Claim: Working together as a team to offer differentiated instruction that connects with the General Ed classroom offers a rich learning environment for students with special needs.
Support: Parent correspondence about the new unit and sharing their thoughts about the success of the new unit.
As an intervention specialist, I am always looking for ways to better serve the needs of all students. Not only do I serve the students on my caseload, I also serve students whose needs have not yet been identified. This past year our building was presented with a unique opportunity to serve 6 students (k-2) who were not identified as having a disability, yet were not able to function in the regular classroom. When I was approached by our principal for suggestions, I observed the students in their classrooms and immediately went to work researching for solutions. I was a little familiar with the TEACCH program that houses students who present with sensory deficits (which was the case with our 6 students) that cause students to act out or shut down as a result of over-stimulation. I approached the team in December about launching a sensory unit in my resource room for these students that were not being served adequately. My principal was excited about the new idea, but she still had reservations about how successful it might be (as well as myself). We launched the new unit in February (see Product 1), and the students started thriving in a controlled sensory environment. I collaborated daily with the students' general ed teachers; implementing the classwork and curriculum given to me by the teachers. The unit was a huge success (see Product 2)! By the end of the year, all of the students were acclimated back into the general ed classroom at least half of the day and some for more than half a day. We all learned from this unique opportunity and everyone “School is a place of learning for students and teachers alike” (Tomlinson and Imbeau, p.135).
Product 1 Product 2
Support: Parent correspondence about the new unit and sharing their thoughts about the success of the new unit.
As an intervention specialist, I am always looking for ways to better serve the needs of all students. Not only do I serve the students on my caseload, I also serve students whose needs have not yet been identified. This past year our building was presented with a unique opportunity to serve 6 students (k-2) who were not identified as having a disability, yet were not able to function in the regular classroom. When I was approached by our principal for suggestions, I observed the students in their classrooms and immediately went to work researching for solutions. I was a little familiar with the TEACCH program that houses students who present with sensory deficits (which was the case with our 6 students) that cause students to act out or shut down as a result of over-stimulation. I approached the team in December about launching a sensory unit in my resource room for these students that were not being served adequately. My principal was excited about the new idea, but she still had reservations about how successful it might be (as well as myself). We launched the new unit in February (see Product 1), and the students started thriving in a controlled sensory environment. I collaborated daily with the students' general ed teachers; implementing the classwork and curriculum given to me by the teachers. The unit was a huge success (see Product 2)! By the end of the year, all of the students were acclimated back into the general ed classroom at least half of the day and some for more than half a day. We all learned from this unique opportunity and everyone “School is a place of learning for students and teachers alike” (Tomlinson and Imbeau, p.135).
Product 1 Product 2
References
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria: Ascd.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria: Ascd.