Student Guide Corner

I've heard that refrain numerous times. "But... he doesn't want to be seen as different." It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?) Unfortunately, I realize another team is unaware of Universal Design for Learning principles.  If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different." My challenge to the team is to change the culture, don't let the student be seen as different...

photo � 2008 Hans Splinter | more info (via: Wylio ) Anyone who works with struggling learners must grasp the importance of balancing remediation with compensation . Remediation allows the student to gain the foundational skills necessary for academic success.Compensation allows the student to bypass the academic challenges which result from their learning disability, while they are receiving remediation. With compensatory techniques, students have access to the general education curriculum despite their learning challenges. Accommodations remove the obstacles which frequently hinder student success. Special educators and other specialists, often overemphasize remediation at the expense of accommodation and compensation. What are the unintended consequences of this imbalance? Gaps in acquired skills. When remediation alone is emphasized, students are taught at their developmental level. This may be two or more grade levels below their current grade. Their peers continue to have expos...