inclusion in sec. school

: The second question is the hardest. It’s hard to help students without them feeling singled out. I once had a parent ask me to help a child but not to “single the child out” in any way. How we do that?I’ve found the best way to do that can be at the beginning of the year. I have sometimes devoted a week or two of my classes - regardless of the subject - to the basic concepts of learning psychology. I teach Howard Gardner’s multiple intelligences as a way of letting students see themselves as each having gifts but sadly having schools only teach primarily to two of those gifts. I also talk about learning differences and some of the great people in history who are commonly thought of as having had learning differences. I talk about school not being a “level playing field” and how school tends to unintentionally reward those few kids without learning differences more than it recognizes the needs of those many kids with learning differences.After that, most kids don’t feel singled out when I try to structure my class so that all kids can be successful in it. I tell up front that I use different readings for different kids. I tell them I give light homework so those kids who need extra time to complete their work will have it and if any student feels they need more challenge, they need only to come and see me and I’ll individualize extra outside work for them.Kids tell me they see my classes as “customized” and so don’t seem to feel any more singled out than I do if my doctor takes extra time with me or if my insurance agent comes to the house instead of making me come to his office. It’s a service I provide to the “customers” of my classroom.Among those services are also that I eschew memorization-based tests. Kids with reading issues have trouble memorizing information. I give take-home tests and projects instead to all students. I allow kids choices of questions and choices of projects. I have different readings at different levels of complexity but all covering the same topic so the weak readers can read at their level. I plan with students when projects and take home tests are due so they have a voice in structuring the class. I give weekly journal writing assignments in which they reflect upon the reading but don’t set lengths on those journals as dysgraphic kids struggle to write. I encourage them to be “pithy”, not necessarily prolific in their journals. It’s the thought that counts.I try to make myself available either before school or after school a few days a week even only for a few minutes so kids can touch base if they need to.None of these things take time from the whole class but they do take some time but that time’s mine.When I’m in class, I’m spending time with the whole class, not with individuals so I don’t take time from some to give to others. I don’t give in class writing assignments and don’t make kids copy notes from the board ever. When we’re in class, we’re usually cogitating an issue and discussing it as a class or acting it out or engaging it in a hands -on way. I avoid busy work in class or out of class as busy work doesn’t help any one and can hurt the kids with learning differences.You’re asking two great questions. Your students are fortunate to have a teacher who wants to teach all the kids in the room.Good luck.As a history teacher in the secondary school what can I do to help
: students with learning disabilities without taking time from other
: students? How can I help the student without them feeling like
: they are being singled out?

We need more Sara teachers in this world! What a wonderfully beautiful approach.

What a wonderful way to teach school, you really get it!!!!!!!!! You deserve “teacher of the year award” I wish my son had a teacher like you. When are we going to realize that not all kids learn the same way nor should they. Keep up the good work!! Liz

: The second question is the hardest. It’s hard to help students without them feeling singled out. I once had a parent ask me to help a child but not to “single the child out” in any way. How we do that?I’ve found the best way to do that can be at the beginning of the year. I have sometimes devoted a week or two of my classes - regardless of the subject - to the basic concepts of learning psychology. I teach Howard Gardner’s multiple intelligences as a way of letting students see themselves as each having gifts but sadly having schools only teach primarily to two of those gifts. I also talk about learning differences and some of the great people in history who are commonly thought of as having had learning differences. I talk about school not being a “level playing field” and how school tends to unintentionally reward those few kids without learning differences more than it recognizes the needs of those many kids with learning differences.After that, most kids don’t feel singled out when I try to structure my class so that all kids can be successful in it. I tell up front that I use different readings for different kids. I tell them I give light homework so those kids who need extra time to complete their work will have it and if any student feels they need more challenge, they need only to come and see me and I’ll individualize extra outside work for them.Kids tell me they see my classes as “customized” and so don’t seem to feel any more singled out than I do if my doctor takes extra time with me or if my insurance agent comes to the house instead of making me come to his office. It’s a service I provide to the “customers” of my classroom.Among those services are also that I eschew memorization-based tests. Kids with reading issues have trouble memorizing information. I give take-home tests and projects instead to all students. I allow kids choices of questions and choices of projects. I have different readings at different levels of complexity but all covering the same topic so the weak readers can read at their level. I plan with students when projects and take home tests are due so they have a voice in structuring the class. I give weekly journal writing assignments in which they reflect upon the reading but don’t set lengths on those journals as dysgraphic kids struggle to write. I encourage them to be “pithy”, not necessarily prolific in their journals. It’s the thought that counts.I try to make myself available either before school or after school a few days a week even only for a few minutes so kids can touch base if they need to.None of these things take time from the whole class but they do take some time but that time’s mine.When I’m in class, I’m spending time with the whole class, not with individuals so I don’t take time from some to give to others. I don’t give in class writing assignments and don’t make kids copy notes from the board ever. When we’re in class, we’re usually cogitating an issue and discussing it as a class or acting it out or engaging it in a hands -on way. I avoid busy work in class or out of class as busy work doesn’t help any one and can hurt the kids with learning differences.You’re asking two great questions. Your students are fortunate to have a teacher who wants to teach all the kids in the room.Good luck.As a history teacher in the secondary school what can I do to help
: students with learning disabilities without taking time from other
: students? How can I help the student without them feeling like
: they are being singled out?

We need more Sara teachers in this world! What a wonderfully beautiful approach.

What a wonderful way to teach school, you really get it!!!!!!!!! You deserve “teacher of the year award” I wish my son had a teacher like you. When are we going to realize that not all kids learn the same way nor should they. Keep up the good work!! Liz