Inclusive Practice Cases

Assignment 8

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 about Tammy thus far:

-       She is in grade 11 at an independent school

-       She’s struggling with academic subjects

-       Pressure to succeed from parents

-       Involved in extra curricular activities (public speaking, piano)

-       Parents won’t let her quite public speaking or piano even though she is finding it hard to find the time to complete her homework

-       Finds it takes her longer to do homework and school work than others (in certain subjects)

-       Pressure from parents to spend more time with tutors

-       Parents want her to go on to university

-       I very interested and talented artistically

-       Does well in drama

-       Wants to pursue art as a career

Tammy also had tests done in grade nine which we have gained some information from. For instance, Tammy is strong in oral communication and listening skills; however, struggles with mathematics and written communication and expression.  

What we need to find out:

-       How Tammy feels about the situation and what she feels may work to help her.

-       What Tammy may know when tested orally compared to what she appears to know through her written work (through this we may find that there is some understanding being lost only through the transition onto paper.

-       What Tammy goes over with her tutor, what they focus on, what methods they use….

-       What supports are being offered to Tammy at school and outside of school?

-       More testing to determine whether or not Tammy can be categorized as ‘gifted/learning disabled’.

-       Whether Tammy’s home life is affecting her schoolwork (is their any issues at home?)

-       Does Tammy speak any other language’s at home?

Strengths and Concerns:

Strengths:

-       Artistically Talented

-       Very involved with extra curricular activities (public speaking, piano)

-       Scores high on oral/language comprehension/listening in standardized tests

-       Very talented at drama (painting and creating the sets)

-       Tammy cares about her work and her marks and doesn’t want them to slip

-       Communicates well with the teachers, and seems to care what they have to say

Concerns:

-       Scores low in mathematics, and written expression on standardized tests

-       Marks are slipping

-       Not enough time to complete work

-       Some things are not getting handed in and Tammy is getting behind (which she is concerned about)

-       Concerned her parents will be mad/disappointed in her if she lets her marks slip more

-       Possibly too much pressure from parents

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 is having difficulties taking what she has learned and putting it on paper. There is a lack of connection between her oral understanding and her written understanding that needs to be addressed and worked on.

2)    Tammy isn’t being given the opportunity to express herself and ideas orally, as it is her strength

3)    She may be losing focus once things get a bit too intense

4)    Is Tammy’s doodling in class may be hindering her. Even though she say’s it helps her listen she still didn’t have her books out, nor was she ready to work once the teacher was done talking.

5)    The method she is using for her written work is not appropriate/right for her; she should try a new approach/method.

6)    Parents need to understand that Tammy is struggling to find time to focus on her schoolwork and allow for her to miss, or drop some extra curricular activities.

7)    The teaching style does not cater to Tammy’s learning style

8)    There could be a ‘gifted/learning disability’

9)    Tammy could be in a school/class in which the subjects are just a tad to difficult for her

10)     May fair better with inquiry based learning

11)May lose focus in a conventional 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?

-       Sit down with Tammy and go over her method for transferring her thoughts, ideas, knowledge and understanding onto paper. Figure out if this is the most appropriate way for her.

-       Discuss whether there are any issues at home or with peers that may be making Tammy perform unsuccessfully?

-       Discuss stress relief techniques and help Tammy to understand that it is ok to not be great at something (even though her parents want her to be)

-       Allow Tammy to present an oral debate, or presentation on the same subject one of her papers is on. Then examine and determine to what extent of understanding of the subject she has and how much of it is being lost (if any at all) through transcribing it.

-       Teach without allowing Tammy to doodle and see if there are any improvements.

-       Have a teacher with a alternative teaching style to work with Tammy

-       Test Tammy to see what learning style she is and teach to her strengths

-       Have a meeting with Tammy’s parents to discuss how she feels she doesn’t have enough time to study or do home work because of all the extra curricular activities she is in. See if we can get them to choose what they feel is more important; there daughter in other activities, or her academics?

-       Try out inquiry based learning techniques

-       Allow Tammy to use a computer to help her with her writing skils

-       Give Tammy a test from a regular school or a altered test and see how she performs on it.

-       Get Tammy tested to see is ‘gifted/learning disability’

4) Write a short description of the designation 'gifted/learning disabled.' Some sources to help you are found at these websites:

http://www.kidsource.com/kidsource/content/Gifted_learning_disabled.html
http://www.ldonline.org/indepth/gifted
http://www.uniquelygifted.org

‘Gifted/Learning Disability’ used to be a term in which society would not have understood. However, recently it is becoming a more widely understood concept. The idea of being gifted, yet having a learning disability is not uncommon. An individual with a gifted/learning disability is an individual whom has a very unique talent in one area or subject, yet struggles with another area or subject. Although it seems as though everyone could be considered to have these attributes, the difference is that the individual must not only excel at the certain subject/area, they must go beyond excelling and achieve a high IQ when tested on the information related to this matter. Many individuals, who are gifted in one area, lack in another, therefore making them gifted/learning disability students. With this coding, the students are not having anything taken away from their talent, and at the same time not having the main focus on their ailments. It is important to focus on not only ones strengths, but also their weaknesses. It is important that we support these ailments and provide supports to strengthen these weaknesses, while at the same time enhance their strengths.

Assignment 7

Step 1: What is known: Gathering referral information

Mrs. Janes was given minimal information on Salim; therefore, she only knows what has been reported to her thus far. She has been informed that Salim is currently living in a hotel with his mother while they wait for an update about their refugee status. As well, Mrs. Janes has learned through observing Salim that he reverts to sitting and spinning in her chair at times. In addition, Mrs. Janes seeked the advice of a coworker (who worked with a young refugee last year) whom informed her that although the country Salim is from teaches in English, Salim may not have had a chance to attend school very often as he was living in a war torn country. However, we do see that Salim understand limited English as he nods his head and is somewhat responsive when the principal speaks to him.

We see that Mrs. Janes' needs to gather more information in order to effectively educate Salim; therefore, she may want to speak with the administration and Salim’s mother about a few things such as:

-       What language he speaks (may look in to getting him a translator)

-       His English proficiency – oral, written, and reading levels

-       Previous school experience (grade level completed, how often he attended)

-       Subjects taught at previous school

-       Academic abilities – (may want to test him on this)

-       Strengths/weaknesses

-       Family story/situation

Mrs. Janes' may also want to examine and consider the multiple layers of the Ripple Diagram.

Strengths and Concerns:

Although it may be hard for Mrs. Janes to pinpoint Salim's strengths after observing him for this short amount of time, she may perceive some of his characteristics and qualities as strengths.

Strengths:

-       Previously educated in English (just don’t know how much education he received)

-       Quiet and does not disturb other students

-       Knowledge and experience coming from a third world country may be seen as a strength (he may know more about certain wars/situations depending on where he is from)

Concerns:

-       Level of education Salim has

-       How much extra attention/help Salim will need that may take away from her other students

-       Salim’s abilities to learn in English

-       Salim’s social abilities due to language barriers and/or cultural differences

-        Lack of focus in classroom (tends to spin around on chair)

-       Salim’s family life/stability

-       What Salim may have seen (been exposed to) back home – because it is a war torn country

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:

1)    Cultural Differences – his culture may not allow looking women in the eye, therefore it may be an issue for Salim to have a female teacher and classmates.

2)    Language Barrier – Salim may not (or may be limited) speak, understand, or write English

3)    Culture Shock – Salim may be feeling overwhelmed by the cultural differences and thus finding it hard to focus in school

4)    Salim may not have ever attended school before

5)    Salim may not have been taught the same subjects in his old school

6)    Salim may be stressed out or worried about him and his family as they wait to hear about their refugee status

7)    Salim may be sad or depressed after leaving his home country and possibly other family members behind

8)    Salim may be overwhelmed by what he has previously seen when in his war torn country

9)    Salim may just be shy

10) Salim may have a behavioral or learning disorder, or perhaps is exceptional and finds the school work boring

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:

1) Hold a meeting with Salim, his mother, and another family members that may also be available – this will help to gain information on Salim’s previous school attendance, level of education, subjects familiar with, and may give more insight into where Salim has come from and whether or not there is a language barrier or cultural differences that may be issues.

2) Get an interpreter – this may help Salim to learn better for the first little while until he feels comfortable and understands the English language better.

3) Give Salim a quiz in each subject in order to determine his level of competency in certain subjects.

4) Get to know Salim one-on-one – this may help Mrs. Janes to gain knowledge and background information on where Salim is from and whether or not he may have seen things in which a child his age should not have to experience. By talking with Salim Mrs. Janes may find out whether Salim is happy or sad to have left his previous home, and may also be able to determine whether there was any damage done through his move. This can also be a good way to check for culture shock.

5) Mrs. Janes should observe Salim in the classroom to determine his level of communication and interaction with fellow classmates. She should also watch whether he is interacting with boys, girls, or both.

6) Mrs. Janes may get Salim to do a presentation on his previous home country to give the children more insight into where Salim came from and who he is. This will also help Mrs. Janes to determine whether Salim may be experiencing culture shock.

7) Give Salim a little extra time and attention when it comes to classroom projects. This way Mrs. Janes will be able to examine and evaluate Salim's work ethic, education level, and progress over the weeks.




Step 4: What you think is happening: Arriving at tentative judgments

Are you able to reach any tentative judgments at this stage? What factors seem the most likely sources of the difficulties? Which ones may need further assessment and investigation?

I regret to say that I find it impossible for me to make any tentative judgments at this point because there are still so many questions left unanswered. I believe that once Mrs. Janes get some clarification by following the possible suggestions listed in ‘step three’ then we may begin to form and answer. However, given the lack of information we have thus far it is hard to say what Salim’s major, or definite, setback is, if there is any.

Most likely factors and Further information needed:

If I was asked to share what I believe to be the most likely factor in Salim’s case then I would have to say that being in a different country, experiencing a different culture, and attending a new school where you have no friends yet and they speak a different language are all contributing factors of why Salim may be having some issues. Moving is always hard for children, so I would assume it is even more difficult when such a drastic move takes place and everything familiar is gone for a child. Sailm is most likely not used to the new country, school system, language, and subjects and it will take him a little while to ease into his new life and become more familiar and comfortable with things.

            I believe that every bit of information possible will help Salim out. All of the information discussed earlier (in step one – three) is going to be helpful when getting to know and understand Salim. I think that the answers to the information stated above (steps one – three) are going to aid Salim throughout his schooling and are the key to whether or not Salim is successful or not.

Step 5: What you say: Reporting your findings

Mrs. Janes needs to focus on interacting and having one-on-one conversations with Salim and his mother in order to gain the information and understanding she needs to positively help Salim. She needs to create a sense of trust and respect between her and Salim in order for Salim to feel safe and comfortable enough to open up to Mrs. Janes. Whether Mrs. Janes finds the need to get Salim an interpreter or not she needs to communicate with Salim and make sure he is interacting with other students as well. Be having a meeting with Salim’s mother, and then continuing to meet with Salim monthly Mrs. Janes will gain the understanding and information needed in order for her to help Salim succeed in his new school and class. The more a teacher gets to truly know their students, the better they are at educating those students. As Mrs. Janes goes through all the strategies discussed earlier to potentially help Salim she will discover areas in which Salim needs the most help and also where Salim is the strongest and hopefully the school will provide supports where needed. Mrs. Janes can only continually do her best to assist and include Salim in her daily lessons and alter these lessons to accommodate Salim. 

Considered Response
Assignment 6: Module 3, Case 2

Tracey Wong

            In this case (assignment 6: module 3, case 2) we examined a grade twelve girl, Tracey Wong, who was diagnosed with AD/HD. Since being diagnosed accommodations have been established for Tracey in order to positively aid her with her studies and education. One of these accommodations being that Tracey is allowed to write all of her tests and exams in the school’s resource room so she has less distractions surrounding her. However, Tracey’s school is undergoing renovations and the school resource room is under construction and therefore off limits. The major problem that has surfaced from these renovations is that it is final exam time and Tracey is unable to write her exams in the resource center. Accordingly, Tracey’s school administration has asked her to write her exams in the gymnasium with the rest of her classmates and schoolmates. Tracey is unsure about writing in the gymnasium because of the extra distractions she will be faced with and is debating bringing her parents in to discuss the situation with the administration.

             In my initial response to this case I was pretty adamant about my opinion, which was that the school administration had no right to ask such a thing of their students and that by doing so it appears they don’t view their students success as necessity. Accordingly, I stated that having her parents go into the school to talk with the administration was uncalled for, as it should not be needed. In my opinion the school should never have asked such a request from Tracey given the fact that she has undergone extensive testing in order to get the accommodations she has, and these accommodations should not be questioned or taken away from her. After reading some of my other classmates’ responses it is evident that majority of them feel the same. I, as well as some of my classmates, also touched on the fact that there might be certain compromises that can be looked at in order to accommodate Tracey accordingly while the resource center is closed for renovations. Therefore, I have decided to take a closer look at the issue and research this topic further.  

First off, I feel the need to focus on the diagnoses its self. ADHD is a disorder in which an individual has difficulties with distractions, over-activity, over stimulus, impulsion, or a mixture of both (Prince, Spencer, Wilens, & Biederman, 2008). Accordingly, these problems must be out of the typical range for a child’s range and development in order for an individual to be diagnosed with ADHD. Additionally a child must undergo a series of tests in order to be diagnosed with ADHD. Fittingly, the diagnosis is based on specific symptoms that must be present in more than one setting. For example, Steven Pliszka states:

•                Children should have at least 6 attention symptoms or 6 hyperactivity/impulsivity symptoms, with some symptoms present before age 7.

•                The symptoms must be present for at least 6 months, seen in two or more settings, and not caused by another problem.

•                The symptoms must be severe enough to cause significant difficulties in many settings, including home, school, and in relationships with peers. (p. 907).

Therefore, as I stated in my initial response, there is no reason for Tracey’s school administration to ask her to write her exams in a different setting knowing full well that she has been through the testing and is diagnosed with ADHD, which effects her attention when writing exams. It is obvious that Tracey has issues focusing when it comes to writing tests, furthermore, writing tests around others in a room with noises and distractions that her peers add (such as a gymnasium) is like feeding her to the sharks. It is cruel and unnecessary.

            Conversely, after further research I discovered that older children with ADHD no longer meet the full classification of the diagnosis, as the ADHD is said to be in partial remission (Prince et al., 2008). With this new knowledge I feel the need to state my understanding of where the school board is coming from. Seeing as Tracey is in grade 12, has good grades, and has coped well with her ADHD, the school feels as though Tracey is stable enough to write her exams in a gymnasium with her peers. Furthermore, the school may feel that by asking Tracey to do this task gives Tracey the option of making her own choice based on what she feels she is comfortable and able to do. If this is the situation then Tracey and her parents may need to discuss the issue of better communication with the school so that these dilemmas can be avoided. With good communication throughout the school year Tracey could have checked in each semester with an evaluation of her progress, therefore, allowing the her teachers and the school administration to know where Tracey is at in terms of educational goals, and what she is comfortable/uncomfortable doing. This open communication would remove any uncertainty and the school administration would not have to ask Tracey to write her exams in setting she is uncomfortable with. Supporting evidence of this is seen in Pliszka’s journal article, ‘AACAP Work Group on Quality Issues. Practice parameter for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder’. In this article Pliszka reveals that treating ADHD is a partnership between the child and parents, healthcare providers, or caregivers. Consequently, for the child to succeed it is imperative to:

•                Set specific, appropriate target goals to guide therapy.

•                Start medication and behavior therapy.

•                Follow-up regularly with the doctor to check on goals, results, and any side effects of medications. During these check-ups, information should be gathered from parents, teachers, and the child. (p. 919).

Moreover, I have found that there are numerous ways in which to aid a child in coping with ADHD. Mary Fowler discusses certain managing techniques, which include:

•                Communicate regularly with the child’s teacher

•                Keep a consistent daily schedule, including regular times for homework, meals, and outdoor activities. Make changes to the schedule in advance and not at the last moment.

•                Limit distractions in the child's environment.

•                Make sure the child gets a healthy, varied diet, with plenty of fiber and basic nutrients.

•                Make sure the child gets enough sleep.

•                Praise and reward good behavior.

Provide clear and consistent rules for the child. (p. 47).

As you can see the second bulleted point reads, “Keep a consistent daily schedule, including regular times for homework…” this reiterates my previous point (opinion) that Tracey’s school board was wrong in asking her to alter her schedule in order to accommodate them during exam time. Tracey is the one in which needs the accommodations and it is a known fact that children with ADHD work better when on a schedule and in environments they are comfortable in. In addition, the third bullet point states, “Limit distractions in the child’s environment”. Again we see that asking Tracey to write her exams in the gymnasium is outrageous due to the fact that individuals with ADHD are distracted easily enough, they do not need a gymnasium full of disturbances and echoed noises to add to the stress of exam writing.

            In conclusion I have that through further research of my topic I have established that my initial response was not far off from my considered response. However, I did notice that my initial response was purely my own personal response and it did not have the facts to support my rather forthright opinion. That having said, I am glad that I took the time to further understand the diagnosis of ADHD and to familiarize myself with valuable information and coping techniques should I come in contact with it in the future.

References

Fowler, Mary. (2010). Increasing On-Task Performance for Students

with ADHD. Education Digest: Essential Readings Condensed for Quick Review, v76 n2 p44-50.

Pliszka S. (2007). AACAP Work Group on Quality Issues. Practice

parameter for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry, 46(7), 894-921.

Prince JB, Spencer TJ, Wilens TE, Biederman J. (2008). Pharmacotherapy

of attention-deficit/hyperactivity disorder across the life span. In: Stern TA, Rosenbaum JF, Fava M, Biederman J, Rauch SL, eds. Massachusetts General Hospital Comprehensive Clinical Psychiatry. 1st ed. Philadelphia, Pa: Mosby Elsevier, chap 49.

Assignment 6: Module 3, Case 2

Tracey Wong

         Tracey, an eighteen-year-old grade 12 student, has been diagnosed with AD/HD. Although she is still a very strong student academically, she has been provided with some accommodations to help her perform effectively. One of these accommodations is that Tracey is able to write all tests and exams in the resource room, where distractions are minimal. However, due to school renovations, the school resource room is unavailable. Therefore, the school has requested that Tracey write her final grade 12 exams in the gymnasium with her peers. Consequently, Tracey is frightened to do so because she fears that the gymnasium is not an environment in which will allow her to remain focused and undistracted. Tracey is under enough stress knowing that these final exams will effect her graduation, and is now more worried that writing her exams in the gymnasium will negatively effect her marks and graduation further.

As an individual that is easily distracted, I can guarantee that if I were put in a gymnasium to write a test the outcome would be poor. Although I am fortunate enough to have gone through High school without ever having to write a test in a gymnasium, it still frightens me thinking about having to deal with all of the extra noises that carry through a gymnasium. For example, the slightest tapping of a pen would be a loud annoyance in that atmosphere. Take it from me, as a physical education teacher I know how noise is amplified and carries in a gymnasium! Seeing as I (an individual without AD/HD who’s only problem with test was that I over think everything, therefore taking every possible second I could get to write a test) would have problems focusing on an exam I had to write in a gymnasium, then I can’t even imagine the terror Tracey Wong must be going through.

As for Tracey’s school administration (principal) requesting she write her exams in the gymnasium is pure ridiculousness to me. Students with AD/HD are offered certain accommodations for a reason. Tracey’s reason being that such an accommodation is needed for her to succeed; therefore, taking Tracey’s accommodation away from her is setting her up for failure. This is exactly what educators are taught not to do. A child’s IPP is a direct outline showcasing the strengths and weaknesses of a student, and resources in which may positively help them. Why then would we ignore such a document, after various testing has been done to properly diagnose each student? The school has an obligation to Tracey, and by ignoring Tracey’s IPP and all the testing done, the administration of the school is ultimately showing that their student’s achievements are not a necessity.

Tracey’s success thus far is partly a result of hard work, and partly a result of the resources offered to her. By taking these resources away (which she has always had readily available to her), at is cruel, especially at such a crucial time. Grade 12 exam period is not the time to test Tracey’s exam writing in a different setting. I understand that schools undergo renovations and construction, but it is the responsibility of the school administration to have other alternatives for those students these changes might affect. In Tracey’s case it would be fitting for her to write her final exams in a classroom setting without other students. As for Tracey’s situation I feel that Tracey and her parents should hold a meeting and explain Tracey’s fears about writing her exams in the gymnasium, and request that the school look into alternative places that Tracey might write; ie: classroom, or an office.

Additionally I feel that Tracey’s parents should bring up the fact that their daughter has gone through extensive testing and has been coded with AD/HD and given special resources because of this, therefore, the school is responsible to accommodate her and if they are not willing then they are not doing their job and superior actions may need to take place seeing as a child’s future is at stake. A situation as such should not arise, and a school should never ask a child with AD/HD to write a test in such an environment as the gymnasium as it is the same as sending a child into a war zone. Nothing good can come of it. In the end the school is responsible for the education and well being of its students, thus Tracey deserves to write her exams in a comfortable, positive environment that will allow her to perform to the best of her ability, resulting in grades that accurately display her level of understanding. 

Assignment Five: Module 3, Case 1

Monisha Khan

            Monisha Khan is a recent graduate and current grade nine geography teacher. She is finding it difficult to produce thorough, engaging lesson plans in which keep her students on track. Aside from her lack of consistency with classroom management, she has also noticed one of her students, Brian Jordan, is falling behind. Although Brian has been diagnosed with a mild learning disability (and Monisha would like to give him the extra help he needs), she is worried that this could cause problems with other students as it may be viewed as unfair.  

            The major dilemma here is the lack of engagement happening in the classroom. No matter what your teaching style is, engaging your students is crucial in their learning. If a child is uninterested in what they are being taught, creative lesson plans can fix this. However, if Monisha is having problems with lesson planning, then she is going to continually have problems in her classroom. On top of this Monisha wants to help out a student who is falling behind, however is unsure of how to go about doing so.

With the above dilemmas at hand, I would suggest that Monisha begin by focusing on creating efficient lesson plans. By doing so, she will be more organized, which brings confidence, and eventually will produce a more structured classroom. When a teacher has thorough, structured lesson plans, then his or her students have a better idea of what to expect when entering the classroom everyday. With well structured lesson plans comes a more structured classroom, as students know what is expected of them when they enter the class. Once this base is set it will be easier for Monisha to implement classroom rules and guidelines, which may help her manage her classroom more efficiently.

There are many things Monisha may want to try in order to enhance her teaching style and classroom management skills. For instance Monisha may want to research effect ways to lesson plan, and examine other teachers classroom management styles. Sometimes we (as teachers) may forget that the best resource is our coworkers. Monisha’s coworkers may have templates to help her make organized, effective lessons, in addition to suggestions on positive classroom management strategies. Seeing as Monisha is still a young teacher it is imperative that she focuses on discovering a classroom management style in which works best with her personal teaching style. Monisha may want to choose, or ask for, a mentor teacher for her to follow. This would allow her to have a personal resource to look to in times of uncertainty, and would provide guidance. Lastly, Monisha should look towards producing creative lesson plans to engage her students further. For instance, she may implement technology into the classroom or experiment with inquiry based teaching.

            Furthermore, by improving her classroom management style and lesson planning, Monisha may help Brian without the need for extra individual support. Brian may be the type of individual who needs structure in his lessons, and learns better when things are clearly set out in front of him. Accordingly, Brian may find an improvement in his marks if new styles of teaching (inquiry based for example) are introduced to the class.

            Aside from the above mentioned ways to improve Monisha’s teaching style, she may also want to look to having a meeting with Brian and his parents in order to determine what it is that is causing problems or hindering Brian’s learning. Once this information is received and examined, Monisha may find that improving her classroom management skills and lesson plans will not be enough positively alter Brian’s learning. If this is the case, then Monisha may want to look towards instructional, assessment, and environmental assessment. The challenge with this will be finding the right mixes of each while applying them to Monisha’s existing teaching style and methods. Monisha has quite a large task at hand, as she must identify the difference between modification (change in the material being taught) and accommodation (method in which an individual is taught).

            Monisha may also be faced with the dilemma of other students (classmates) complaining about Brian, or others, getting extra attention. A simple solution to this to implement differentiated learning into her lesson plans. What I mean by this is Monisha can create lessons in which challenge all levels of learners in her classroom. For example, Monisha may start by developing a lesson plan appropriate for her lower level learners. She will then go back and implement additional information and resources in which accommodates her average level learners. Next, she will revisit her lesson plan, yet again, adding in knowledge and activities focused more toward her higher-level learners. Lastly, Monisha will re-evaluate her lesson, implementing extra ideas and research students may choose to excess if they desire. This last step is focused towards her gifted (higher-level) students. By implementing these levels of learning for the same lesson plan, Monisha is catering to all learning levels and styles in her classroom, ultimately giving those who need it extra help without singling them out, accordingly, challenging higher-level learners at the same time. This method of lesson planning works well when given a class with diverse learning levels.

If students are still aware, and upset, over accommodations being made for certain students then Monisha may want to take time to discuss with her class how there are different types of learners, how individuals excel at different subject, and how some individuals may need different explanations in order to understand a concept. Therefore, some students may need special accommodations made for them, just as some student may need more of the teacher’s attention.

Assignment 4: Module 2, Case 2

David Jackson

         David Jackson, a recognized and skilled high school Math and Science teacher, has two students (twins John and Ben) with mild learning disabilities that were transferred into his applied math class. David soon realizes that both boys are having problem learning in his class and is questioning his teaching methods. David is wondering whether his teaching style is effective for these young boys and is looking to find new teaching strategies and implement them into the classroom. He is hoping these strategies may help to engage John and Ben, as David has never experienced this dilemma before.

         In order for David to positively alter his teacher style and lesson plans he may want to acquire advice from fellow staff members or a special education/resource teacher, look towards other resources, and examine his previous style of teaching. By doing the above David will get a better look at what things he can do in order to benefit John and Ben, as well as others in the class. For example, David may find out that he is an audio and kinesthetic teacher, whereas John and Ben are visual learners. This information will help David to plan well-rounded lessons now that he is conscious of adding visuals into his lesson plan. Not only will this help the twins, but it will also help others in the class. Additionally, it would be worth David’s time to sit down and meet with both students and their parents. Having a meeting to discuss the boys learning style, attitudes, strengths, and weaknesses’ will help David to gain a better understanding of the twins, and ultimately it will help him to plan better lessons that are structured to aid them in learning. While David is assessing and altering his teaching style, he may also want to look at offering extra help at lunch hour (or after school) for the boys in order for them to get some more one-on-one time as an extra explanation or more time may be all they need to achieve success. Every child learns in a different way and at a different pace, so David may also want to sit down with each child individually to gather information on each separately.

         If David chooses to address the special education/resource teacher, he may want to ask for helpful tips on ways of communication and interaction. He may also want to consider having the special education teacher sit in on a few lessons and help out, this would give the special education teacher a chance to see first hand David’s teaching style, and at the same time she could assess the level of comprehension each twin has. Once this information is collected the special education teacher and David can sit down (with or without the students, that is up to their discretion) and discuss possible approaches to moving forward.

         Accordingly, I do not believe it is necessary to remove the boys from the classroom as they only have mild learning disabilities and actions have not yet been taken in order to improve the situation. I feel that if David tries a few different approaches, speaks to both students and their parents, and seeks the help of the special needs teacher and still has no luck, then, and only then, should they consider and look at possibly removing both students from the regular classroom setting. This would be a last resort as I feel that there are many other ways to go about this dilemma that focus more towards solving the problem in a more beneficial way for both John and Ben.

         I feel that if David uses both old and new styles of teaching, as well as incorporating technology and interesting activities into the classroom he will gain a level of interest from all his student, including Ben and John, and with interest comes engaged students. When we have engaged students there is a certain level of learning that comes naturally. If David grasps this and combines these new teaching techniques with the information he learned from the boys themselves and the special education teacher the result should be fine tuned lesson plans that are interesting and straightforward for all his students, John and Ben included. My final piece of advice to David would be to consider Inquiry based learning, as it allows students to learn at through their interests and style. This may be what John and Ben need. 

Assignment 3: Module 2, Case 1

Joan Martinez

Entering a new school is always a nerve-racking experience, yet we all have to do it at one point in time. Accordingly, teaching a new grade level (grade eight) after three years of planning for and perfecting a grade three curriculum can also be quite terrifying. Therefore, the facts in this case are that Joan Martinez was assigned to teach a new grade level at a new school. She feels anxious because she is leaving a familiar setting and going to place in which she is uncomfortable and unsure about. She is entering an environment in which she must re-establish a positive classroom environment, at the same time as she is establishing new relationships with her students. This is hard enough as a teacher, but in addition to the above, she also has many students in her class that have been classified with behavioral challenges.

            With this being said, right off the bat Joan should focus on developing a well prepared education plan. Meaning, Joan needs to take time to thoroughly comprehend and familiarize herself with the grade eight curriculums in order to enter the new school with confidence in the classroom. She should also focus on implementing certain classroom rules and practices from day one, as well as clearly outlining her expectations so that her students have a clear understanding of what is expected from them. Seeing as Joan will be teaching various students with behavioral challenges it is going to be extra important for her to gain an understanding of all her students and start building a rapport with her students on day one. Classroom management is the key to a successful classroom community, therefore, when individuals know what is expected (especially those with behavioral exceptionalities) and there is no hidden agenda, then creating a positive classroom environment will help all students to feel safe, create a sense of place for themselves and excel in their own ways. Creating such an environment and having these solid views on how she would like to run her classroom will allow her students to feel safe and comfortable when taking risks. This may help with the behavioral exceptions as they may feel more comfortable to make mistakes, and the sense of respect and community in the classroom may encourage them to not act/speak out in a negative way. Additionally, having these set guidelines for her students may help to free up teaching time, ultimately allowing her to spend more one on one time with certain students, and give more support when needed.

In order to achieve this type of environment Joan may choose to play some interactive games with her class in the first few weeks. For example she may play the game “two truths and a lie”, this is where each student rights down two truths about themselves and one lie. Their classmates then try to decide which statement they think is false and what two things they think are true about the person. This is a great way to get to know your students, and for your students to get to know one another. These ‘ice breaker’ type games are great for creating a sense of community in the classroom as you are learning about one another while you are playing them. In addition to creating a positive atmosphere, Joan may also want to keep an eye out for clicks, bullying, and other negative influences in the classroom. Having a no tolerance policy for such matters is necessary in the classroom and Joan will want to be very stern with these issues from the get go (this goes for all students, no one should get treated differently). By doing so Joan may also be creating a safe zone in which some of her students with behavioral exceptionalities will be forced to act accordingly seeing as she has set a standard of practice in the classroom and has stood her ground when tested by other students.

Additionally, getting to know and understand your students is a must; yet making an extra effort with those who tend to act out more may be worth Joan’s while. There may be a reason certain students are continually misbehaving or acting out. If this is the case, and Joan discovers a reason for such outbursts then she will be more aware and can address the individual in a specific (altered) way if they seem to be having an off day. (This may mean that Joan simply does not ask that student to answer any questions during the class, or allows the said student to doodle while she is giving her lesson). By taking extra time to get to know her students with behavioral tendencies she might be cutting down on the amount of time she has to stop a lesson due to these individuals. Accordingly, Joan may want to consult other teachers who have previously worked with these students and ask for a brief history of those individually with behavioral problems. This may give her an idea of what things work best with these students so she has something to work with. And of course, she should read their files too get a little more information on her students, as it may be helpful. Lastly, Joan should keep an open mind and focus on creating engaging lesson plans in which all of her students enjoy while keeping busy.

            Classroom management is just as important whether you are teaching grade three or grade 8. Either way rules and guidelines need to be set in order for learning to be achieved. However, building a positive classroom community does not happen over night. It takes persistence, repetition, and teamwork in order to achieve a sense of community in the classroom. Therefore, Joan must be patient and understand that things may not become perfect over night, however, over the course of the year her students will learn her teaching style and become accustom to the rules and guidelines set. This may take a few weeks for some, and a few months for others. But the point is that by the end of the term, all of her students will abide by her rules, and rise to meet her expectations.

Assignment Two: Module 1, Case 1

Christopher Melrose

            In the Christopher Melrose case we are faced with a difficult situation. Christopher, a happy and enthusiastic student, has been diagnosed with a mild learning disorder. The school believes it is best for Christopher to be removed from the classroom setting for a few hours each day, during this time he would be placed in the resource room where there are special educators to help him. However, his mother does not believe it is necessary for her son to be removed from the classroom and has requested he stay with his regular class all day.

            We can see the dilemma here is that both the school and the parent do not see eye-to-eye when it comes to what would be more beneficial for Christopher. It is no surprise that, after just finding out her son has a mild learning disability, Mary (Christopher’s mother) would oppose such a drastic change to her son’s education. She may believe that, although her son has just been diagnosed with an ailment, he has been in the regular class environment for years and removing him may cause social, emotions, or confidence problems. Additionally, she may feel that Christopher can still excel in a regular class by supplying more help at home, by encouraging him to attend extra help sessions, or working with a special educator at lunch. On the other hand, it is no surprise that the school would want to provide certain supports as soon as possible. For example, when dealing with learning disabilities, early intervention can be quite beneficial, and in this case, seeing as it is a mild disability, immediate attention may help Christopher to comprehend the certain subjects and areas he is struggling with before he becomes too far behind to catch up. 

            Instead of making such a bold statement in suggesting Christopher be removed from certain classes, the school may have handled this situation better by offering possible supports, or brainstorming with Mary and coming up with a plausible plan in which both parties feel is adequate and has Christopher’s best interest at heart. Asking for Christopher’s thoughts and position on the topic may be beneficial as well, seeing as he is in grade 6 and may have some valuable information in which may help make a better decisions for his future education. For instance, if Christopher is feeling overwhelmed, embarrassed, or hopeless then his mother may change her mind after seeing how this learning disability has been affecting her son. On the other hand, they describe Christopher as a happy and enthusiastic young boy, therefore he may be the type of individual that will see this as a challenge and not let it get him down, yet he may put twice as much effort and energy into his studies knowing that it is necessary in order for him to comprehend the material and achieve good grades.

            I believe that if a child with a learning disability becomes unhappy, lack confidence, gets too far behind, or has a disability that is preventing them from being able to positively participate in a regular class then maybe it is best to bring in an aid for the individual, and if this is still not enough, then the only other option would be to give them the supports needed and have educated specialist work with these individuals so they may gain the education every other student is receiving in a regular classroom. Nevertheless, if a child with a mild learning disability is in your classroom then I believe it is partially the teachers responsibility to help include this child and provide lesson plans in which relate to each individual learning style/level in the classroom. Additionally, effort on the student, and parent’s behalf are very beneficial and an inclusive environment can only work if everyone is one hundred percent on board.

Assignment 1: Module 1 - Disability, Ability, and Responsibility

     During my elementary, junior, and senior high school years I was privileged to attend two school in which not only valued the inclusion of every student, yet went out of their way to allow for every one of their students to show their individual potential in various different ways. For instance, I can remember doing various assignments in a high school English class. These assignments ranged from essays, to power point presentations, to plays/skits, to art, to movies, to simple class or partner discussions. Every project offered a chance for each individual to be in his or her comfort zone. This was a small way in which this specific teacher included all his students and furthermore, got them involved in the class. Additionally, this was also a way in which all levels of learners, as well as those with physical and cognitive disabilities, could also stay involved in the classroom activity. I am pleased to say that during my early education I never felt as though my classmates, or myself, were ever separated or looked at differently then anyone else in the same classroom. This is not to say that we were not aware of those individuals with special needs, physical needs, behavioral problems, or those who just plain took a little longer to grasp certain concepts were not noticed. Everyone in the class knew each other’s weaknesses (this will happen in small communities) yet our teachers, administration, and support staff made it pertinent that we also know and understand our classmate’s strengths. Although this may be easier in a small, close-knit community this was an important part of my childhood and I feel as though it has made me view my students as individuals when it comes to inclusion in the classroom. Every child has something to offer; one child’s weakness may be another’s strength, therefore, collectively we fit together like puzzle pieces to form our own perfection.

With this being said, I have recently found myself reflecting on the topic of inclusion a great deal, however I am never able to reach a definitive conclusion on the subject. I believe this is due to the fact that I cannot look at the topic of inclusion from one viewpoint; instead I am torn and examine it from three very different positions. Firstly and foremost, I view the topic from a teacher’s perspective seeing that teaching is my future profession. From a teachers standpoint I feel as though inclusion is extremely important, as stated above I believe that every student has something important to offer to the class, furthermore, I believe that it is a teachers job to create lesson plans appropriate for all his or her students. Moreover, it is a teacher’s job to develop these lesson plans in a way that every level of learner is being challenged. For instance, this may mean adding an extra layer to the assigned project for those who are up for the challenge (it is important not to force these ‘extras’ on any of your students. We are more so putting them out there for those interested in further development to take a stab at, while also decreasing boredom among your students). Although I am strongly for inclusion of all form in the classroom, I do feel that supports and aids are positive as well. Why would we not want to expand our students learning by taking advantage of the aids we have in the classroom, as well as outside the classroom. What I mean by this is that support teachers, and special need teachers are trained to teach in different ways and we as teachers need to take advantage of this by using them in the classroom, but more importantly by including them in lesson planning and such. As well, from a teachers perspective, I feel as though there are going to be times when it is going to be beneficial to have certain students leave the classroom setting and work in resource rooms where there are more individual supports in which will further their learning.

Secondly, I view the subject from a parent’s eye. This is a tougher approach for me as I am not a parent yet, however am very passionate about children and have nieces and nephews I think about when discussing this topic. My view from a parent’s eye is much more straightforward and to the point: Inclusion is key. I feel this way because no matter the extent to which my child learning level is I believe I would want them to at the least gain social and everyday skills. And if it is an attention, or behavior problem I feel that there is something that can be done in order to fix the problem within the classroom, whether it is putting in more work at home, or trying a new approach to conveying the information.

Lastly, I view this subject from a student’s perspective (this is where my experiences from my student teaching placements come in). As a student teacher I have had the privilege to teach in different schools and grade levels. Consequently giving me the opportunity of experiencing inclusion, and exclusion, first hand. The first thing I noticed in my placements is that exclusion leaves a kid wounded, whereas inclusion rarely does. This is not to say inclusion never does, because there are times when inclusion within the classroom causes individual students to struggle and fall behind, ultimately resulting in them failing, or wounding their self esteem. However, inclusion with supports and aids is where it is safer to say the wounds are minimal. During a placement of mine I had a grade nine student with a behavioral problem. This individual had spent majority of his education in the office and I am not going to lie and say I was excited to have him in my class. Yet as the weeks went by I began to understand my student better and realized that I may have to try out new techniques in my daily lessons. The next week I offered this same class a challenge and at the end of the project a prize was to be awarded (making the prize something I knew this specific individual would really like). Sure enough that student with a said ‘behavioral problem’ was one of my most well-behaved, hard working students. This is when I realized that as a teacher it is my job to make my students want to come to class and learn, and if I make it interesting enough for each of them in their own way, problems such as these will not be problems but mere challenges that make me a better teacher.

With this all being said, I do not want anyone to get the wrong impression and think that I do not agree with or value resource centers in schools, I strongly believe they are important, however I do not want us to become reliant on them because I feel as though it is important for every student to feel a sense of belonging in their class, and this is hard to do when constantly being pulled out. I only hope, for myself, to find a better balance in including all individuals in my classroom, while benefitting each student as well as those around them.

After completing the Self Efficacy Quiz, I found that scored very high in personal and teaching efficacy. I personally believe that my results directly reflect my position on inclusion and diversity. I want the best for my students and I am willing to do whatever it is they need in order to help them learn in a way effective for them. In addition I have come to realize that things such as unfortunate home situations, or financial problems can have an effect on students. I find this hard as a teacher because I only want the best for these kids, however I know that if I, as a teacher, am a positive role model that is engaging, trustworthy and passionate my students will be given the tools in which they need to attain knowledge and understanding in the classroom, as well as outside of the classroom.