In my field experience, my CT alternated between homogenous and heterogeneous grouping of students. With mixed-ability groups, students with disabilities can benefit from receiving encouragement and models from their peers. When grouped by like-need, there is less pressure about the gap of understanding and the instructor can focus content.
I still struggle finding the balance between being sensitive to a student’s needs and reinforcing poor learning characteristics such as learned helplessness. In my field experience I was quick to “rescue” my students and coach them through their every problem. I also struggle with knowing how to maintain classroom management when there is so much differentiation to keep track of.
I did feel I was successful at connecting content to the students’ interests, especially in writing, and their performance reflected their enthusiasm. Through working in an inclusive classroom, I got to know students that had disabilities I previously had no experience with (such as autism and CAPD) and was able to see the role it played in their classroom learning.
Some questions that have come up this semester are:
-What do I do if a parent is not appropriately advocating for their child with a disability?
-How can build a relationship with the Special Ed teachers as a resident intern?
-How can I tell if my CT is doing enough to accommodate a student?