A consequential and under-examined gap is the one between secondary and post secondary. The rules, tools, and responsibilities are all different.

Everything is different:

- the accommodations that are available (e.g. there is no modified curriculum in PSE)

- the documentation required to be eligible for accommodation (IEPs are not sufficient - the student needs a psychoeducational assessment)

- the locus of responsibility (regardless of their age, PSE students are considered adults and parental involvement is not allowed unless the student has signed a waiver authorizing it).

Students (and their parents) show up knowing none of this and assuming that the processes and coping skills they’ve learned in K-12 will carry over to PSE, but to a significant degree they don’t.

-Sam Quarterman

In my experience, student needs are not static. We collect information through IEPs, observations, Circle of Care meetings, digital portfolios, and ongoing assessment, but our goal is not simply to automate accommodations. We are also preparing students for post-secondary education, employment, and adult life, where they will need to understand, evaluate, and advocate for their own learning needs.

I wonder if the future opportunity is not a “set and forget” orchestration layer, but a reflective one. Could students regularly review which supports they used, which were helpful, and whether their needs have changed? This feels more aligned with the IB emphasis on developing reflective learners and self-advocacy.

• Denise Mouton

I also see a gap in staff training and confidence with educational technology, as many educators are willing to use these tools but do not always have the time or support needed to implement them effectively. More Pro-D is needed, and not just for teachers. There have been times when admininstrators follow trends, or fall for great marketing, and purchase technology without knowing its limitations.

-Jessy

~Jodee

Some supports, such as those used for students with visual impairments or other permanent disabilities, are essential long-term accommodations. However, many other supports should be viewed as temporary scaffolds designed to build students' skills, confidence, and independence.

Digital tools, such as speech-to-text, can be incredibly effective when used intentionally.

In many situations, I see them as "training wheels"—supports that help students develop the strategies and skills needed to become more independent over time. Unfortunately, I sometimes encounter the belief among educators, parents, and even students that these supports are permanent, rather than part of a pathway toward greater independence whenever that is possible.

As Ross Greene reminds us, "Children do well if they can." When we understand the purpose of supports and use them thoughtfully, we give students the opportunity not only to succeed today, but also to build the independence they need for tomorrow.

Educational assistants may also have limited access to student plans, progress data, or digital tools. They may need to ask teachers for updates or use several different systems. A shared and simple system could help everyone understand the student’s needs and provide more consistent support.

Manouchehr

Having used the same ALD in two unique student scenarios that biggest gap that I observed was how others interacted with the student. In one circumstance the class was inviting and inclusive. They wanted to understand the technology and to be a part of the students needs in a positive and growing way.

With the other student there was a significant amount of understanding that needed to be built within the classroom. A significant amount of time was spent bringing the class up to speed on what it was, why it was used, and how to be part of its function. While it took time the student who needed the ALD was such an amazing leader and drove the understanding by bringing in guest speakers and being an advocate for their needs. What turned out to be a large gap grew into something wonderful and inclusive.

I think that part of this would be curating a list of approved tools and then spending time training teachers on how to use them.

Echoing Sam's point, I think there may be a gap when it comes to assessing students that require accommodations. While I’m not a teacher, I have been accommodated through a health issue and while I was given more time, the assessment stayed the same. I also didn’t request an alternative assessment, so I’m not saying that it isn’t possible, but I do believe that most courses are designed to be assessed in a singular way and it can be difficult to design an equivalent assessment that maintains equity amongst students.  

I have also redesigned a pre-work module for a higher education institution that didn’t have an accessible version at all, and some students were not able to access the pre-work in previous years because of this. As this particular course also had an in-person component, it was manageable, but it does highlight equity concerns. The good news is the institution is working on this now, so it won’t be a problem for future students.

Michael Cafuta

- Megan Frederick