Two important reasons why I have chosen to do an inquiry on kids with various needs and how to accommodate for everyone within the classroom.
During my placement so far I have recognized the multiple accommodations teachers have to make to allow a more functional working atmosphere. Since inclusion is a large part of many schools now, teachers are further expected to know how to accommodate to the different learning needs of all students. I believe it is important for all teachers to be able to learn how to accommodate appropriately, as well as follow IEPs properly. I am intrigued by this particular high leverage practice since my goal in the future is to work as a special education teacher. I aim to have all my students succeed using a way of learning that works best for them. It intrigues me to find out how teachers incorporate these skills into the every day classroom. Summary of information found in the two or more resources you consulted and how the information is related to the definition of the high leverage practice In many places in Canada, educators are presented with a much larger role as ever before. They are expected to accommodate a greater number of students with special needs in mainstream classrooms. It is important to note that over 80% of students spend over half of their day in a regular classroom while research shows that there is just under 300, 000 students in Ontario that need some sort of special education intervention (Mediaface, 2015). Due to the fact that this number is growing, approaches created and organized for certain students are essential to the success for all learners (Mediaface, 2015). A committee called “Identification, Placement, and Review Committee”, (also known as IPRC) is in charge of identifying an individual as an exceptional student (Ontario Ministry of Education, 2016.). The principal and the teacher have the responsibility of confirming that the IEP for the student is both created and maintained (Ontario Ministry of Education, 2016.). During the development of the IEP, it must be developed with input and comments from the student’s parents/guardians (Ontario Ministry of Education, 2016.). The Individualized Education Program not only accommodates children diagnosed, but as well as students who require program modifications and adaptations within the classroom (Ontario Ministry of Education, 2016.). The main purpose for the IEP is to state the learning goals for the student as well as how the school and educators will tackle these expectancies (Ontario Ministry of Education, 2016.). The document also includes any accommodations and/or learning expectation modifications that are considered to be necessary for the particular student to succeed (Ontario Ministry of Education, 2016.). Many schools are now incorporating assistive technology as a support system to aid students with several cognitive, sensory, physical, communication learning, and other challenges that limit learning opportunities (Hopkins, 2004). This certain accommodation can also improve a child’s independence in the classroom. Even though assistive technology is very helpful, there are also many other accommodation methods to consider. It is important to realize that every student can learn and succeed given the correct support and adequate time. Equality cannot be accomplished by treating all students the same (Mediaface, 2015). Two important further questions or wonderings that will lead you to deepen your thinking and learning during your placement
Observations Below includes my personal observations during placement, including specific areas of focus based on my research. Observation involves the teacher, students, environment, and student teacher. Teacher/Student Teacher
Resources 1. Hopkins, Janet, 2004. Assistive Technology (AT) To Support Students with Special Needs. Retrieved from http://csc.immix.ca/files/108/1278482872AssistiveT echnology.pdf. 2. Mediaface, 2015. Parkview Public School YRDSB. Retrieved from http://learnteachlead.ca/projects/all-children-can-achieve-a-focus-on-equity-of-outcome/?pcat=1099&sess=0 . 3. Mediaface, 2015. What Works? Including Student Exceptionalities. Retrieved from http://learnteachlead.ca/pdf/works-including-students-exceptionalities/. 4. Ontario Ministry of Education, 2016. The Individual Education Plan Process. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/ individu.html.
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Technology is surrounding us throughout many situations and learning opportunities within the classroom. It is important for teachers to acknowledge how they can best apply these new ways of learning in an appropriate way. Educators need to take the time to keep themselves updated on new applications and websites that can be used to better their students. Issues such as funding, distractions, cyberbullying and cyber safety need to be considered when incorporating technology though learning.
"Have You Filled a Bucket Today?" written by Carol McCloud has a great message to integrate within the classroom. The story explains that doing small acts of kindness can go a long way. There are many ways to incorporate this story into any grade and lesson, however during my last practicum in a grade four classroom, I decided to use it as I was teaching a lesson relating to the topic bullying. Before the lesson, I created a Minds On called "Warm and Fuzzies". Each student was assigned one of his or her peers and he or she was asked to write down three kind things about that certain somebody. The students were so excited to receive their compliments and positive feedback from their peers. Once the students had the chance to look at their notes from their peers, the class had a group discussion speaking about how the activity made them feel. I then read "Have You Filled a Bucket Today?" to the class and asked the students to turn to their elbow partner for a think, pair, share. They were asked to brainstorm why kindness is important and what ways they have displayed kindness in the past. Once the students had time to discuss, I had a handful of students share their ideas with the class. As the students shared, I recorded their ideas on chart paper posted at the front of the room. I then explained that the paper would become the classroom "contract" where each student would sign his or her name showing that they understand that they will show kindness to others. This contract hung on the wall of the classroom throughout my whole practicum!
During my placement, I quickly realized how reliable and essential technology is when teaching in a 21st century classroom. Ensuring that all students were engaged and interested in learning was my main goal throughout my entire placement at WJ Watson. Applications for Ipads and Computers Students used applications for both free time and centers for subjects like literacy and math. For literacy my Senior Kindergarten/ Grade One placement, the students engaged in apps such as; Endless Wordplay, abcya, abcPocket, Phonics Lite, ABC Alphabet Phonics and Endless Reader. These apps were available on a regular basis during the literacy 100 block as students engaged in interactive centers. Students always had all app options available, depending on their interests and learning level. Cube for Teachers Cube for Teachers was a great way to quickly find and/or store curriculum resources, other resources, and tools and technology used in the classroom. This sharing network is a free educational sharing network where educators are able to collaborate, connect and find amazing new and innovative ideas to implement in the classroom. DPA resources During my placement, many of the DPA sessions were held in the classroom. Depending on the classroom’s energy at that time the two choices were either yoga or dance and the students loved both! For yoga, I would project Cosmic Kids on the smartboard to ensure all learners were able to see. The students would spread out around the room and follow the instructions for the yoga session. What I loved about this YouTube channel is that there are so many choices and topics that focus on what the students enjoy, such as Frozen and Star Wars. To change things up a little, I also used GoNoodle which I also projected on the smartboard in the classroom. What’s great about GoNoodle is that videos are sorted in featured, duration, energy level, favourites, and category. The categories included guided dancing, free movement, stretching, sports and exercise, kinaesthetic learning, coordination, and calming. I found some of these videos were great for cross-curricular lessons, for example skip counting in math! I would normally start DPA off with a stretching video, then a more upbeat video to warm up everyone and then finally end off with a calming exercise. The Sk/Grade One class consisted of a table called "The peace table". This space was organized for one student in a quiet area of the classroom. The teacher decided to use the emotions from the movie "Inside Out" to ensure all students fully understood each zone. This table is encouraged to be used when a student is feeling sad, angry, anxious, etc.,. Students are welcome to play with the fidget toys, painting rocks with water, or reading a book until they feel they are back to the "green" zone.
After the writing activity each day, students were encouraged to post their writing on the wall to show off their hard work. It is a great way for the teacher to quickly view who has finished the assignment, and who has not. The writing wall was also very helpful when students forgot to post thier names on thier work. |
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