of exceptionalities very effectively, rather than just focusing on one. There is also an excellent "Teaching & Learning Centre" which provides a plethora of information, and excellent resources for teachers. There's even a great blog with "real-life" insights from other teachers!

How to Survive LD - By: Alexis, Age 10, Boulder, Colorado
http://www.ldonline.org/kidzone/21883
A good piece of writing for teachers to revisit throughout their careers as well as to pass on to exceptional students in their class.

Case Study #14 by Group 2
I've but a copy of this case study on file; I think it was very well done because it I found it broke down the issues pertaining to the case very concertely and comprehensively. Good work group 2!