BACKGROUND
Jim can’t spell and Helen won’t lower her singular view of spelling standards for her co-teacher Mary. His exceptionalities are language learning delays (category Q under Bill 33 in BC: Learning Disability or more specifically Sequencing and Auditory Processing Deficits). Jim does well on literature that is read aloud so he is probably an auditory learner despite his Deficit in that area. A physician we consulted tells us that the two areas (spelling/auditory processing) are in the same hemisphere and proximate to each other. The personal assistance that Mary tried did not seem to affect the outcome. Helen not only places huge emphasis on regular testing but weights the grade at 50%.
Our assumption is that Jim is in our Business Education class not English as per the example. Business Education spans a range of courses that typically require strong communication and conceptual skills (marketing, digital media) to analytical skills (accounting, finance, economics) to technology and dexterity skills (computer use) to spanning both skill needs and others (entrepreneurship). That said, very little is hand-written today. It is reasonable to think that Jim can be successful without perfecting manual spelling with the aid of computer programs and auditory learning.
For exceptionality in spelling, there are a range of accommodations that can be identified with appropriate resources to execute them. For a student doing well in other classes that is highly motivated with an opportunity for scholarship it seems reasonable to offer these Accommodations as a form of Differentiated Learning without realizing Helen’s concerns about impacting the rest of the class. We would also expect that there would be accommodations on the testing Helen is worrying about for exceptional students like Jim.
Class-room Accommodations
ACCOMMODATION # 1
The first accommodation is to modify Jim’s Output: Allowing Jim use of a spellchecker or not penalizing him for spelling errors in assignments. The spellchecker could be the resource teacher or allowing him to complete his work on a computer at school or home.
Two resources in this area that may help given Jim performs well in other classes that are “read aloud” are:
i) the software program Readplease available at Readplease.com and
ii) the software program Kurzweil
ACCOMMODATION # 2
Given Jim is an auditory learner, the next is an Input accommodation: to focus on spoken phonetics versus a visual approach to learning. This focus on how words sound enables Jim to attach cues to the sounds that he is receiving. So, Mary could ensure that written assignments were read aloud to Jim and other auditory learners in the class. This assumes that his auditory processing disability does not impede this accommodation.
A recommended resource in the area of phonetics would be books on tape or textbooks available as CD-ROMs. These can be found at:
WEBSITES
TAPES
1. Audio Tapes: Shriberg: Clinical Phonetics Audio Cass [Audiobook] (Audio Cassette)
by Lawrence D. Shriberg (Author), Raymond D. Kent (Author)
BOOKS FOR THE RESOURCE TEACHERS
Clinical Phonetics by Lawrence D. Shriberg / Raymond D. Kent
Acoustic and Auditory Phonetics (2ND 03)
Clinical Phonetics by Lawrence D. Shriberg / Raymond D. Kent
Acoustic and Auditory Phonetics (2ND 03)
by Keith Johnson (Paperback | ISBN10: 1405101237, ISBN13: 9781405101233) Articulation and Phonology Resource Guide for School-Age Children and Adults |
WORKBOOKS FOR THE RESOURCE TEACHER
1.
2.
ACCOMMODATION # 3
The third accommodation is to increase the Level of Support in a more effective way. The resource teacher can spend extra time helping Jim grasp a phonetics approach to learning spelling as well as acting as a scribe or reader. The parents can also be involved in collaboration to learn phonetics. Another approach may be to use flash cards (visual stimuli). This can be enhanced by digitalizing it on a digital photo frame. The words would come up every 20 seconds. Jim would have to take a “snap-shot” of them and write them out under the Resource teacher’s supervision.
Another resource would be sound cards found at:
ACCOMMODATION # 4
The fourth accommodation is based on Participation: to increase the use of group work projects where possible. This is very common in Business Ed and Jim, being participative in discussions, can be very effective at the verbal aspects of group work and he can present the group’s work while somebody else writes it up. Plus his written work can be checked by a classmate for the final group output. The fact that he gets A’s in Math means he will be able to manage those units of course-work that require those skills.
RECOMMENDED RESOURCES
The recommended resources that would improve his participation are listed below.
1. Make 'em Laugh: Single Video
2. Wake 'em Up Business Presentations Book (336 Pages)ACCOMMODATION # 5
The fifth accommodation is to adapt the co-teaching relationship to be more successful by allowing Mary to have responsibility for more instructional approaches and grading rubrics. If necessary, the administration can be involved to ensure that the relationship between the teachers is “connect and collaborate” oriented vs. “command and control” (Helen). An example is to ensure the kids know that Mary and Helen have the same authority in the class-room.
ACCOMMODATION # 6
A sixth accommodation would be to substitute curriculum. This could be done by Jim spending Friday’s learning phonetics instead of taking the spelling test. The challenge to manage here is his separation from the rest of the class. With some planning, this could be managed.
Test Accommodations
ACCOMMODATION # 7
A seventh accommodation would be to adjust the “tests” given to Jim. This would require that Mary create visual and/or memory prompts to assist Jim in communicating his knowledge and learning’s of business concepts covered in class. This could be done by hints specific to the theory or concept tested. In addition, case studies discussing “what should/would you do if...?” scenarios can be used to test these concepts.
ACCOMMODATION # 8
An eighth accommodation would be to allow Jim more time to complete his “tests.” By spending the time to assess the extent of his auditory processing deficit and his learning delays, Mary will have to try varying lengths of time to figure out the best formula to allow Jim to be successful.
ACCOMMODATION # 9
A ninth accommodation would be to adjust the grading rubric for Jim. It may be either reducing the number of items tested or allowing more time for Jim to cover the concepts tested. There will be times when retesting should be allowed to ensure that Jim understands the business concepts covered
ACCOMMODATION # 10
A tenth accommodation is to allow Jim to use a computer with spellchecker for his tests. This will allow Jim to show his knowledge in a quick and efficient manner. There may be times when oral answers will be acceptable.
Conclusion
The key to the success of any accommodation or modification for Jim will be to ensure that he continues to be motivated and encouraged. He is obviously successful in other classes. He is very motivated and has a goal of continuing on to college. It is crucial that Mary and Helen continue to encourage Jim. They need to find ways to give him the accommodation required without ostracizing him from his classmates. The fact that he is a popular athlete will be helpful. Regular monthly meetings should be scheduled with the teachers, the education assistants/ resource teachers and Jim’s parents to discuss his progress and discuss the effectiveness of these accommodations on his Learning Plan.
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