Background Information
Student: Daniel
Grade: 7
Classroom Teacher: Marcy Wong
Marcy is a grade 7 classroom teacher and has a student named Daniel in her class. Daniel has Cerebral Palsy and uses a non-motorized wheelchair. Marcy is struggling with not being able to provide effective learning opportunities for Daniel. She thinks that Daniel is choosing not to participate in the group conversations and assignments. As she reflects and asks for support from her colleague Frank Dunbar, she realizes that she does not know enough about Cerebral Palsy. She asks Frank for advice and support and Frank educates Marcy on some facts about Cerebral Palsy. Marcy realizes she assumed Daniel would only be facing physical challenges but did not realize he may also be facing cognitive challenges. Marcy has spoken with Daniel's parents and they are all on the same page of wanting accessibility and inclusion. Marcy is struggling with ways to support Daniel so that he still feels included. She wants to focus on inclusive practices in her classroom as she has a wide variety of abilities within her classroom. Daniel is very social and has lots of friends in his classroom; he often ignores the class rules and shares his food with his peers. Marcy stated that she wants Daniel to start learning in the classroom instead of just being present in the classroom.
I will provide strategies to support Marcy, Daniel, and the rest of the class. I will also share some barriers Daniel may be facing in the classroom that is preventing him from reaching his full learning potential.
Grade: 7
Classroom Teacher: Marcy Wong
Marcy is a grade 7 classroom teacher and has a student named Daniel in her class. Daniel has Cerebral Palsy and uses a non-motorized wheelchair. Marcy is struggling with not being able to provide effective learning opportunities for Daniel. She thinks that Daniel is choosing not to participate in the group conversations and assignments. As she reflects and asks for support from her colleague Frank Dunbar, she realizes that she does not know enough about Cerebral Palsy. She asks Frank for advice and support and Frank educates Marcy on some facts about Cerebral Palsy. Marcy realizes she assumed Daniel would only be facing physical challenges but did not realize he may also be facing cognitive challenges. Marcy has spoken with Daniel's parents and they are all on the same page of wanting accessibility and inclusion. Marcy is struggling with ways to support Daniel so that he still feels included. She wants to focus on inclusive practices in her classroom as she has a wide variety of abilities within her classroom. Daniel is very social and has lots of friends in his classroom; he often ignores the class rules and shares his food with his peers. Marcy stated that she wants Daniel to start learning in the classroom instead of just being present in the classroom.
I will provide strategies to support Marcy, Daniel, and the rest of the class. I will also share some barriers Daniel may be facing in the classroom that is preventing him from reaching his full learning potential.
Strategies to Help Support the Classroom Teacher
Marcy mentioned a few of these strategies in her briefing with the Special Education Consultant, Frank Dunbar. I thought it was important to reinforce these strategies.
It is important as a classroom teacher to build relationships and get to know each one of your students so that you can learn what your students need in order to be successful in your classroom.
I would suggest that Marcy learns more about the specific learning disabilities and exceptionalities in her classroom. It is important that Marcy takes the time to learn more about Cerebral Palsy and how it affects a person. Marcy had mentioned she knew Daniel would have physical limitations but did not realize his intellectual capacity may need support as well.
In my experience it is easy to assume a student is choosing not to participate but I think it is important to dig deeper and figure out what is going on behind the scenes. Marcy assumed Daniel was choosing not to participate in class discussions and assignments but she has since realized that maybe he actually needs support in those areas.
It is important that Marcy sets clear expectations and routines in her classroom.
I would recommend that Marcy physically arranges the classroom to be more accessible for Daniel's wheelchair and assign seating so that students have consistency each day.
Marcy has already connected with Daniel's parents but I think it is important that she continues to communicate with his parents as often as possible to ensure Daniel is being supported from all sides.
I think an effective strategy for Marcy would be to continue seeking support and advice from her colleagues.
It is important as a classroom teacher to build relationships and get to know each one of your students so that you can learn what your students need in order to be successful in your classroom.
I would suggest that Marcy learns more about the specific learning disabilities and exceptionalities in her classroom. It is important that Marcy takes the time to learn more about Cerebral Palsy and how it affects a person. Marcy had mentioned she knew Daniel would have physical limitations but did not realize his intellectual capacity may need support as well.
In my experience it is easy to assume a student is choosing not to participate but I think it is important to dig deeper and figure out what is going on behind the scenes. Marcy assumed Daniel was choosing not to participate in class discussions and assignments but she has since realized that maybe he actually needs support in those areas.
It is important that Marcy sets clear expectations and routines in her classroom.
I would recommend that Marcy physically arranges the classroom to be more accessible for Daniel's wheelchair and assign seating so that students have consistency each day.
Marcy has already connected with Daniel's parents but I think it is important that she continues to communicate with his parents as often as possible to ensure Daniel is being supported from all sides.
I think an effective strategy for Marcy would be to continue seeking support and advice from her colleagues.
Barriers for Daniel
One of the initial barriers I noticed was the physical arrangement of the classroom. Although Daniel is still in the classroom, he sits near the door as there is no room for him to navigate around the classroom. Because of this barrier, he is physically restricted from moving about the classroom and experiencing a collaborative learning environment. Daniel is often asking to go to the washroom which is a clear signal that he needs movement breaks and space to move about.
Another physical barrier for Daniel is the storage bins. Unfortunately, Daniel's storage bin is out of his reach. This is supposed to be his safe space where he can keep his things but he does not even have access to it when he needs to get something. Although Marcy and Mona, the principal, have contacted the school contractors to come and move the storage bin, there are usually delays and it is not a quick process. In the meantime, I would suggest that Marcy provides Daniel an alternative storage bin that is placed at a level he can easily access.
Another barrier for Daniel is the pace and duration of the classroom projects. Marcy said her projects are long and complex. Daniel is easily distracted or seemingly uninterested which is normal as he would benefit greatly from short and modified assignments. Daniel gives up quickly and his peers have said that Daniel does not do his share of the work. It is alarming that his academic abilities or struggles can go unnoticed or are seemingly overshadowed by his physical limitations. It is clear, Daniel needs support with his academics.
Another physical barrier for Daniel is the storage bins. Unfortunately, Daniel's storage bin is out of his reach. This is supposed to be his safe space where he can keep his things but he does not even have access to it when he needs to get something. Although Marcy and Mona, the principal, have contacted the school contractors to come and move the storage bin, there are usually delays and it is not a quick process. In the meantime, I would suggest that Marcy provides Daniel an alternative storage bin that is placed at a level he can easily access.
Another barrier for Daniel is the pace and duration of the classroom projects. Marcy said her projects are long and complex. Daniel is easily distracted or seemingly uninterested which is normal as he would benefit greatly from short and modified assignments. Daniel gives up quickly and his peers have said that Daniel does not do his share of the work. It is alarming that his academic abilities or struggles can go unnoticed or are seemingly overshadowed by his physical limitations. It is clear, Daniel needs support with his academics.
Image snippet retrieved from: http://udlguidelines.cast.org/
Strategies to Help Daniel and His Classmates- Give the students plenty of choice in their learning - Limit or minimize distractions in the classroom by physically arranging the classroom to be accessible for all students - Provide learning opportunities based on student interest and give the students choices in how they communicate their learning - Encourage the students to set goals both academically and personally. Encourage them to set short-term goals so that you can celebrate their successes as often as possible. - Ensure the classroom is a safe environment for all of the students so that they feel comfortable - Foster a sense of community within the classroom by developing trusting relationships with the students - Set clear routines and expectations in the classroom. Students thrive on routine. - Teach the students self-regulation strategies. Use a class-wide program such as MindUp. |
Strategies to Help Daniel and His Classmates- Offer alternatives for the display of information during lessons. Provide alternatives for auditory and visual information. An example may include using videos with captioning - Curricular materials are often text heavy, provide alternatives for displaying the text. This may include a visual, video, diagram, model, or manipulative - Provide the students with the opportunity to use programs such as Text-to-Speech - Support the students comprehension abilities by activating prior knowledge - Ensure curricular materials are accessible to every student by using multiple mediums to display content. Using technology can also help ensure resources are accessible for everyone. |
Strategies to Help Daniel and His Classmates- Provide checklists, organizers, sticky notes, electronic reminders to help keep the students organized and to help break up the tasks into smaller chunks - Provide Daniel with alternatives to using a pen and paper - instead provide him with the opportunity to use technology and programs such as speech-to-text - Students with Cerebral Palsy often need additional time to complete tasks so do not put time restrictions on Daniel's work. Allow Daniel to have additional time to complete his assignments - Allow students to express their learning using a variety of multimedia including videos, text, speech, or design - Use physical manipulatives such as base ten blocks in the classroom to support students - Provide the students with the opportunity to use programs that provide spell checkers and grammar checkers - Offer plenty of opportunities for the students to do project-based learning and inquiry-based learning based on their interests - Chunk assignments to be more accessible for students. |
Helpful Resources for Teachers!
https://kidshealth.org/en/parents/cp-factsheet.html
https://www.cerebralpalsyguidance.com/cerebral-palsy/living/teacher-tips-inclusive-classrooms/
https://kidshealth.org/en/parents/cp-factsheet.html
https://www.cerebralpalsyguidance.com/cerebral-palsy/living/teacher-tips-inclusive-classrooms/
References
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Hutchinson, Nancy L. (2004). Case 9: My Learning Problems Won't Quit. Teaching Exceptional Children and Adolescents. A Canadian Casebook. Retrieved from https://onq.queensu.ca/content/enforced/390433-CONT905001W20/Readings/Teaching%20Exceptional%20children%20%26%20adolescents.case%209.pdf
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Hutchinson, Nancy L. (2004). Case 9: My Learning Problems Won't Quit. Teaching Exceptional Children and Adolescents. A Canadian Casebook. Retrieved from https://onq.queensu.ca/content/enforced/390433-CONT905001W20/Readings/Teaching%20Exceptional%20children%20%26%20adolescents.case%209.pdf