Matthew Key observed a Kindergarten class at his school and witnessed how the teacher provided accommodations for her students . She stated, "Our special education teacher is in our classroom for 40
minutes daily. She and I collaborate
informally often on each student in the classroom and in particular the
students with IEPs and 504 plans every other Monday to discuss appropriate
interventions for each student."
The learners in our classroom do not know who has special
accommodations as the special education teacher works with all of the students
each and every school day. She is an
important member of our classroom. All
of the learners consider her their teacher.
They have established a wonderful relationship.
To accommodate learners, I put into practice the method that
is established in the individual plan for each of the learners. Some of them spend time on the computer, some
are being trained on bathroom etiquette, others are learning how to interact
socially with the rest of the students, still others represent those that need
remediation to learn how to write their name or numbers.
Matthew Key in Georgia witness the use of small groups, large groups, parent helpers, myself, and the
special education teacher’s services are employed to provide specific
instruction for a given student.
Differentiated instruction is pivotal to the success of the students in
my classroom. Being so fortunate with so
many different avenues to pursue for help in providing differentiated
instruction, the learner is unaware if he is being remediated or moved on to a
higher level of learning. Each learner
in the classroom is considered to have an individual learning style, mode, and
pace.
My kindergarten team and I collaborate formally each Friday
for one hour. During that hour we
discuss results from data and reflect on how the results will effect our
teaching style and our learners. IEPs,
504s, and data analysis determine how we will carry forth our plans for the
upcoming weeks. We may establish small
groups where one teacher takes a group that needs work on a specific skill, we
may work in large or small groups to facilitate socialization, or one teacher
may choose to take a number of students that have been identified as needing
proper toilet training.
Our purpose, through collaboration, individual planning, and
meetings with special education teachers and specialists is bring our focus on
how we can best meet the individual needs of each and every learner.
No accommodation or special need is treated as frivolous or
unimportant. Every aspect of each IEP
and 504 is met with respect by every member of the teaching team.