Why learning Disabilities?
- Suyoung Kim
- Feb 4, 2023
- 8 min read
Module Culminating Task: Why Learning Disabilities?
Sharon
1) How does an inquiry stance have an impact on and manifest itself in your educational practice?
For my educational practice, inquiry stance taking this learning disability for AQ course can give various creative promises to solve learning disabilities accommodation and DI by sharing authentic experiences from other teachers.
A. I can suggest how I can prepare the next step for supporting LD to make an equitable classroom with a collaborative inquiry through peer feedback, sharing evidence, authentic experience, developing a new issue
-Peer feedback from the discussion can help me to develop my inquiry questions after I get my peers' provincial approach which is the innovative ideas with their proven method. For example, to make an equitable classroom, different school contexts will be various insights and cultural approaches to how I can use DI, and UDL for the students.
B. Collaborative research data from the inquiry stance for LD can create “the bigger domino effect”: An interactive process to reach the common goals to support LD leading the treasure maps
-Collaborative researchers can share the collective efficacy using an inquiry stance and this can suggest common projects to reach the students' learning success. During the interactive process, our teacher community visualize their own classroom's issues as my community issue to tackle authentic learning disabilities' supportive strategies like coding method, apps using technology or using podcast to build a safe community for LD. This common aim of achieving learning for all will guide various treasure maps to see the clue. The treasures will be found in each classroom's evidential data and creative tools like teacher's pedagogy, classroom management strategies, applicable policies, and practical communication skills with parents.
2) What is your role in contributing to a culture of inquiry?
My role in contributing to a culture of inquiry can be defined by the two below.
A. Making a safe, inclusive environment to build up a trusting relationship
B. Making inclusivity for this course
This role can create a caring and embracing environment to share colleagues' data based on the provincial school context. For example, inquiry questions from colleagues' premises can be more acceptable in this way. When the colleague makes questions,
"How LDs can be more encouraged in the classroom?" I will make a comment like "I like your question" and then I would say "I feel LD with immediate feedback can make them more inclusive." This is the data on how LDs can be improved by teachers' ongoing and immediate feedback with a caring mind and growth mindset. Other colleagues can participate in using their students’ experiences or testimonial step by step because they feel their data and ideas are respected and can be supported by different evidence with a caring mind.
3) What are your reasons for taking this course and what goals do you hope to achieve?
According to the Jump into the curriculum that I learned in this module, I want to achieve l three goals below. I would like to learn at least three strategies to help LD to be more inclusive in the classroom.
A. Engage more LD in class
Learn the strategies for how I can engage more LD using various technological tools and coding methods in classroom activities.
B. Effective strategies for instructions and assessment to support LD
Learn instructional effective ways of how I can support LD using innovative IEP skills, suitable modification skills, and immediate and ongoing feedback data.
C. Applicable initiatives and remedies in Ontario to support LD
Learn how equitable initiatives in Ontario can be applied to LDs for their successful learning.
4) What is the role of documentation in your learning and what is its connection to student learning?
In my learning, my role in documentation is for logical reasoning and how I can show the findings with relevant evidence using analyzing skills. In terms of professional practice, I think I can prepare pedagogical documentation using personalization, precision, and professional learning based on SEF to make all students learn best including LD by organizing and analyzing colleagues' feedback, and their authentic instructional approach.
I can ask premise questions by using an inquiry stance and collecting reliable data to meet triangular like observation, production, and conversation
A. How have different inclusive assessments and instructions contributed to LD in your school context?
B. What was the criterion that you can see a positive result for supporting LD?
C. What was your evidence for this? Is it a reliable, credible, and fair system for all students?
For example, to testify to the LD's more engagement in Class using abc communication app in B colleagues, I will ask several questions, and then think about how this context applies to my LD students learning. Teachers can prepare assessments for learning using C colleagues' formative assessment method daily after asking the questions above. Then I will qualify for analyzing reports using reasoned and reciprocal ways for pedagogical learning after I will apply several strategies to the documentation. I will categorize this trial l in ongoing and temporary ways. All processes can be communicated by the CI process, and we will use different tools to reach the same goal for supporting LD. Professional discourse can be made by ongoing feedback from the discussion using the reflective, adaptive, interactive and collaborative documentation that can be the practical CI data to encourage me to testify new innovative ideas with an open stance. Finally, I will ask practical questions about the result of the strategies for instruction and assessment in my document to prove them using students' surveys, assessments for learning, and engagement checklist forms. During the documentation, I can expect the instructor’s constructive feedback that was shown in Module 1 and check the reflection part “Professional Practice” to organize the documentation.
A. Was this DI/UDL help LD students more engaged in class? [Personalization]
B. Was this Assessment strategy to make LD students feel more inclusive? [Professional learning]
C. How can you prove this using authentic data? [Precision]
5) How do you foresee your new learnings having an impact on your classroom practice?
For my future class, I think authentic strategies in the CI process from this course will help me to create a more inclusive environment for LD. New learning will create an inclusive, and equitable classroom environment and culture to meet all students learning success including LD students.
1. Preparing effective communication plans for innovative ideas using the communicative app and personalization documentation for learning disabilities
2. Creating a more inclusive environment using the teacher's provincial approach and CI's documentation as an authentic report to support LD
3. The method of application skills using policy or initiatives for LD can improve my virtual students' learning success to guide them with the applicable principle
4. Interpreting immediate feedback from the CI process can support LD in various ways
Reflection
1. PROFESSIONAL KNOWLEDGE
Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
Application: We can use applicable policies and legislation to help LDs
Tools: Jordan's principal/ Special education needs' policy
Role: Teaching professionals who have Professional knowledge
A. Learning disabilities in Ontario**
-"Inclusion without support is abandonment."
For teachers as professional leaders are able to use inclusive tools, comfortable places, fidget, and transitional plans by checking the structural remedies and systematic improvements from Ontario educational system.
**Q: What is my next step for helping learning disabilities to feel included and making embracing learning differences in the classroom?
B. Learning with technology
After I read this article, I visualize how I can help students using technological tools and I have learned different devices, and kits to set up an inclusive,
and diverse classroom environment including an online classroom.
**Q: How coding and technological toolkit learning for educators can make a more inclusive classroom environment?
C: Accessibility for Ontarians with Disabilities Act
"Ongoing accommodation"
I thought as a teacher, I can make IEPs with behaviour tracking in different ways or develop academic modification plans like preventing ongoing accommodation failure.
The first step is to me that I should take more consideration through the observations and raise collective efficacy to take authentic actions to help students with learning disabilities.
Q: How can the educator reduce the difficulties of students having disabilities with innovative technology devices?
2. PROFESSIONAL PRACTICE
Members apply professional knowledge and experience to promote student learning. They use **appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities.
Members refine their professional practice through ongoing inquiry, dialogue and reflection.
Application: We can use shared belief and three elements in Ontario education to support LDs
Tools: Offering inclusive assessment and instructions to lead all students' learning success
A: Personalization: Student-centered learning & intrinsic motivation for all students
B: Precision: Assessment for learning to evidence-based learning
C: Professional Learning: new conceptions of instructional practice with an assessment of student learning
Potential outcomes
A: Personalization
Teachers can interpret the shared belief and three elements with other teachers in terms of teacher efficacy to help all students learn successfully. Teachers can create a constructivist classroom to welcome all students' learning styles, intrinsic motivations, UDL, and DI with project-based learning through interactive processes in the classroom activity.
B: Precision
Ongoing communication and caring feedback
Feedback should be based on ongoing effective communication and develop suitable technology to implement three elements for all students learning success. For example, educators can think about how they can give feedback in different ways using communication apps which must be chosen with less intervention and support students' growth mindset. Project-based learning provides safe learning environments for LD to encourage problem-solving skills with UDL, DI
C: Professional learning
Preparing ecological awareness and eco-justice activities to respect all students' learning differences including LDs Teachers can prepare ecological awareness or eco-justice activities telling all students different uniqueness and nature can be respected and making an anchor chart for the class embedded inclusivity for the vision of the learners can be helpful for all students.
3. LEADERSHIP IN LEARNING COMMUNITIES
Members promote and participate in the creation of **collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of ethical standards in these learning communities.
Application: We can use the Jordan principle to support LDs
-Removing delaying issues for FNMI students and families with health, social, and education care to make an inclusive community
Tools
A: Specialized programs based on cultural beliefs and practices
B: Tutoring and assistive technology
Outcomes
Building up the one heart-mind community (Culturally responsive pedagogy) Beautiful difference for LD
Online buddy tutoring + Team building game with the caring mind (Interactive communication approach using technology) for LD
4. ONGOING PROFESSIONAL LEARNING
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
Application: We can use collaborative inquiry to support LDs
Tools: a stance of openness to learning
-holds great promise as a cultural approach
-Attention to common goals for students' learning success
Outcomes:
Educators work together to determine the purpose and focus of their professional learning so that it can contribute to system direction, action, and understanding. It is the ongoing journey of being a collaborative professional.
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