inclusive practice cases.

Assignment One 

Disability. Ability & Responsibility

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I was very fortunate to have spent most of my junior and senior high school years in schools that valued the inclusion of every student, especially students with special needs. While in high schools, I can remember a few students who had learning and/or physical disabilities in my grade level. I cannot honestly recall a moment where I felt these students were not included in our classes and the culture of our school. I specifically remember my grade 12 graduation ceremony; one of the graduates was a student with severe learning disabilities and when he crossed the stage, our entire graduating class gave him a standing ovation because we were proud of his accomplishments. The focus on having educational assistants and activities that included every student in my high school was certainly a forte of the school division I graduate from. I was incredible excited to do my final practicum at a school from the division I am speaking of. Entering that particular school, now as a teacher rather than a student, I was amazed by the incredible work that the administration and support staff do to ensure that indeed, no student is left behind. 

At this school I taught one student with a moderate learning disability. He did incredibly well in my class because music was a subject area that he felt empowered in and he possessed skills that shone in a music based class. I have found in my experience that many students I have taught who struggle in more academic courses do well in music. Having said this, there is still much that can be done and that I can learn to even better their experiences. 

As I have gone through my teacher education, I have come to understand 'inclusion' as being one of the primary responsibilities of the teacher. Not only does this include incorporating and celebrating the diverse learning needs that are seen in the classroom, but it also includes welcoming students with special needs, and students who some may coin as being 'ordinary'. My opinion is that no student is ordinary. I think every student is, as you many imagine, extraordinary, and this is what inclusion comes down to. How can we, as teachers, ensure the success of our students through the implementation of teaching techniques that include every student and their learning styles? 

Upon completing the Self Efficacy Quiz, I was informed by the results that I have high teaching and personal efficacy. I certainly think my beliefs with regards to diversity align with these results. I believe that I have an interventionist way of thinking. First and foremost, my goal is that every student I teach will be successful and that it is my responsibility to seek the appropriate means to accomplishing this. I know however, that I am not perfect and that I am still learning. I am aware that I will probably come across some currently unknown assumptions with regards to this topic and I was strive to eliminate them as I gain more experiences to improve myself as a teacher and as a person. 

As the authors of this textbook suggest, the success of any student has a large part to do with teacher attitude. Having a positive attitude about the capabilities and potential of each of my students will directly impact not only their performance, but my own as well. My responsibility in my role as a teacher is to ensure success. For me, this is not just within the walls of my classroom, but also into the realm of the 'real world' my students will soon enter and I believe one of the the first steps is establishing an environment of inclusion so that every student receives a standing ovation. 

Assignment 2

Module 1 Case 1 "Christopher Melrose" Initial Response

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In this particular case, we are faced with a dilemma that I believe to be common in schools today. A grade 6 student has been recently diagnosed with a mild learning disability. While the school believes it is best for this student to be given extra support (resource room), his mother disagrees. The major dilemma in this case is that the student is not able to keep up with his classmates, and that this is becoming more and more evident. Additionally, his mother does not agree that he should be taken out of the classroom which poses another issue regarding parental involvement and the best way to handle it. Assuming the school has taken the necessary steps to come to their conclusion, it seems to me that they believe Christopher is in need of extra support. Given the belief outlined in the Salamanca Statement, I believe that early intervention is the primary reason for why the school believes taking the student out of the classroom for only a few hours a day may significantly increase his academic progress. From a parental point of view it is understandable that the student's mother is rather hesitant about this proposal. There are several disadvantages to taking her son out of the classroom which include but are not limited to exclusion and other social implications. Taking all facts into consideration, it may also be possible that since her son has recently been diagnosed with a learning disability, she has not quite accepted that he is now in the position of possibly needing increased support.

Deciding student placement is not an easy decision and there are many factors that need to be considered. In this case teacher capabilities, classroom resources, the need for a modified curriculum and parent/student emotions are just some of the issues that arise when determining whether or not this student should be temporarily removed from the classroom on a daily basis. I believe that the proposal made by the school in this situation may be a good option for this student. Given the early diagnosis, the few hours a day that he would receive with more one on one instruction would probably allow him to catch up to his fellow students and also receive skills that would allow him to cope with his learning disability. Because he is only in grade 6 (depending of course on the severity of his case as it develops) it is entirely possible that he could re-enter the classroom full time and be successful.

Given the feelings of this student's mother, I would suggest a compromise for the time being with regular assessments of whether or not the set up is working. Perhaps having an Educational Assistant come into the classroom for a few hours per day would reassure the mother that her son would not be missing out on any classroom happenings or social interactions. If her son has friends in his class, perhaps he would be more comfortable accepting help if he is still in close proximity to his friends.

In my experience thus far, I have seen that the support given to students with disabilities can certainly do wonders for their success in school. I believe that in this circumstance, a compromise with the mother of having an Educational Assistant enter the classroom preliminarily may ease her anxiety about her son's situation. Closely monitoring the student's progress will allow the school to determine in the near future if the arrangement is working or if the instruction available in a resource room would be an even better option.

Module 1 Case 1 "Christopher Melrose" CONSIDERED RESPONSE

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In this particular case, we are left with a dilemma that is common to most schools. A student who has been newly diagnosed with learning disabilities needs extra support. The situation in question is deciding whether or not he should be removed from the classroom. While the school agrees that he should be removed, for at least a portion of the school day, his mother refuses.

"In a sunny classroom, a smiling child experiments with wet and dry sand, trying to re-create a sandcastle she saw at the beach the previous weekend. Another child hands her a small pail, then still a smaller one, hoping that one of them might create the right effect. Across the room, four other children crowd around a book in the library center, while their teacher facilitates a child initiated discussion about whether the jellyfish on the pictured beach are dead or just sleeping. In the home center, children prepare a pretend picnic for an imaginary vacation. "Don't forget Fiona's cup," one child reminds the group. Outside, children play on the merry-go-round. Some of them, the "runners", push as fast as they can while their classmates ride, and everyone shrieks gleefully. When the runners tire, the riders slide off and take their turns providing the power." (Oremland, Flynn & Kieff,2002, pg.153)

The above quote gives context for what we would probably perceive to be a 'normal' looking classroom. Now consider the following facts with regards to the above imagery; the cup mentioned is a special cup that allows Fiona to drink and one of the children on the merry-go-round is deaf. This is an inclusive classroom, and yet according to the text above, every student is included in the activities and by their peers.  (Oremland, Flynn & Kieff,2002, pg.153)

In my initial response on this subject, I noted that my stance on this issue was that the student in question, Christopher Melrose, should be kept in the classroom (perhaps with some extra support from an assistant.) I believe that the benefits of an inclusive education for students with disabilities far outweigh the negatives of said education. Having said this, there are some important factors to take into consideration when deciding placement for students who need extra support.

An Inclusive Education

What exactly does an inclusive education entail? According to an article published in the Early Childhood Education Journal, "Inclusion refers to the placement of a child with disabilities in a classroom with children without disabilities for at least 80% of the school day." (Swick and Hooks, 2005,pg.397)

Parental Point of View

Learning that one's child has a disability is sometimes a difficult experience for a parent. A study taking into account parental views on placement in the school concludes that it is an emotional process but that the parents who took part in the study felt that an inclusive education was the best choice for their child.

"Parents proceed from an initial reaction of shock and sadness to one of acceptance and lifestyle adjustments that accommodate for their child's special needs while living a normal life." (Swick and Hooks,2005, pg. 397)

A study done by Kevin Swick and Laura Hooks notes that one of the most important factors for achieving the right placement for any particular student is communication between the family and school. Parents also need the support from the school and should be able to trust in the staff to help them make the right decision, not the easiest decision.

As we saw in this case study, Mrs. Melrose has a RECENTLY diagnosed son.

"The emotional impact of having a child with disabilities adds to the difficulty of making decisions concerning education and without the support of the school system, the difficulty of placement decisions can be magnified." (Swick and Hooks, 2005,Pg. 400)

By no means does the case specifically point out that the mother is getting no support from the school. However, as teachers that are soon going to be dealing with such issues ourselves, it is important to take into consideration the emotional impact that having a child with disabilities can bring until everyone is adjusted to the changes that are to be made.

Again with regards to the school's point of view in this case, perhaps they are pushing for Christopher to be taken out of the classroom because they are not confident he will get the best education being situated in the regular classroom. There are several factors that compose a quality inclusive education. These will be examined further later on.

Arguments Against Inclusive Education

As mentioned above, there are arguments both for and against an inclusive education. I believe, as does the research, that the positives exceed the negatives. However, it is important to take into consideration both views on inclusive education because it really is an individual decision based on the severity of each child's disabilities.

A fear posed in an article by Downing & Peckham-Hardin (2007) was that while inclusive education settings may be very effective in the early education to middle school years, it was not felt that such opportunities would be available to students in high school. Reflecting upon my own experiences and the various schools I have had the pleasure of teaching in, I have found that it depends on the school system and student body as to how much support will be available to children with disabilities. It is entirely possible, as I have seen, that students will gain enough tools and experience in elementary and junior high school to allow them to enter high school and be successful with limited extra support simply because they are now more independent than they were previously. A question was posed in response to one of my colleague's initial responses for this case which pushed me to think about the importance of an inclusive education at various grade levels. It seems to me that perhaps inclusive education at the elementary and junior high levels is most important (if applicable for an individual at that time in their lives) to promote early development of skills that may lead to students being able to successfully function with less support at the high school level. This alone could be researched and written on but is something to think about and notice in the classroom.

Another argument posed in several articles was that teachers may not be knowledgeable enough to effectively teach a class that is diverse. In my opinion, there is a large difference between an inclusive education and an effective and quality inclusive education. Perhaps this is what the study is really referring to.

Arguments for Inclusive Education

In the several articles being presented in this considered response, each one noted that an inclusive education was the best option for students with disabilities and resulted in the most positive outcomes.

An inclusive education:

•   results in the development of a positive self-image.

•   develops more independency in learning

•   generates tolerance, acceptance and understanding (both for students involved in the classroom and their families (families of non-disabled students and disabled students.)

•   fosters the development of social skills that will help students develop relationships with others and function in society

•   allows access to role models

•   surrounds students who may have language barriers with spoken and written word constantly to help develop their own skills (even if they are only watching)

•   offers students a modified curriculum to suit their needs while ensuring they are included in class activities and not missing any component of the school day

•   helps parents to feel that they are helping their child live a normal life where the focus is not on the student's disability but on their successes and abilities

•    allows parents to be more involved in their child's classroom and the activities that occur

•   allows parents to have better access to asking the teacher questions and feeling valued as a part of their child's education

It can be noted that the sheer number of positive outcomes clearly outnumbers the amount of negative feedback with regards to an inclusive education. More importantly, the quality of the reasons for why an inclusive education is favored in society today is astounding. The numerous studies that have been done have taken into consideration the feelings of parents, teachers, administration and students. Society has changed dramatically from adopting an idea of segregation to one of inclusion.

The question now is how to make an informed decision as to whether or not a fully inclusive education in a particular school, for an individual child is the best option.

A Quality Inclusive Education

"Inclusion is based on the understanding that both special education teachers and general education teachers have expertise about models and theories, characteristics of learners, assessment, learning styles, learning environments, strategies and techniques, curriculum, classroom management and child development. By combining their knowledge and talents, they can develop strategies that focus less on matching the child's disability to the teaching method and more on methods that are effective with all children." (Downing & Peckham-Hardin, pg.68)

In some cases, it may be true that an inclusive education is best combined with time spent out of the classroom with a specicalist. As this quote outlines, a successful inclusive education is based upon the assumption that several factors are at play in the school. Teachers of a successful inclusive classroom should be able to ensure the success of all students through modified curriculum, an understanding of every student and how they learn best, classroom techniques that are effective and collaboration with other teachers. This article opened my eyes to the very large difference between an inclusive classroom and an inclusive classroom that works.

There are 7 components that contribute to a successful inclusive classroom. There are also, according to the authors of this article (Downing & Peckham-Hardin, 2007) 4 elements necessary for any of it to work.

Four Elements that Must be Present for An Inclusive Setting to Successfully Exist

•   attitudes of the school and staff members

•   relationships between the school and families

•   interventions by specialists

•   specific adaptations rather than group modifications to the lowest skill level

Seven Components of a High Quality Inclusion Program

•   students with disabilities involved with students without disabilities

•   exposure to everything that happens in the classroom along with high expectations for every single student

•   individualized curriculum with the availability of extra support if needed

•   skilled staff who are knowledgeable in curriculum and the diversity presented to them in their classrooms

•   positive learning environment

•   balanced program with variety

If all these components are at play in a school, it can be guaranteed that any child involved in that classroom, disabled or not, will be successful. The problem we see in many schools is that not all these elements have been put into action and therefore, students who require extra support may not be getting it. They may have been placed in an inclusive environment, but they are simply being left out. This can happen for a variety of reasons, not limited to: a lack of resources or funding,  poor attitude of the teacher and neglect, curriculum that does not enhance the student's strengths but also ignores the  development of less strong skills.

While an inclusive education is certainly a better option based on the evidence above, if none of the criteria outlined in the study are operating in a school, perhaps taking an individual out of the classroom to work with a specialist would be a better solution. Some schools have a wealth of knowledge and resources to draw upon and are able to create a quality inclusion program and some schools are simply not there yet. In Alberta specifically, with the new Action on Inclusion program, perhaps schools will receive more outside support to really build up their learning support and inclusive classroom programs to allow the success of every student enrolled at each school.

Christopher Melrose

Having considered the multitude of new information I have gathered in this response, I am still of the opinion that an inclusive education is best for Christopher Melrose. Having said this, I think it is important for the above mentioned criteria to be called into question and that the school should implement these components to ensure that Christopher will receive the best education and support possible. Perhaps once all of this has been taken into consideration Mrs. Melrose will feel more at ease about Christopher's placement and confident that he is receiving the appropriate amount of support.

SOURCES

Downing, June E. & Peckham-Hardin, Kathryn D. (2007) Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities? Research & Practice for Persons with Severe Disabilities. 16-30

Retrieved From http://web.ebscohost.com.ezproxy.lib.ucalgary.ca/ehost/detailsizze550d300-fa2c-4109-acc3-7321d78fa3a3%40sessionmgr114&vid=1&hid=111&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=26157453

Oremlan, Jeffrey., Flynn, Linda & Kieff, Judith E. (2002) Merry-Go-Round: Using Interpersonal Influence to Keep Inclusion Spinning Smoothly. Childhood Education. 153-159.

Schirmer. Barbara., Casbon, Jay & Twiss, Lindy L. (1995) Inclusion of Children with Disabilities in Elementary School Classrooms. The Reading Teacher. 49 (1). 66-68.

Swick, Kevin James. & Hooks, Laura. (2005)Parental Experiences and Beliefs Regarding Inclusive Placements of their Special Needs Children. Early Childhood Education Journal. 32(6). 397-402. Retrieved From: http://www.springerlink.com.ezproxy.lib.ucalgary.ca/content/x8313w573105801l/referrers/

Yell, Mitchell L. & Katsiyannis, Antonis. (2004) Placing Students with Disabilities in Inclusive Settings: Legal Guidelines and Preferred Practices. Preventing School Failure. 28-35.

Retrieved From: http://vnweb.hwwilsonweb.com.ezproxy.lib.ucalgary.ca/hww/results/results_common.jhtml;hwwilsonid=PTOU0EL4OZ0KFQA3DIKSFGOADUNGIIV0

Assignment 3

Module 2 Case 1 "Joan Martinez" Initial Response

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Joan Martinez is a relatively new teacher who is still establishing her teacher comfort and identity. She is currently embarking on a new journey as a grade 8 teacher in a new school. In addition to suddenly being transferred to a new environment, she has the added challenge of teaching several students with behavioral conditions in her new classroom.  which is a new experience for her. Understandably, she is nervous about setting up a drastically different classroom from what she is used to and is not confident that she will be successful in creating a positive classroom climate for her new students.

I believe a large dilemma in this particular case is Joan's deflated confidence level. One of the most valuable lessons I have learned as a student teacher is that one must exude confidence in front of their students, even if that is not how they feel. Because she is making a switch from teaching grade 3 to grade 8, she does not feel prepared for her new position. The other side of the dilemma in this case is that Joan will have to reconsider the teaching strategies she has been using in order to evaluate whether or not they will work for her new classroom and diverse group of students.

There are several factors to consider when trying to determine the best way to handle this situation. In my opinion, Joan should take into consideration her thoughts on time management, classroom management and lesson design. With regards to time management, organization is a large component in ensuring that: a) time is not wasted resulting in the loss of instruction and b) ensuring that students are receiving adequate individual attention. Classroom management in a diverse classroom is an important component in ensuring success. Developing a sense of community is key when looking at mutual agreement upon classroom expectations. Finally, lesson design will ensure that all students are learning and are engaged therefore minimizing the need for frequent reactive classroom management, again fostering the positive climate Joan is hoping for.

Classroom management should be, in my opinion, mostly proactive. Of course there will always be moments where a teacher must react to a student who is not meeting the set out classroom expectations. The development of said expectations should be collaborative with students so that they feel responsibility for the maintenance of their behavior and the behavior of others. This should be laid out at the beginning of the year.

The principles of classroom management that will lead to Joan's success in creating a positive learning environment include dealing with disruptive behavior, teaching students about appropriate behavior and engaging students in the task at hand. I believe that these principles remain the same at any grade level. The difference lies in the administration of classroom expectations and the way they are conveyed and dealt with. For example, there is a very big difference in how a teacher would handle a student physically hurting another in kindergarten as opposed to grade 10. Having said this, I also do not believe there should be any allowances for students with various disabilities. Again, the way a situation is handled should vary according to each student's condition (as some students are much more sensitive than others.) As a result, educating oneself about their students is the best approach in beginning the development of classroom management at the beginning of the year.

Having considered Joan's new situation, I believe she should educate herself as best she can about her new students in order to boost her confidence so she can establish a system of classroom management that leads to a successful and positive classroom climate that ensures the success of her diverse students.

Assignment 4

Module 2 Case 2 "David Jackson" Initial Response

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In this case study we are presented with an experienced teacher facing some new challenges. David has been teaching for eleven years and has developed a successful method of teaching. Recently, he has welcomed into his grade 11 Applied Math classroom twins (John and Ben) diagnosed with a mild learning disability. He is finding it difficult to engage these students in his class while also ensuring they are successful.

The dilemma in this case is that David, despite his experience, needs to re-evaluate which components of his teaching method are working well and which ones are not. He must figure out the best way to ensure the twins, along with the other students in his class, are successful, included and engaged.

I believe the first step David needs to take is to get to know these new students better in order to decipher what strategies would be most beneficial to include in his 'new' approach to teaching. He may look into the strengths and weaknesses of these students as well as the nature of their learning disability. Narrowing the disability down to something more specific (as it is not presented in the case) may help him research strategies and advice. It would be beneficial for him to connect with a support staff member who works with students akin to the twins to inquire about techniques that work or even if that assistant could temporarily come into the classroom to help David establish some new strategies by watching what he is doing now and evaluating how the students are doing in response to his teaching.

I think it is inappropriate for David to suggest that these students be removed from his classroom. Given that the situation is still new and he has not looked into techniques that may help them learn better, he cannot ask for their removal. In this case, the disability is mild and as long as David educates himself and asks for support in his own learning, there is no reason why he cannot successfully teach these students along with the rest of his class.

When planning a lesson, David should take into consideration the objectives he is laying out for this students, elements of the curriculum, achievement expectations and the way that the lesson is going to be delivered (various learning styles etc. - will he use visual representation, spoken word (or direct instruction)?)

The difficulty in having a diverse set of learners in one classroom is ensuring every individual is engaged at all times and that they are learning. This is a time consuming process including the development of modified curriculum, more individual attention and parental updates. Currently, according to various assessment and observations, David can see that John and Ben are not learning to the best of their potential.

I believe that with research on various techniques and strategies, collaboration with other staff members, and careful consideration of lesson construction and delivery, David can successfully teach the diverse community of learners he has in this class. 

Assignment Five

Module 3 Case 1 "Monisha Khan"

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Monisha Khan is a new teacher who is finding it challenging to engage her Grade 9 students in daily lessons. She is confident, however, she is finding that a particular student in her class is lagging behind his peers. This particular student, Brian Jordan, has also been diagnosed as being learning disabled. Along with this, she is noticing that classroom management is beginning to be a concern. Like any other teacher, Monisha wants to help Brian, but feels that she will receive complaints from other students if any accommodations are to be made for him.

As mentioned above, the major concern or dilemma in this case is the lack of engagement occurring in the classroom. Coupled with this is the fact that there is one particular student who is behind in his studies. Monisha wants to help him but does not know how to effectively do so.

There is much research to be done with regards to what might be the best accommodation for Brian. Options to be considered include instructional accommodation, assessment accommodation and environment accommodation. Each of these options may positively contribute to Brian's learning. The challenge will be in finding the right mix of accommodations and adding them to Monisha's already existing teaching method. Hopefully, this will result in more success for Brian and continued success for each individual in the class. By adjusting her own teaching techniques, it is very possible that every student will benefit and if so, classroom management situations should decrease.

It is quite possible that student complaints may arrive in the instance that there is a obvious accommodation made for Brian. The key here is for Monisha to ensure that the accommodation is truly an accommodation, and not a modification. These are two very different notions. An accommodation deals with the method by which a lesson is delivered, the way a student is assessed or how they are able to exhibit what they have learned. It is important to know that an accommodation does not alter the quantity or difficulty level of the curriculum or work load. If confronted with student complaints, Monisha may choose to explain that the accommodations being made are fair and are giving equal opportunity for success to those with learning disabilities. The changes that Monisha may choose to implement in her classroom may also benefit every student, in which case it should not result in as much dispute.

When teaching a diverse set of students, it is my opinion that every student should be engaged in their learning, should be receiving the best teaching techniques there are to offer and should have available to them individual attention from the teacher. The differences that may exist in the classroom between students may include forms of assessment, giving extra help to students that require support through peer tutoring and the implementation of scaffolding at various point in the learning journey.

I believe that Monisha should decipher what accommodations would be best for Brian and implement these into her teaching practice in such a way that she can cohesively teach the rest of the class as well creating universal access to learning. If done successfully, classroom management dilemmas will decrease, and student complaints will either be minimal, or easily explained and dealt with.

Assignment Six

Module 3 Case 2 "Tracey Wong"

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In this case, we learn about a grade twelve student, Tracey Wong, who has been identified as having ADHD. Previously, Tracey had access to accommodations such as writing exams in the resource room to ensure she had a quiet environment. Currently, the school is undergoing renovations and as a result, the resource room is not available for Tracey to use for final exams. She is worried that she will not do as well on these important exams due to the fact that she is to write them in the gym with other classmates. She and her parents are meeting with the school to discuss further options.

The dilemma presented in this situation is that Tracey has previously had accommodations and all of a sudden, she does not have access to a quiet writing space for her exams. A solution must be agreed upon to ensure Tracey's success on her exams.

The issues that should be mentioned at the proposed meeting between the school and Tracey's family include: the accessibility and consistency of accommodations provided for special needs students, finding an appropriate alternative to the resource room for Tracey during her exams, and providing continued accommodations based on what has been provided previously and the school's dedication to ensuring Tracey's (and presumably other students also affected) success and comfort.

In my previous student teaching experience, I was in a school that placed a large amount of focus on the success of students with special needs. I was in awe of the organizational efforts put in place by the Learning Support team to ensure that every student who required extra support, received it. Detailed instructions and schedules were sent out to every teacher so that exam days, both in and outside of the Learning Centre, went smoothly and with minimal disruptions. Classroom teachers were involved in being readers and scribes and every student had access to a quiet, yet warm and inviting location to complete their exams. I think a large part of the success of the school I was placed in was based on the efforts in place to ensure that every student, with or without disabilities, succeeded. I think every school should aim to be like this.

In conclusion, Tracey should most definitely be provided with an alternative location to write her exam. When dealing with educational assessment, it is incredibly important that there be continuity in what can be for some students, high stress situations. It is unfair for the school to assume that Tracey should be alright with writing an important exam in an environment she feels will limit her access to success. By ensuring that students are in an environment that they are comfortable working in, the school will be achieving the idea of "universal access".

Assignment Seven

Module 3 Case 2 "Salim" 

Gathering Information
 

In this particular case, we are presented with two videos explaining a situation that is commonly seen in today's classrooms. Mrs. Jane, a grade 4 teacher, is introduced to Salim, a new student in her class. Initially, Mrs. Jane is given hardly any information about Salim, making it quite difficult to assess the details of this situation. The information presented by the administrator at the door of the classroom consists of the facts that Salim is a new student, living in a motel with his mother (as his father is not mentioned) and that his status as a refugee has not been confirmed. One could conclude from this that Salim is most likely living a stressful life as of this moment, considering he is only a grade 4 student.

Mrs. Jane's Impressions
 

It is difficult to say what Mrs. Jane's initial impressions are of this student because we aren't given much concrete evidence in the video. Perhaps she is worried about how she will balance her class with a new student who needs support. Her concerns (as indicated in the first video) may include the fact that Salim is entering the classroom later in the school year and that he does not have any established connections with the other students. Finally, Mrs. Jane may be concerned that she herself does not know very much about Salim. As a teacher, it is important to know the educational history of your students to better aid them in being successful. This is certainly much more difficult in this case, where Mrs. Jane is not given nearly enough information to do so.
 

In the second video, Mrs. Jane notes that she is concerned about balancing her day to day plans in her classroom with providing Salim with a supported experience in the classroom. Specifically, she mentions an upcoming quiz where she will have to assist several students. She doesn't know how to include Salim in the quiz in a productive way.
 

Contributing Factors - What's Happening?
 

The other teacher in the meeting had a similar situation in her classroom and notes that a possible contributing factor to Salim's situation is that not all students from other countries have the same access to education as we do in North America. As we do not know specifically where Salim is from, it is entirely possible that due to any number of reasons, education is not as valued in his original country. Socially, his family circumstances may have negatively impacted his access to education. Because he is a refugee, one could conclude that perhaps the country Salim came from was in a state of unrest, again limiting his access to education and impacting his growth as a grade 4 student. His comprehension of instructions (as shown in the first video when he is seated at a desk and then moves to spin on a chair) may contribute to difficulties in the classroom as well. It could be noted that perhaps Salim is not used to socializing with children his age and as such, perhaps he was uncomfortable in the initial video (again referring to him moving to the chair to spin as opposed to staying with the other children. This could be due to comprehension issues as stated above or maybe because he is not comfortable.) It is not said in the video if this is the first school Salim has encountered after leaving his home country. Perhaps he has attended other schools where he was not given support because the teachers were also unsure as to how to best include him in the classroom. It is noted by the other teacher in the second video that there is a lack of education for students in many of these situations but I think it is important to also consider the fact that education takes many different forms around the world. In first world countries education is seen to be (generally speaking) in a classroom learning different subjects. However, in third world countries, for example, education can refer to learning how to build or how to support a family and how to work. This is what aides in survival in these different countries. To us, this may seem like a lack of education in our eyes, but we must remember that our situation compared to Salim's (assuming he might be from an area that is not as well off) is different.
 

Finding More Information and Taking Action

There is certainly a lack of concrete information in this particular case and as such, Mrs. Jane's priority should be finding out as much information about Salim and his background as possible so that she may come up with an appropriate solution to his inclusion in the classroom. Much of what was said above is only speculation based on what was seen in the movie but concrete information really is needed here.

The largest contributing factor to Salim's case is simply that he is from somewhere different that may not value or have as much access to education as compared to his new environment. From watching Salim leave the group of students he was placed with to him spinning on the chair suggests that he is not familiar with how the classroom works in his new environment (along with the fact that his comprehension of English may not be at a grade 4 level).

Again, the teacher in this case must find out more about Salim by speaking with him and his mother, doing research with regards to where he is from in order to form a game plan that will result in Salim's success in the classroom. Mrs. Jane may also find it helpful to continue connecting with other teachers who may have had similar experiences with students from different parts of the world. It would also be beneficial from Mrs. Jane to assess Salim's comprehension of English to identify if extra support outside of the classroom would be beneficial for him (extra English classes or tutoring perhaps.)

The facts presented in this case really only scratch the surface of Salim's situation, therefore every element in my mind, needs more investigation and assessment.  It is difficult to really arrive at a conclusion about Salim. In my opinion, Salim will need both social and educational support to bring him up to speed in his new classroom. A source of difficulty may be that Salim is  adjusting, at a young age, to a new life - one in which he is probably not completely comfortable with. I believe that Mrs. Jane will feel much more comfortable supporting Salim in her classroom when she develops a better understanding of his situation and what areas he needs more assistance with.

Assignment Eight

Module 3 Case 2 "Tammy" 

In this case, we are presented with Tammy, a grade 11 student who is struggling with academic subjects. Tammy was assessed nearly 18 months ago by a private psychologist who concluded that Tammy had strengths in spoken language and expression, listening and arts (specifically drawing.) Her weaknesses according to this psychologist consist of lower performance in the mediums of written language and math. Her performance in reading and spelling were concluded as being average.
 

Tammy receives tutoring three times per week outside of school. Her parents do not recognize her artistic gifts as being of any use to her. One could conclude that she has limited support at home due to the fact that her father is frequently out of town on business trips and her mother works. This combined with the fact that her parents declined meeting with Tammy's teachers to assist her learning suggests that Tammy is trying to cope on her own.
 

Outside of school, Tammy is also enrolled in music classes, a leadership camp and a public speaking program. All of these activities, combined with private tutoring three times a week makes for a very busy schedule. Tammy's parents note that they are willing to increase her tutoring sessions to five days per week and also believe she should have more support at school.
 

What troubles me most about this particular situation is that Tammy's gifts of drawing and drama performance are not being encouraged at home, nor at school (as seen in the video of the science classroom.) I believe that Tammy would improve in her weaker areas if she had more support and more recent diagnostic testing.
 

Things to Find Out
 

In the first video, Tammy notes to her teacher that sometimes drawing helps her focus. This is dismissed by the teacher without being carefully considered. It is worth looking into the possibility that Tammy may have a learning disability such as ADD, which would explain her great aptitude in the arts along with her struggles in math, for example. Because she has not been tested for 18 months, it would be useful to have a more updated account of her learning.
 

Another piece of information that would be helpful to know about Tammy is how she feels about her schedule outside of school. In my opinion, it sounds as if she is very busy outside of schooling (perhaps building up her resume for upcoming applications to universities). I would want to know if she was enjoying all these activities or if she was feeling overwhelmed. If Tammy is approaching her schoolwork in a tired state of mind, this is not helping her succeed. I would also want to know if her tutoring was making any difference. It is entirely possible that the extra support she is receiving is not actually doing her any good. What needs to be established here are strategies that will help Tammy learn (such as using her strengths in art to bridge the gap of her weaknesses in writing).

What Might Be Happening
 

• Tammy's artistic gifts are being outweighed by her lowered achievement in other academic subjects.

• If drawing assists her focus, perhaps Tammy has a learning disability (such as ADD) that was not found in her previous assessments (because they are already 18 months old.)

• Tammy is not encouraged to practice her strengths at home (Dad refers to it as 'doodling') therefore school-time is used to do so. While she is receiving support, I don't believe that it is the correct kind of support and therefore Tammy is not aware of how she could use her art to help her succeed in other subject areas because no one is aware of her specific learning disabilities.

• The absence of parental support at home (due to work and the idea that her talents are useless) are not helping Tammy feel confident in anything she does.

• Tammy is not being encouraged to pursue learning in a way that makes sense for her.

• The expectations placed on Tammy by her parents do not necessarily line up with her own goals and aspirations, therefore making learning even more difficult for her.

Taking Action
 

There are several things that could be done to try and improve Tammy's situation.
 

• Meet with Tammy to better understand her likes and dislikes, aspirations, frustrations and what might make learning easier for her.

• Meet with Tammy's parents to try and communicate her feelings and take into consideration the thoughts of her parents.

• Suggest more testing now that Tammy is in grade 11, which may lead to a more concrete diagnosis of where Tammy is struggling and where she is excelling. This will also help to identify strategies to help Tammy cope with her struggles.

• Find out details of her tutored lessons to see if they are beneficial in any way. Perhaps new strategies need to be communicated to her tutors so that there is consistency between how she is learning at school and at home.

Gifted/Learning Disabled
 

Students that are both gifted and learning disabled display strengths in some areas (in Tammy's case - art and drama) while also exhibiting significant weaknesses in other areas. The Kidsource website outlines three types of gifted/learning disabled students:

• students that are primarily gifted but who show slight learning disabilities

• students who display average results therefore masking any gifts or learning disabilities they may have

• students who are seen as being disabled but who actually have gifts in some areas

I believe that Tammy falls under this third category. Primarily, she is identified as mainly struggling  with regards to her schoolwork. Upon closer investigation, it is clear that Tammy is gifted in arts and drama. Unfortunately, her disabilities are always seen before her abilities. For Tammy to succeed, she should be tested again after nearly 2 years of growth, to re-assess whether or not she has a specific learning disability (as opposed to only identifying her lower performance in some subject areas.) Tammy needs to have more active parental support at home, and needs to be shown some strategies that will allow her to succeed in all subject areas (as mentioned above, using her strength in art to help her increase performance in other subject areas.)  Tammy deserves to feel good about her artistic and creative strengths. I firmly believe this will increase the chance that she will succeed in other areas.

 




 

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