Chapter 5-Making Curriculum Achievable Through Modifications
This chapter did an excellent job of outlining the difference between modifications and accomodations. I love, near the end of the chapter, where the author discussesthe progressions of an inclusive lesson format from most inclusive to least inclusive (although she does not get that far, only outlining 3 of the 5 levels in Fig. 5.5 on page 53).
When I look at my school and, more specifically, my students with the highest needs, I wonder how we are doing with the inclusion of these few students. Based on this chapter, I would probably give our school a failing grade. Our student with CP, although in the classroom for a majority of the day, is not working on the same curriculum. Sure she is doing language arts when the rest of the class does language arts, but she is not working on the same concepts/topics, even with modifications. Another student, who has just recently been diagnosed with FASD and a mild intellectual impairment, is now working solely in my classroom, with the exception of “special” classes in which she can participate fully, like gym, art, culture, library, etc. This is because her classroom teacher is not modifying the curriculum to a place where she can be included, except in Social Studies, when our First Nations Support Worker is teaching the lessons and having the Classroom Teacher sit with this student to support her during the lesson and activity.
How can we change this failing grade? Ideally, I would clone myself so that I would be able to sit down with the teachers of these two students and plan lessons together that would allow these two lovely girls to be fully included. But since this is not yet possible (and I’m not sure I would want another me!) I need to figure out another way to make this happen. Even if it is for just one subject and one unit!
I am looking forward to exploring the remaining chapters, and getting into the strategies to support this move for my students. I know that they deserve the best education, the same quality of education as their peers. It is my job to be their support to ensure that this happens!
When you look at your school/class,what grade would you give to the inclusivity of it? How could you improve it?
Do you have any suggestions for the rest of us that do not have a passing grade in this area?