Thursday, November 8, 2012
adjustments made for individuals
I consistently am making adjustments for the student in my room with an IEP. The biggest one is allowing him to complete a task before joining class discussion for the next activity. He is a very bright student academically and I have found that it allows the class to run much smoother if I allow him to continue to do work from the previous activity. This time is made up when he works one on one with an EA in the afternoon if he misses any work or a concept. However most of the time the student is still able to finish up the written work along with the rest of the task so long as I continue to invite him to join us on the carpet the moment he is finished. This benefits the other students in the class who should not have wasted time in their day waiting for this student to transition.
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And when I visited on Thursday, I also saw you make an adjustment for this student by allowing him to participate in a whole group discussion (with everyone on the rug at the front of the room) while he was sitting at his desk finishing some math work.
ReplyDeleteIt's great to see you acknowledge this student's strengths (he does seem very capable on the academic level) because it allows you to see him from an "asset" perspective (what's going right for him) rather than a "deficit" perspective (what are all the things he can't do). The adjustments you make are evidence that you (and support staff) are working with what he brings to the table.