https://padlet.com/lharris76/aksp7ri62m7v en-us 2017-02-20 02:52:42 UTC 2025-11-03 06:30:58 UTC hello@padlet.com lharris76 https://padlet.com/lharris76/aksp7ri62m7v/wish/154850183 Reading about the student with SLD 'dumbs' down the student's reality.  The F. A. T City Video was so enlightening.  Through the video, I was able to live through the agonizing experience of the student with SLD trying to 'keep up' with the class.  I can understand why some of my students with SLD don't want to participate some days -- it is simply too hard sometimes.  I saw this background and immediately it reminded me of what the expectations are of the the student with SLD - no patterns, conceptual content merging together, limitless possibilities, and unpredictability. 

My role as a general educator is also that of student advocate constantly evaluating student performance and behavior to create instructional supports that meet the needs of all learners by utilizing various content enhancement techniques and learning strategies.  Four of my six classes are inclusion and I feel the pressure to follow the recommended pacing guide designed for college bound general education students.  Ninth grade Algebra I is considered part of a college bound curriculum.  Students who are going to technical schools only need to pass Algebra I for acceptance and could possible take this course at a later period in their high school career when they have had additional high school math courses that may be more appropriate for adaptive skills than geometry, Algebra II or pre-calculus.  Until the curriculum is modified to reflect my recommendation (Smile), I have the task of providing appropriate instruction.  Although I have noticed that many students have a difficult time taking notes, I now know that many of them can not listen and take notes.  I will modify my style to spit note taking into three components:  listen to what I say, write down my notes from smartboard or whiteboard, read the notes aloud.

Most of the literature regarding student learning points suggests that the teacher must get know each student on a personal level. I have a student whom I wanted to believe was lazy; however, I am now convinced the he may have an SLD. It is much easier to believe that a child who does not "appear to have a learning disability" has an SLD. As teachers, we want to believe that all our students are the same and just need to put more time and effort into their studies. The F.A.T City video quickly dismisses this train of thought and causes a self-reflection. I wondered, "Am I that teacher who is frustrating the student, causing the student anxiety and tension?"]]> 2017-02-20 02:56:48 UTC https://padlet.com/lharris76/aksp7ri62m7v/wish/154850183