Words that made me think.....
"It is important to create strong prevention measures to account for diversities in the classroom"
" I feel that it is very important to give that child a voice and to talk openly about our differences. Children can accept situations like the one described in the example much more easily if they understand. But they can only understand it if we talk about it and explain it to them. Also, it must be related back to them."
"I think that it's important for teachers to be aware of cultural biases within our classrooms. It was interesting to note that our society as a whole is very much influenced by the norms of whatever the established dominant group happens to be. I think it would be a good idea for both the teacher and students in the class to become more familiar with the cultural background of Shannon. Inviting an elder into the class is a great idea. I think it would also be fun for the students to experience some of the music and dance traditions by having someone come in and provide "workshops" for the children and teachers"
"After reading this situation, I was torn. I live and work in a First Nations reserve in Attawapiskat. Especially given recent situations it was hard to differentiate this situation from situations I face on a daily bases. I teach grade two and I have a number of cases of students not attending school for days, weeks and sometimes months at a time. I also see students who refuse to do work and have no motivation. As a teacher I struggle, I get frustrated and mad that education is not valued. This is in the heat of the moment, once I step back and look at the situation more closely I realize where I work. I think about the residential schools that their grandparents and parents may have suffered in. I realize that school is not viewed as importance or of significance. It’s important to try to accept the culture and more than that promote the culture. It is important for students to spend time on the land and practice their cultural activities. I think about how vital it is for the students to learn their cultural ways to ensure that their culture and language does not die."
" I feel that it is very important to give that child a voice and to talk openly about our differences. Children can accept situations like the one described in the example much more easily if they understand. But they can only understand it if we talk about it and explain it to them. Also, it must be related back to them."
"I think that it's important for teachers to be aware of cultural biases within our classrooms. It was interesting to note that our society as a whole is very much influenced by the norms of whatever the established dominant group happens to be. I think it would be a good idea for both the teacher and students in the class to become more familiar with the cultural background of Shannon. Inviting an elder into the class is a great idea. I think it would also be fun for the students to experience some of the music and dance traditions by having someone come in and provide "workshops" for the children and teachers"
"After reading this situation, I was torn. I live and work in a First Nations reserve in Attawapiskat. Especially given recent situations it was hard to differentiate this situation from situations I face on a daily bases. I teach grade two and I have a number of cases of students not attending school for days, weeks and sometimes months at a time. I also see students who refuse to do work and have no motivation. As a teacher I struggle, I get frustrated and mad that education is not valued. This is in the heat of the moment, once I step back and look at the situation more closely I realize where I work. I think about the residential schools that their grandparents and parents may have suffered in. I realize that school is not viewed as importance or of significance. It’s important to try to accept the culture and more than that promote the culture. It is important for students to spend time on the land and practice their cultural activities. I think about how vital it is for the students to learn their cultural ways to ensure that their culture and language does not die."
Strategies: rOLE OF fAMILY
It is quite likely that you will have a diversity of students in your classroom—representing a variety of talents and abilities. With this in mind, I suggest some generalized strategies for you to consider as you work with all special needs students:
1. Get to know the families of these children. It often helps to connect with them on different levels e.g. seeing them at school events such as Skate night; field trips. Parents value the effort made by the teacher and it all helps to foster positive relationships.
2. Communicate on a regular basis with families. Parents like to be informed and to know that you are always assessing growth and areas of need. Don't forget to highlight positives!
3. Try to see things from the family's perspective. We get to go home at the end of the day ... appreciate that these families may be under considerable stress when dealing with an exceptional student.
4. Read up on the disability. Having informed opinions and suggestions will help everyone.
5. Try to convey to the parents that you support a "team approach" between home and school. Parents want to be reassured that their child isn't falling under the radar. They can also provide very valuable information when planning for their learning.
- Be aware that special need students may not want to be singled out for any special treatment. To do so may identify their disability for other students and cause them to receive some form of attention they may not be able to handle.
- Keep parents informed at the beginning and throughout the school year, and continue communication efforts through a variety of methods, including formal and informal conferences and meetings.
- Ensure that your attitude and responses to special needs students are identical to those to other students. View all students as contributing students.
- Consider learning over a long period of time. Special needs students may require extended periods of time to master a concept or learn a specific skill. You may need to repeat information several times and reinforce it in many ways.
- It is quite easy to fall into the trap of focusing on the weaknesses of special needs students. Yet it is vitally important that you be aware of and seek to identify the individual strengths of each and every student in your classroom.
- Help students understand that grading, evaluation, and assessment is based on identifiable objectives in accordance with individual potential. Evaluation should not be coupled with the limitations of students but rather to their expectations.
- Provide significant opportunities for students of all abilities to learn from each other. Structure a variety of learning activities in which the social climate of the classroom is both promoted and enhanced. It is important that everyone feels like he or she is contributing.
- Do not make inappropriate assumptions based on students' exceptionalities. For example, don't assume that a student who is confined to a wheelchair is an unhappy child. Don't assume that a learning disabled student is not gifted in the visual arts. Also, don't assume that children with disabilities are disabled in all areas.
1. Get to know the families of these children. It often helps to connect with them on different levels e.g. seeing them at school events such as Skate night; field trips. Parents value the effort made by the teacher and it all helps to foster positive relationships.
2. Communicate on a regular basis with families. Parents like to be informed and to know that you are always assessing growth and areas of need. Don't forget to highlight positives!
3. Try to see things from the family's perspective. We get to go home at the end of the day ... appreciate that these families may be under considerable stress when dealing with an exceptional student.
4. Read up on the disability. Having informed opinions and suggestions will help everyone.
5. Try to convey to the parents that you support a "team approach" between home and school. Parents want to be reassured that their child isn't falling under the radar. They can also provide very valuable information when planning for their learning.
- A Teacher’s role is not to diagnosis exceptionalities (we are not trained psychologist). Instead our role is to support, educate, and offer assistance to parents and students. Tell parents your concerns of behaviors you have noticed and offer them strategies and resources. Listen to their concerns.
- Be mindful of family’s cultural beliefs, and parents own insecurities around have their child assessed and labeled with an exceptionality.
- Build a relationship with families, you are partners; tell them about concerns, but also accomplishments.
- If possible, be mindful of parent’s income when suggesting assessments not being provided by the school board and also with assistive technology, and other outside sources (therapies and tutoring). Parents want to do everything they can to support their child, but if they can’t afford it suggest other alternatives.
- Being cognisant of the family environment. Is this parent a single parent, or works night shift, how much time can they set aside to work on specific skills.
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