#speced

Many adults are equipped to define the term, ‘fairness’. But have we actually taken the time to do so? Or better yet, have we defined and modelled it appropriately for the youth around us? The belief that ‘fairness is not sameness’ has been apart of my guiding teaching principles for the majority, if not all, of my career. Due to this, I’ve encountered struggles along the way. One of which I will share with you today.

As teachers, we are reminded of ‘fairness’ regularly. Many teachers will unite in saying  that we make a conscious effort to foster fairness within our classroom. When it comes to our students, they reminded us regularly through proclamations of “That’s not fair!” or “She gets to, why can’t I!”. This communication illustrates a common student perception of fairness is to them. Despite these commonalities, I still believe that there are many misunderstandings when it comes to fairness. Unfortunately, this misunderstanding does not lie solely with our students. Educators who model and believe that the SAME treatment should be applied to all students, regardless of their skills, is in my respectful opinion a poor approach to instructional fairness.

To be clear, ‘fairness’ is defined as impartial and just treatment or behaviour without favouritism or discrimination. So, if we are fostering fairness in our classroom, it does not mean we are doing the same thing for all, but actually the opposite. Our teaching behaviours should be adjusted accordingly to meet individual student needs, unbiased and honestly. Therefore, if a student is exhibiting lagging skills that is causing them to behave inappropriately in class. Making the decision to proactively implement reinforcers or positive behaviour incentives that relate solely to one student, IS fair. It is fair because one is being responsive to that student’s needs, and helping that student develop essential skills that they are lagging in order to self-regulate. Along with this, it is important for the rest of our students who are not receiving this treatment to learn that their needs will always be met too. Just as one with poor vision needs glasses, the tools will always be put in place for them to succeed as well.

From the very beginning of our journey from student/teacher to qualified teacher, the importance of accommodation and modification to set up ALL of our students for success has been preached and expressed. We were able to witness the difference it can have on student motivation and engagement but we also experienced first hand the planning and time it requires. 

When I used to hear drama, I immediately thought of movement, presenting, acting, and outgoing personalities. How naive I was. Although, I was not fortunate enough to have taught drama in any of my teaching placements because the schools I was part of were fortunate enough to have an arts teacher, my drama schema has grown tremendously. My experiences over these past few weeks have reworked those biases I wrongfully held. 

EVERYONE can participate and enjoy the wonders of the drama curriculum and strategies. 

It was so beneficial to me that all of our presentations incorporated a special education lens, focusing on how we can tweak our lessons to create an inclusive drama classroom, that encourages strengths and eliminates any foreseeable barriers to student learning. We were exposed to so many useful strategies to accommodate all students. 

The list includes, but is not limited to: 

- Providing students with a cue card with a list of characters he/she can look off

- Providing extended time for student to gather his/her thoughts before beginning an activity 

- Display a written explanation of the task to the students in short steps

- Speak clearly and slowly when presenting information, outlining instructions

- Repeat or rephrase key information throughout the lesson

- Write down instructions that are clear, concise and simple

- Break down each step; Use the same words when repeating instructions, or going over an activity

- Allow students to express their characters’ thoughts and feelings using pictures instead of words, or using technology 

- Students with exceptionalities can be the storyteller and help the teacher read to the class.

- Children can also be the first individuals to lead the game, therefore keeping them engaged throughout activity.  

- Use strategic pairing

- Provide students with note pads, or white erase boards where students can write their contributions/answers that they would normally speak.

- Use iPad’s that have text to speech recognition for students who aren’t confident speaking in front of large groups

- Students can choose their groups so that they are comfortable speaking with their peers.

- Provide students with the option to perform in front of only the teacher or a smaller group if they would feel more comfortable.

- Students can place their thinking bubble on the floor in front to the individual instead of having to hold it up.

- Students can sit instead of standing.

I also came across this wonderful, helpful teacher resource that can be useful in the future when we are incorporating drama into our classrooms, focusing on drama-based instruction. It has drama resources, samples of lesson plans, explanations of drama strategies, teaching strategies and videos. Check it out!! 

So far this year, the best professional development that I have received has come through a book recommendation from one of the students in my class, Kalyna.

Last week she brought be her copy of El Deafo by Cece Bell.

A smiling Kalyna said, “Sir, you have to read this, it’s one of my favourites.”

How could I say no to that?!  

Yesterday I picked up the book and read the first half.  This morning finished the book.

It’s perfect.  

Bell’s approach to our individual abilities is light-hearted and hard hitting.  She makes a point of telling her story and letting her readers find themselves within her work.  

(An excerpt from the author's note at the end of the book)

"... El Deafo Is based on my childhood (and on the secret nickname I really did get myself back then). It is in no way a representation of what all deaf people might experience. It's also important to note that while I was writing and drawing the book, I was more interested in capturing the specific feelings I had as a kid with hearing loss than being 100 percent accurate with the details. Some of the characters in the book are exactly how I remember them; others are composites more than one person.Some of the events in the book are in the right order; others got mixed up a bit. Some of the conversations are real; others, well, ain’t. But the way I felt as a kid-That feeling is true. I was a deaf kid surrounded by kids who could here. I felt different, and in in my mind, being different was not a good thing. I secretly, and openly,  believed that my deafness, in making me so different, was a disability. And I was ashamed.

As I grew up, however, I made some positive discoveries about deafness and about myself.  I’m no longer ashamed of being deaf, nor do i think of myself as someone with a disability.  I’ve even developed a real appreciation for sign language.  To the kid in me, being deaf was a defining characteristic, one I tried to hide.  Now it defines a smaller part of me, and I don’t try to hide it - much.  Today, I view my deafness as more of an occasion nuisance, and oddly enough, as a gift: I can turn off the sound of the world any time I want, and retreat into peaceful silence.

And being different?  That turned out to be the best part of all.  I found that with a little creativity, and a lot of dedication, any difference can be turned into something amazing.  Our differences are our superpowers."

It’s a must read, not only for teachers working with students with various needs, but for all of us. Read it and share it with others.

Simply put, this video is beautiful. 

Having worked in Special Education and with children who have various disabilities supporting them is the most important source of their success.

Many children who may have autism or other disabilities may not be capable of many things but they are still important. These children all have hidden talents and niches in which they succeed. As educators we must find these niches and talents and teach these children how they can succeed at what they are good at. 

As Teachers our job entails us to find the good in our students and push them to success. Let's do this with all students!