Questions:
1. In the context of my own classroom, how can I be "reconceptualist" and help reframe the way my students with learning disabilities see themselves? They are often given certain treatments or pulled out of class for one reason or another, which at middle school can be an added stressor in an already hard time. Some of my students have a really healthy mindset and truly understand their learning needs, while others are much more insecure.
2. On a similar note, how can I have productive conversations with my students about our IEP students? How can we discuss their differences and what some would call "special treatment" (extra time on tests, notes on tests, extra STAR testing, extra services, etc.) while still maintaining that there is nothing wrong with them? Middle school students are already tough enough on each other and I want to be open with my class about what goes on, but also need to protect my students with IEPs.
3. I feel like this is a similar thread in my questions each week, but the first article mentions a lot of strategies to reframe disability and ability in the classroom, but a lot of the suggestions were more fit for social studies and English classes, and I wonder how, as a math teacher, I can support and help to reframe these ideas as well.
1. In the context of my own classroom, how can I be "reconceptualist" and help reframe the way my students with learning disabilities see themselves? They are often given certain treatments or pulled out of class for one reason or another, which at middle school can be an added stressor in an already hard time. Some of my students have a really healthy mindset and truly understand their learning needs, while others are much more insecure.
2. On a similar note, how can I have productive conversations with my students about our IEP students? How can we discuss their differences and what some would call "special treatment" (extra time on tests, notes on tests, extra STAR testing, extra services, etc.) while still maintaining that there is nothing wrong with them? Middle school students are already tough enough on each other and I want to be open with my class about what goes on, but also need to protect my students with IEPs.
3. I feel like this is a similar thread in my questions each week, but the first article mentions a lot of strategies to reframe disability and ability in the classroom, but a lot of the suggestions were more fit for social studies and English classes, and I wonder how, as a math teacher, I can support and help to reframe these ideas as well.
Haley, we share similar reflections about dis/ability. I related to you inquiries about the responsibility we have to our students regarding relationships and the ethical navigation to disclose "special privileges" and protection. I wonder how you might draw parallels between the notion of fair versus equal in relation to math? Indeed, when students truly understand the difference between fair and equal (this was a completely new concept for the majority of my ninth grade students), they become more attuned to it. Yes, they often point it out but it's often with positive intent. I believe you could make strong connections between the mathematical concept of "equal" and connect this to the social concept of "fair."
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