1. The Issue/ Problem: Throughout Genevieve's Primary/Junior school education she was provided with multiple resources and diagnoses. As she moved through the Intermediate division she became increasingly cognizant of her learning differences. Not wanting to feel different from her peers, she chose to use the special software programs that were given to her by the school for classwork at home instead. The issue she is now facing is that she is transitioning into high school in regular classes with indirect support. The challenge will be to see if she can succeed with her assistance (software programs) independently.
2. Teacher's Perspective:
2.1. Point 1: This case is significant to the Teacher because she is responsible for carrying out the IEP throughout Genevieve's transition plan into high school. The Teacher will be monitoring her transition into high school and creating a relationship with Genevieve so she feels comfortable in her classroom.
2.2. Point 2: The teacher feels a sense of responsibility to ensure Genevieve receives the education that she deserves, with all of the necessary resources and support. However, the teacher feels confident as this is not her first time ensuring a child's IEP is properly transitioned into grade 9 course work/ environment.
2.3. Point 3: The teacher responds implements Genevieve's modifications by strictly following her IEP plan and accommodations by including peer support when working in groups, and multiple presentations of information including oral and written support. The teacher behaves by checking in on Genevieve indirectly during lessons to see how she is doing. The teacher does not seek to single out Genevieve as she is aware that she is feel concerned about students viewing her as different. Strategies or solutions the teacher will seek to impose are free use of technology in her classroom and group work that ensures all students are able to connect and begin to form relationships/ friendships with each other upon grade 9. Her plan of action is to ensure all students feel included in her classroom and that everyone is given the necessary tools to complete the class work.
3. Interpreting Issue/Problem: Throughout Genevieve’s schooling she had struggled with many learning difficulties. Genevieve’s learning exceptionalities included Central Auditory Processing Disorder, Learning Disability (Communication), Memory Defect, Attention Defect/ Hyper-interactive, and Disorder (Inattentive subtype AD/HD).
3.1. As discussed in both lecture 2 and 3, UDL pertain's to Genevieve's case. UDL can be seen in her high school as they provide wifi and a laptop friendly learning environment. This is a way that is seen in the case that educators were able to improve access for people with disabilities
3.2. This case study can be related to our course material. In lecture 5 "Supporting Students with Learning Disabilities" , strategies to accommodate students with LD included referring to their IEP and offering assistive technology. These relate to Genevieve's issue/problem because her high school transition plan includes use of technology and her IEP.
3.3. Seen in lecture 3, DI is seen as a way that a teacher responds to a learners specific needs. This was shown in Genevieve's case when the transition plan was created to help her transition into high school smoothly.
3.4. In the Special Education in Ontario Guide, it is stated in the Education Act that a special education program for an exceptional pupil is modified by the results of assessment and evaluation and includes a plan containing objectives and services that meet the needs of the pupil. This can be seen happening in Genevieve's case as the educators took into consideration her IEP when creating modifications and accommodations to ensure her academic success.
4. Student's Perspective:
4.1. Point 1: This case is significant to Genevieve because she is the student.
4.2. Point 2: Genevieve felt supported throughout her elementary school education. She was appreciative and accepting of her parents, teachers, resource teachers, and principals assistance and accommodations. She began to feel self conscious about her exceptionalities upon entering high school. She hopes that students will accept her accommodations and not view her as different.
4.3. Point 3: Genevieve responded positively to her support and found ways to get her school work done. Even if that meant taking things home to complete or taking extra time to work on something. Genevieve will attempt to surround herself with positive and accepting peers in high school and work to gain confidence. She will behave no differently then she did in elementary school, but wants to make sure she isn't made fun of by her friends for learning differently. If that means that she has to do more work at home, then she might choose to do that so that no one notices her different learning style. A strategy she is going to try and use is that instead of viewing herself as different, she will view herself as an independent adolescent learner. Changing her mindset, or altering her mindset will be what she will work on. She thinks it might take many years to be comfortable with the way she learns. A proposed solution is that she hopes other students will have laptops or that her teacher will let students bring assistive devices from home so that she will not stand out. Maybe her teacher will even let her do group work where students can try out her devices too!
5. Parent's Perspective
5.1. Point 1: This case is significant to Genevieve's parents because they are worried about her well being, as well as they want her to have all the tools succeed. They have put a lot of time, effort, and money into getting her the proper help she rightfully deserves. They have been active in her academic journey from the beginning of her life and do not want it all to go to waste now that she is entering high school. They are willing to do whatever it takes to ensure she has a successful transition and succeeds in her classroom and social life.
5.2. Point 2: Genevieve's parents are feeling concerned/ worried because they recognize that this is a big transition for her not only as a student but as a teenager. However, over the course of her academic journey they have created a strong, trusting relationship with school principals, teachers, and resource teachers so they feel at ease that the support she will receive in high school will be sufficient.
5.3. Point 3: From her early years, Genevieve’s parents responded by taking her to an audiologist, who detected that she was struggling with a central auditory processing disorder. Genevieve’s parents suspected that there were other underlying explanations for her challenges and took her to a private psychologist for a psycho-educational assessment. Therefore, since they have always had instinctive behaviours and responded with a helping hand, they plan to do the same upon entering high school. Another strategy/approach that her parents took was setting up a IPRC meeting which determined her Individual Education Plan in elementary school. Keeping this in mind, if she will require her parents to meet with staff after hours to modify her IEP, they will do so. A strategy they will impose upon her entering high school is going to be a more "back seat" approach. They do not want to hover over her too much. They want her to learn life skills and lessons by being an advocate for herself and ensuring she is beginning to take charge of her education as she becomes an adult. A plan of action will be to see how her first term progress report/ report card looks (with a backseat approach) then see if they need to step in and assist her.
6. Principal's Perspective:
6.1. Point 1: This case is significant to the principal because they are concerned with the well being and education of all of their students. The principal is heavily involved with the creation and implementation of IEP's as they review them and have conversations with teachers, parents, and students about the learning of the child.
6.2. Point 2: The principal feels a sense of accomplishment because the education plan she set up for Genevieve is closely aligned with her needs in grade 7/8. The principal feels hopeful that it will meet all her needs as she transitions into high school and young adult life. The principal has seen other IEP's similar to this one work very well in her school.
6.3. Point 3: The principal responded by getting the school board involved. They acquired a licence for a comprehensive software package that included features for assisting both reading and writing skills. The principal does this for all her incoming students with IEP's that require assistive devices so her students have current technology that is reliable and compatible with the work environment and learning styles of the student.
6.4. Point 4: The principals plan of action included a transition plan that had been collaboratively made for Genevieve. This meant that Genevieve was placed in regular classes with indirect support, but fortunately the high school was WIFI appointed and laptop friendly. The principal will get reports from the teachers as to how Genevieve is doing in her classes and trusts that her teachers will come to her if any adjustments need to be made. The principal also will work closely with the parents if they need any support as she has agreed to take phone calls from them whenever they please. She has also agreed that they can have meetings whenever they wish, should there be any issues.
