Genevieve (p. 150)

1. Teacher's Perspective

1.1. Significance: Genevieve needs to receive adequate support from the high school she will be attending as the transition can be difficult at the best of times. She needs to know how to effectively use her tech to help her with her work, yet not feel different from her peers. Without adequate support, Genevieve will not want to use her assistive technology because she will not see herself "fitting in".

1.2. Feeling: As a teacher, I feel nervous for her transition, in hopes that she receives appropriate programming and continues to do well in her studies. I know that all of my students that are transitioning into high school have many worries about the new environment and how it works, so I hope that Genevieve receives that extra support she requires.

1.3. Response: I would do my best to help prepare her for high school, any challenges she may come across, and how to effectively use the tech in her classes so that she hopefully does not feel overwhelmed by the time she gets to school. I need to learn how to use it myself, so that I can teach her and she will feel more comfortable.

1.4. Strategies: I would hope that the high school resource teacher would provide Genevieve with an orientation, or other seminar type conferences to help her adjust to using tech in high school compared to elementary. Getting to know the school and the people and resources available will hopefully help her feel less stressed out about starting at a new school.

1.5. Plan of Action: 1. Make sure Genevieve knows how to use her tech effectively 2. Help Genevieve with any questions or concerns she may have regarding the tech or about highschool in general 3. Help set up an orientation with the high school 4. Discuss with her the fact that using other means of communication to develop and share ideas is not a bad thing or one to be ashamed of 5. Show her how to use multiple types of software to do her work so she can feel as though she "fits in"

2. Principal's Perspective

2.1. Significance: Genevieve will need to transition smoothly to her new school, and the new school’s teachers, principal, resource teacher, and special education department head must be prepared to aid her appropriately.

2.2. Feeling: As a principal, I feel responsible for Genevieve’s overall success at my school. Part of that success is being prepared for the transition from grade 8 to high school. As such, I must ensure that the staff of the new school are aware of how to help Genevieve with this transition.

2.3. Response: I would take steps to ensure that the staff at the new school are knowledgeable of Genevieve’s learning processes and prepared to aid her throughout her education at high school, so that they feel comfortable knowing how to help her and that Genevieve and her parents feel comfortable knowing she will receive appropriate support.

2.4. Strategies: I would suggest that the new staff who will be working with Genevieve be empathetic and understanding of her needs. She is entering high school, where a lot will be different, so the staff must be sensitive to the factors affecting her learning as well as changes that she might be experiencing. I would also encourage that the staff provide clear structure for Genevieve, so that she can know the expectations, which will allow her to take part in some self-management so that Genevieve can make her own decisions and feel comfortable among her classmates.

2.5. Plan of Action: 1. Reach out to the new school’s principal and request a meeting with school staff to create a transition plan. 2. Facilitate the creation of a transition plan involving Genevieve, her parents, some of her teachers, and our school’s resource teacher, as well as the high school’s principal and special education department. 3. Communicate this plan with Genevieve and her parents and respond to any questions or comments they may have. 4. Aid Genevieve’s grade 8 teacher in any plans to help Genevieve with the transition to high school.

3. Interpretation/Connection to Text

3.1. Summary: Genevieve was diagnosed with central auditory processing disorder, a learning disability (communication), a memory deficit, and AD/HD when she was 8. She had an IEP put into place when she was 8 (in grade three). Modifications to reading materials (lower level) were made. Accommodations included peer support when working in groups, multiple presentations of information (oral, written, teacher reiteration), and assistive software to support text to audio reading. As better tech became available, the school got training sessions and Genevieve was happy to use it. When she entered grade 7, however, she began to feel that using her programs didn’t allow her to fit in. She was creative in coming up with a way to still use the tech without her classmates knowing so that she could feel comfortable using it still. As she is now finishing grade 8, a transition plan has been collaboratively made as she gets ready to enter high school.

3.2. Connection: Differentiated instruction - The teacher uses differentiated instruction when teaching Genevieve. This is evident as the teacher needs to be aware of how she is presenting information to Genevieve as she gets some choice as to whether she receives oral, written, or teacher reiteration of information. Genevieve also has the opportunity to use technology to complete her work. She uses word documents and other sources to bring her work to class as this software makes it easier to do the work. Thus, Genevieve is receiving differentiated instruction in the process or the way of learning.

3.3. Connection: Mild Intellectual Disability - A learning disorder characterized by : a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service b) an inability to profit educationally within a regular class because of slow intellectual development c) a potential for academic learning, independent social adjustment, and economic self-support (session 6, slide 26, Margo Shuttleworth). Genevieve strived in the class when she was given modifications to her curriculum. She used tech to complete her work as a supportive service. Without this help, she may not have been able to profit in a regular classroom without these devices and supports. Genevieve also found new ways to use tech in her classes to do work and bring it to school, such as through Word documents so that she did not stand out too much from her peers, since she knows that they too use this software.

3.4. Connection: Child development – Genevieve is going through an important part of her life right now as she transitions into high school, which is a stressful period for many adolescents. As well, she is feeling pressure to fit in with her peers, evidenced by her reluctance to use assistive technology. It is important that her teachers and parents are aware of the stress that she is experiencing and that they do what they can to make her transition easier for her. This is essential, as teachers must not only support the cognitive and biological processes of their students, but also the socio-emotional processes.

4. Student's Perspective

4.1. Significance: With support and assistive technology I have been able to understand and complete my work, but as I get older the idea of fitting in becomes more important and I want to be accepted in my new high school

4.2. Feelings: While I understand how helpful using the special software is, I feel that once the other students know I use it I won’t be considered a ‘typical’ student and will not be accepted by my peers.

4.3. Response: In an effort to have the other students accept me in the class I will come up with creative solutions so that I can still use the programs but not let the other students know that I do

4.4. Strategies: I want to be sure I know how to use the assistive technology the best I can so that I know how to modify how I use it to my needs. I also want to be sure to limit how much the other high school students know about the tech that I use

4.5. Plan of action: 1. Make sure I know how to use my tech 2. Reach out to resource teacher to be sure that I understand the different accommodations that the software allows 3. Get to know the high schools policy about technology and if/where are the common places that students can use tech and get help with it. 4. Find areas that I can use my tech in private at school

5. Parent's Perspective

5.1. Significance: Genevieve has found a way to fit in within her elementary school, however she is transitioning into high school and needs to find new ways to be assisted in her learning, while still feeling socially accepted by her peers.

5.2. Feeling: As Genevieve's mom, I feel that she has thought of her own way to fit in with her classmates, so with the assistance of various staff members at her high school, she needs to try out strategies and technologies that work for her. She needs to be able to advocate for herself.

5.3. Response: I would like her to be involved in the decision making process of her transition plan into high school. This will help her feel more comfortable in her new school.

5.4. Strategies: As she transitions into a bigger school with more people, it is a much more stressful environment than she is used to, so I believe it would be beneficial for Genevieve to feel come into the school before class starts in September so she can get to know the school and find where her locker is. I would appreciate it if she could meet the resource teacher and set up her assistive technologies, as not to bring unwanted attention to her on the first day of school if she has any issues.

5.5. Plan of Action: 1 Allow her to be apart of the planning for her transition into high school. 2 Personally meet with the staff at her new school (ex. resource teacher, principal, and special education department head). 3 Set up a meeting before school starts in September. 4 Help her set up her assistive technology and find out where she can go to get help if any issues arise.