Accommodate or Modify: Jenny has ADHD. Her writing goal is to write a 5 paragraph essay with an intro, 3 body paragraphs, and a conclusion. She has extended time and chunked assignments. Her teacher has assigned a 3-4 page paper.
New Teacher – New Task: Gerald is hard of hearing and using an FM system to hear teachers. He reads 2 grades below grade level and has accommodations of read-to and/or modified work for readability, and extended time. His new teacher has learned about FM systems and supports for students but this is her first classroom and she’s never used an FM system. She wants to do a lecture, followed by a group jigsaw reading task and discussion.
Seasoned Teacher – New Tech: A student in your classroom with cerebral palsy will be coming to school with a new communication app on his iPad. It will be teacher’s responsibility to communicate new vocabulary to you 2 weeks in advance. They will also need to know how to add new words “on the fly” when needed
Visitor or Student: You have a student on your caseload who is pulled out for interventions in reading and math during the second half of 90 minute periods in these classes. During the first half, the teacher lets him work on whatever he wants because “His real learning happens with you” and “He’s just here for socializing and exposure to his peers. The content is too hard”. He has accommodations of read-to, use of manipulatives and a calculator, tasks broken into steps, and extended time.
Co-teaching Challenge: You are co-teaching a math class this year with Ms. Johnson. Thus far you have primarily done one-teach one-assist, and alternate teaching but when you assist or work with students who are not in special education or Tier 3 MTSS into your group she says “Oh, thank you! But those are my kids, I’ll take care of them.” There are several students with read-to, checklists/visual aids, or modified number of tasks to demonstrate proficiency. She relies on you to prepare these ahead of time.
