Field Week 3: Students with Exceptionalities

 Field Week 3: Students with Exceptionalities 

Week 3 in the field complete! And what a week it has been. The original plan was for me to teach my lesson this week, but Tuesday my mentor teacher tested positive for covid, so she’s been out for over half the week. Because of this, there’s been quite a bit of a change of plans. The students have just watched video notes in class, so they’re still relatively up to speed. Yet, the notes have not been easy for the students. The first day, I ended up jumping in towards the end of class to go over some of the examples because the video did not explain it well and everyone was confused. So in a way, I did teach this week, but very impromptu. Which honestly, I liked a little better. I could see the students were struggling, so I felt like I really needed to step in. This prevented me from overthinking, which I find is what causes my nerves most of the time. This experience was because I wanted to help, which is a really nice feeling to see the students begin to understand after walking through the problem. 

Due to my mentor teacher being out, I didn’t get a chance this week to go over the IEPs/504s in depth as planned. But, during my first week Goney did show me quite a bit on her end as far as what accommodations she makes for IEPs/504s. In PowerSchool, there’s a symbol next to students’ names signaling they can receive accommodations. Some students have permanent bathroom passes on their agendas, while others have the option to go to room 1 or 25 to work on their assignments during work time. Most IEPS either allow additional time on tests, additional days to turn in assignments, or the ability to go to room 1 or 25 to take tests or work. 

Mrs. Goney states that they never see the actual IEPs/504s, but they do receive a ‘cliff notes’ type version as to what the students receive support wise (as discussed above). Due to the layout of PowerSchool, Goney finds it easier to write everything in a notebook by period as to what specifically each student needs. In the notebook, she has organized it by period and then student, listing the students name and the accommodation they can receive. She states that this is helpful and more accessible than using PowerSchool. 

A handful of students in both periods often go to room 1 to work during work time. As to not make a big deal out of it, Goney just has them give her a little wave so that she knows where they’re going and that it doesn’t distract the other students. Almost every day the same students have left to work, and it is a very smooth transition. She simply waves back and off they go. With the sub being here this week, though, the students had to ask to go to room 1 or 25. This is only a slight difference, but most students seemed comfortable with asking. The sub is very nonchalant about it, so that helps as well, I would assume. 

In class, you really can’t tell which students receive accommodations and which don’t. They still pay attention during the notes and engage with the material. The biggest difference I’ve noticed is if they don’t go to room 1 they tend to not stay on task during work time. This occurred the first day there was a sub and they had independent work time. The student did do some work, but they kind of checked out during the last half of class, checking their grades, and doing other things on their Chromebook. Yet, the very next day the student asked to go to room 1 almost immediately since the whole period was work time again. 

I think it’s important to stress that the students with exceptionalities don’t let them define them. They are still high school kids, interact with others, work on their homework, participate in extracurriculars, and so on. Yes do they require some extra supports, but they’re still their own individuals with their own personalities. I think the way Goney accommodates these students really aids in them being students and individuals first, but they just need a little extra support in some areas.