EDF 2085 Required Assignment #1: Observation For Equity

Jackie Lawrence
EDF 2085
Required Assignment #1: Observation For Equity

Every day after lunch, the special education students at North Miami Senior High School review with their teacher ten items they ate. The teacher writes the various foods on the chalkboard, and each student is then called to the front to recite to the class what was eaten. As some of the kids exhibit a lot of trouble speaking, this is a lengthy process. Only three students are capable of copying onto paper what is on the board. As they work on this task, the other children break up into small groups to work on activities that are within their skill levels. The learning styles of this group are incredibly diverse, which must be somewhat exasperating at times for their teachers. For example, Kenny is autistic and often has an extremely short attention span. He likes to grab his classmates and twist their arms and hands. The teachers must constantly tell him to put his hands in his pockets, and he is regularly isolated from everybody else. He displays a preference for learning through touch, and gets frustrated when disciplined for hurting his classmates. Kenny is just one of about fifteen exceptional children in his class. Although each student is treated equitably and with respect, some obviously require more individualized attention than others. The teachers utilize a variety of materials in order to achieve growth and development from each child. There might be ten different activities going on at any given time. For example, some kids may be coloring, while others are on the computer, while others are stringing beads or sewing. While all of this is going on, the teachers are busy creating an open climate so each child can feel comfortable with his or her classmates.
Each student’s IEP is readily accessible so the teachers are constantly aware of the different diagnoses they must be prepared to deal with, as well as individual goals that are to be met. I was fortunate enough to be allowed to look through the IEP’s, and found them to be extremely comprehensive. They included the student’s IQ test results, assessment of conduct and learning styles, medical and behavioral issues, and the unique requirements of each student.
In 1990, the Individuals with Disabilities Education Act was passed, which focused on all students receiving the necessary services they require while being mainstreamed and integrated into as ordinary a school setting as possible. Even the most profound students at North Miami Senior High School make the trek to the cafeteria to have breakfast and lunch with everybody else. The gifted and talented kids are placed in honors courses with the older kids, while students with learning disabilities receive specialized attention. Behavioral problems are addressed in specific classes with highly-trained teachers. The school psychologist works long hours to make certain each student that needs care gets it. I truly believe the administrators at North Miami Senior High make an incredible effort to achieve tolerance and acceptance between students, along with a successful and valuable learning experience.