I'll look at my classroom a little differently and try to share what I've learned with other members of staff to create a community that is more aware of who gets support and why. I'll also share what I've learned with parents and caregivers so they have a better understanding of how the system works and how to advocate for their child.
I know I'll be a little more patient with learners who are struggling, especially after having tried some of the simulations on Understood, and I'll share some of what I've learned with my class. I'll be more mindful of the challenges children with high incidence designations face in receiving services. Initially, I was dead-set against the prevalence-model but I could see how, for instance, funds that go to a student with mild ASD(autism spectrum disorder) who comes from a supportive family who may need little support could be better spent supporting a student with a learning disability who comes has a vulnerable homelife.
As an assignment for this module, I created a handout that can be found here:
Questions I Still Have
- If a grade 5 student is doing grade 1 level work, is that still considered an adaptation if the student is working from the grade 1 curriculum even the learning objectives would be extremely different?
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