IEPs

 

In recent years more students are being assessed with special needs, and their teachers are expected to rise to the needs of these students. One tool that teachers use is IEPs. IEP stand for “individualized education plan”. The textbook Special Education in Ontario Schools gives an informative definition of what an IEP is, and what it is not. The definition includes: “a written plan of action for a student whose needs require modification of a regular school program . . . an ongoing, flexible document . . . containing a summary of the student’s strengths and needs . . .” (Bennett, 59). I think this definition touches on some very important points. The fact that it is both “ongoing” and “flexible” is beneficial to both the student and the educator. As the student grows and develops their needs may also change. It is important to keep an IEP up to date and appropriate for the student’s ability. The textbook states: “A student’s IEP needs to be reviewed each reporting period” (Bennett, 64). What an IEP is not is also covered in Special Education in Ontario Schools. It states that an IEP is not: “a detailed account of every minute of a student’s day. . .” (Bennett, 59). IEPs are more of a guideline for teachers, and should not be mistaken for a lesson plan.

I was fortunate enough to be allowed to observe the creation of an IEP in one of my practicums. In my practicum experience I was in a grade one classroom where there were many IEPs, but there were two that stuck out to me for their many differences. One boy had an IEP because it was determined that he was “gifted”, a term that is constantly debated and “lacks a consistent definition” (Bennett, 134). In this child’s case, he was a very talented writer (far beyond his age group of 6), highly proficient in reading, and advanced in mathematics. However, as time went on (I was there over the course of 6 months) it was discovered that this student was indeed a great reader, but his reading comprehension was average. Therefore it came to be that his IEP was adapted to fit his talents for math but was limited in the reading section.

There are 5 categories of IEPs that Professor Sandu explained in my PROF 310 class. The categories are: “behaviour, communication, intellectual, physical, and multiple”. I saw this when working with the other student who had an IEP in my practicum class, but for a very different reason that the first boy. This boy struggled in school, but his parents would not allow him to be tested for a learning disability. Both having negative experiences with special education in their past, they wished to keep their child out of this system despite his need for differentiated learning. After establishing that the student needed glasses, the parents were slowly agreeable to the idea of an IEP for their son. He was only in grade one, but his reading and fine motor skills in writing were much below where they needed to be, and I was lucky enough to be a part of developing an IEP for this child. Despite the parents’ fears about special education and the stereotypical negative connotations, IEP’s have made classrooms more inclusive to students with special needs as the curriculum is custom fit to the child, as opposed to making the child fit the curriculum.

I have included two videos in this post. The first is on the long side, but it discusses how each student needs to make use of their individual talents. It also states that we “a revolution in education” and the way we learn. The second is an informational video about IEP meetings and what goes into their preparation.

“Bring on the Learning Revolution”

http://www.youtube.com/watch?v=r9LelXa3U_I&feature=relmfu

IEP Meetings

http://www.youtube.com/watch?v=TYeMBtmA5oc&feature=related

Works Cited

Bennett, Sheilia, Don Dworet with Ken Weber. Special Education in Ontario Schools. 6^th ed. St.  Davids: Highland Press, 2008. Print.

Sandu, Gurgit. “IEP & IPRC.” Queen’s University Faculty of Education. Kingston, Ontario. 29 Oct. 2012

ESL Students

Before this year I had no previous experience working with ESL students, or students who have English as a Second Language. I now work in a local grade six classroom and I have had my first encounters with teaching a student of this exceptionality. Richard R. Day does a good job of explaining this experience in his article Silence and the ESL Child. Day writes: “Most teachers are familiar with children who say little or nothing in the classroom. Efforts to elicit verbal responses are often met with monosyllabic replies at best. This problem is exacerbated in those classrooms with children either who speak a nonstandard dialect of English, or whose first language is not English” (35). This quote resonated with me because as a teacher candidate I have worked with and volunteered with many introverted or simply uninterested students who do not like to speak up in class or offer their thoughts during activities. This process to involve these students is definitely multiplied when the layer of a language barrier is added.

The student I work with can be quiet at times, but he also demonstrates outspokenness in certain areas. In class I have found myself explaining concepts that I as an English speaking person take for granted, such as acronyms. Acronyms are difficult for this student because not only is he decoding what words mean but also contexts of these words and the short-hands they are written in. He is particularly interested in popular culture, which is something that I had never thought about a student having to “learn” in the academic sense of the word. He checked-out and re-checked out a book of World Records from the library. The example that stands out the most in my mind is when he asked me what American Idol was. He understood that an American is someone who lives in the United States, and that an idol is someone special. But strategies an English reader uses, such as using pictorial clues, was useless to him because he did not have the prior knowledge to connect to the images on the page.

The textbook Special Education in Ontario Schools discusses the English language and the way it is formed as being a barrier to children with learning disabilities. However, I think this can also be applied to ESL students. Bennett writes: “The subtleties of English may pose a barrier for students . . . Because [ESL students] . . . not only have difficulty with language, but even further difficulty in reading between the lines of communication situations and social contexts, they may respond incorrectly . . .” (95). This comparison is not meant to be offensive to anyone. I simply see the resemblance between these statements and the student that I work with, insofar as the language acquisition and social implications of this exceptionality. He is just as intelligent as any English speaking student in the class; he simply struggles with conveying or understanding meaning in certain contexts. I believe that diversity in a classroom is something to be valued, and something we should teach our students to value as well. By validating the needs of ESL students and assisting them in the classroom, we are able educate our students more fully and emphasize understanding and application just as we would with English speaking students.

I have included two videos in this post. One outlines the struggles faced by ESL learners of both a young age and older learners. The other video is a demonstration of ESL teaching to kindergarten students. I found this video particularly interesting because of the musical aspect of the teaching. This again reminded me of the ESL learner in my grade six class, who is an excellent singer and quickly retains song lyrics and rhythm. This talent was discovered during a lesson that involved a sing-along. This student was able to make a connection to the music and demonstrated good understanding of the topics in the lesson, as do the kindergarten girls in the video. He told me after that because the tune was stuck in his head he was able to remember the important concepts the song outlined. An English speaking student in the same class gave me a similar response. That is just an example of how different teaching strategies can be beneficial to those who are both English speaking students and ESL students.

“ESL struggles and strategies”

http://www.youtube.com/watch?v=-bWU238PymM

“Teaching Kindergarten Kids English”

http://www.youtube.com/watch?v=vwCwj21MdlY

 

Works Cited

 Bennett, Sheilia, Don Dworet with Ken Weber. Special Education in Ontario Schools. 6^th ed. St.  Davids: Highland Press, 2008. Print.

Day, Richard R. "Silence and the ESL Child". TESOL Quarterly. Vol. 15. pg 35-39. Web. 4 Nov. 2012.

Inclusivity in Schools

I find the concept of inclusiveness in terms of special education fascinating. Inclusive is defined as "integrating all students in the classroom". Special education has made many strides towards inclusivity in recent years. The textbook Special Education in Ontario Schools describes a history of special education, parts of which are quite frightening. It states “For many years prior to the end of the Second World War, there was a prominent philosophy called ‘eugenics’. This philosophy believed that society needed to be protected from genetic contamination and argued that ‘unfortunates’ should be protected in institutions. . .” (8). Of course today the very ideas and terms stated here are realized to be highly offensive and completely false. During my placements I have always been in classrooms with at least one student on an IEP, and many who will be assessed for one in the near future. These were students who functioned and learned within the classroom along with their peers, as well as took sensory breaks and worked outside the class for sections throughout the school day. They were as far from a “contamination” as I can imagine. I think the inclusion of students with exceptionalities is crucial for their learning development as well as their classmates.

I would like to call attention to the way I phrased my previous sentence. I believe it is crucial and respectful to make sure that when speaking about exceptionalities we implement the “person first” concept. The people in my life have certainly not been defined by their exceptionality, and it is unfair to do that to someone else.

I think one of the most major, and most important changes happening in schools is the current move to allow special needs students to spend more time in their classrooms, if not full time. Special Education in Ontario Schools also features a quote from the Council for Exceptional Children, regarding inclusion in the classroom. It states: “Individuals with disabilities should be served whenever possible in general education classrooms in inclusive neighbourhood schools and community settings” (8). I think this is important because all students deserve to be a part of their classroom communities, memories, and social groups, no matter what their needs may be. That having been said, I also agree there is importance in individualized settings. The "Normalization Principle" is also discussed in the textbook. This sections states: "Although separation by ability was still prominent well into the middle of the twentieth century, by the time Ontario enacted Bill 82 in 1980, this notion was succumbing to the principle of normalization . . . In essence normalization argues against institutionalization and contends that persons with special needs should be viewed more by the points on which they are similar to others, rather than by those on which they differ" (10). I think the concept of viewing students based on their similarities rather than differences would impact our classrooms and those students in a positive way. This is not to say that students' uniqueness and individuality should not be valued. It simply means that by emphasizing inclusivity in our words and actions we are fostering a better learning environment for all involved.

I found an interesting article from The Western Star newspaper about inclusivity in schools. A man named Gordon Porter claims that inclusivity is a much easier concept than we as educators are making it. He states: “[Inclusivity] means kids go to their neighbourhood schools with kids their own age in regular classes. . . If you’re seven years, old you go to the school just down the street. You go in a class with other seven-year-olds, and you’re supported if you have extra needs . . . it’s that simple” (Crocker). While I applaud Porter’s enthusiasm, I think it is a much more complex situation than that. However, I do agree with his statement that parents and teachers need to work together to make change. Finally Porter says: “We have to stop just talking about whether inclusion is a good idea and actually work on making it happen.”

 

“Inclusion is Simple”Article

http://www.thewesternstar.com/News/Local/2012-04-13/article-2953661/Inclusion-in-the-classroom-%26lsquosimple,%26rsquo-says-educator/1

 I’ve included two videos for this post. The first is an animated video about inclusion in the classroom. I think this is just as valuable for students to watch as it is for educators themselves. The second video is not necessarily about special education, but I thought it fit well with the idea of inclusivity. It is about children who are introverted, and their value in society being just as valid as extroverts. I included this video because it is important to remember that each student is different and they should be valued and celebrated for their uniqueness, not made to feel excluded.

“Inclusion” animated video

http://www.youtube.com/watch?v=Y74xmAW7wRA

“The Power of Introverts”

http://www.youtube.com/watch?v=c0KYU2j0TM4&feature=relmfu

                                                                 Works Cited

Bennett, Sheilia, Don Dworet with Ken Weber. Special Education in Ontario Schools. 6^th ed. St.  Davids: Highland Press, 2008. Print.

Crocker, Diane. “Inclusion in the classroom ‘simple’, says educator.” The Western Star. 13 Apr. 2012. Web. 1 Nov. 2012.

Deafness and Hard of Hearing

Deafness and being hard of hearing is NOT a physical exceptionality, it is classified as a communication disability. Deafness and students who are hard of hearing is more common that you might think in our classrooms. Neil K. Chadha states: “Hearing loss is the most common sensory deficit in childhood” (“Why are Children Deaf?”, 441).

There are many misconceptions about deafness, and you yourself may have thought they were true. From Sheilia Bennett’s Special Education in Ontario Schools examples of these misconceptions are ones such as “deafness diminishes intellectual ability”, “hearing aids restore normal hearing”, or “people who are profoundly [i.e. completely] deaf live in a world of total silence” (191). I can say from personal experience and interaction that these statements are false. One of my cousins has a hearing problem, and he wears a hearing aid in both ears. He is one of the smartest people I know. He has had many successes and lives a very “normal” life. But he has also had difficulties socially, as well as in the classroom as a child.

I also worked with a student on practicum in first year that was hard of hearing. He was assisted with an Educational Assistant who is proficient in sign-language, one-on-one instructional time with a specialist who visited every two weeks, as well as programs on his school-issued personal laptop. I was reminded of this student while reading the “possible Indication of Mild to Moderate Hearing Loss in Children” section in Special Education in Ontario Schools. It states: “The following signs merit attention if a teacher or educational assistant notices them consistently. [P]oor articulation . . . physical signs (like constantly cocking of the head), trouble following directions or answering simple questions . . . unusual inattentiveness . . .” (192). The student’s E.A. was discussing with me how the student came to be diagnosed, as it was a recent event. She had told me that he exhibited these characteristics, and his parents agreed to having it looked into.

As I said, the student is hard of hearing, not profoundly deaf, so he does not wearing hearing aids. This surprised me a little because I had thought that they would have been helpful if not mandatory, but this relates back to those common misconceptions about people with a hearing disability. But I have learned that there are varying levels of hearing loss. The range includes mild, moderate, moderate/severe, severe, and profound (Bennett, 193). It is important to keep in mind our own assumptions and biases, and to educate ourselves about this disability as we are likely to encounter a student in our classroom who is hard of hearing; or someone in our class may relate to this disability through someone in their life. Bennett states: "Just like those who hear normally, people who are deaf and hard of hearing are as completely individual as anyone else" (194). Writing this blog, and more generally taking PROF 310 has enabled me to be more educated on this subject and has made me aware of my own misconceptions. This is valuable because even as educators we are always learning.

I have included a video about a girl who is profoundly deaf. She has put together this video using written cue-cards that she flashes before the screen. The video is directed at parents who have a child who is deaf (as she is deaf with two hearing parents), but I think we can apply the messages in this video to teachers who have students who are deaf or hard of hearing in their class.  

“To Educate Hearing Parents of Deaf Child”

http://www.youtube.com/watch?v=JuVdMMfCrSU

 

Works Cited

 Bennett, Sheilia, Don Dworet with Ken Weber. Special Education in Ontario Schools. 6^th ed.St. Davids: Highland Press, 2008. Print.

Chadha, Neil K., Rashmi Chadha, Adrian L. James. "Why are children deaf?". Paediatrics and Child Health (October 2009), 19 (10), pg. 441-446.

Equity & Bullying

I really connected with the fact that fairness does not mean “sameness” in terms of equity. It means realizing and fulfilling the needs of individuals in such a way that it evens the playing field for all involved. It means being inclusive in our language as well as in our actions. Issues of equity surround our classrooms and our learners because each child in your class is unique in their backgrounds, personalities, and life experiences.

I have had many experiences with equity issues in the classroom, but I did not realize them at the time. I’m not sure that everyone understands the difference between equity and exceptionality. I know I didn’t until further into my education career. Examples of situations involving equity are: abused children, bullying, poverty, racism, sexism . . . and unfortunately the list continues. Exceptionalities on the other hand refer to such things as: behavioural, physical, and learning disabilities, as well as deafness, blindness, dyslexia, autism, and so on.

 I think the most common equity issue I have come across in a classroom is bullying, because it encompasses so many of the other issues. I believe that every student and staff member has the right to feel safe in a school environment, and when bullying is a common occurrence this is simply not possible. An environment that involves bullying does not foster a sense of security or respect. I am proud that the Ministry of Education has come up with the “Realizing the Promise of Diversity Ontario’s Equity and Inclusive Education Strategy” and implemented this in schools. It states: “An equitable, inclusive education system is fundamental . . . and is recognized internationally as critical to delivering a high-quality education for all learners" (UNESCO, 2008). This is a powerful statement, and one that I agree with wholeheartedly. However, students typically do not read these documents. Therefore, it is our job as educators, and more basically as human beings, to educate our students about equity. We need to recognize, accept, and celebrate the differences in our classrooms and in each other.

I have included two videos in this post. The first shows a day in the life of several students. Every student in the video is first shown wearing a plain white shirt. This is symbolic of the students thinking they are equitable with everyone around them, who are also wearing white. As the video goes on it shows the students being bullied in various ways and in various circumstances; even one where the teacher was the one bullying. In a reflection the students then see themselves how others have labeled them. I thought this spoke to the negative power of a label and how bullying can impact someone not only as a student, but as a person.

“Defeat the Label Anti Bullying video”

http://www.youtube.com/watch?v=o7nxbULcaH4

The second video is more academic than the first. It features Professor Pedro Noguera discussing the term “equity” in a school-based context and how it has changed over the years. He focusses on the outcomes of equitable treatment, and how it changes based on time and place.

“How do schools promote equity among students”

http://www.youtube.com/watch?v=wiEKs01ZIho

                                                        Works Cited

Ministry of Education. (2009). Realizing the Promise of Diversity Ontario’s Equity and Inclusive Education Strategy. Toronto, ON: Ministry of Education.