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Mackenzie policht's portfolio- ed 315 and ed 412, case study 8.2: insufficient accommodations blog post, case study 8.2: insufficient accommodations, i am going to be answering the two questions from the case study of insufficient accommodations.
1. Ms. Thurston was frustrated to find that the learning “accommodation” for Justin consisted of sitting inside the center and watching a film while his classmates hiked. In your estimation, does this constitute an equitable accommodation? If not, what sorts of accommodations might have been more equitable?
In this case study, this does not constitute an equitable accommodation because this takes away the learning experience for individuals that have disabilities that would like to enjoy being in the park. The accommodations that could have been more equitable is to open the gardens and have a guide to talk about different types of plants to learn about.
This director of the park was very disrespectful to individuals who have disabilities and should make it more accommodating for those that would, as mentioned, enjoy learning about the gardens. The director was very lucky that she could still have a job after treating Justin with disrespect like that and to many other individuals who have disabilities.
2. Is it Ms. Thurston’s responsibility to provide the hike experience to most of her students even if one was to be excluded from any sort of parallel learning opportunity? Should she look for a different learning opportunity that could include all her students, even if she feels that opportunity might not generate the same enthusiasm for most of her students as hiking in Meadow Creek Park?
Okay, personally, I believe that it was not Ms. Thurston’s fault with the hike experience because it states in the case study that Justin is a new student that arrived by the time the hiking trip was about to happen. But, there is some fault with double checking to make sure ahead of time before the trip to call the park to make sure that there are any accommodations that can be met for her student, Justin with being able to go outside and be with his classmates to still have an experience at Meadow Creek Park.
This question is a little tough to answer because there is some fault to Ms. Thurston’s choices to make for a trip, but however; if this was planned ahead of time and Justin was about to arrive in the classroom, I do not see that as her fault because when you plan something, there will be changes that occur when teaching.
That is why as a future educator, you have to make sure that you are prepared to make changes and to make sure that your students’ needs are met. So, Ms. Thurston should have looked at another opportunity as Justin was arriving in the classroom to call ahead of time to make sure that his accommodations were met, and if not, to cancel the trip to find another activity that has to do with nature to have all students’ needs be met.
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case study 8.2: insufficient accommodations - edchange · case study 8.2: insufficient...
- Case Study 8.2: Insufficient Accommodations - EdChange · Case Study 8.2: Insufficient Accommodations Written by Paul C. Gorski ( [email protected] ) and Seema Pothini ( [email protected] )
Post on 29-Jun-2018
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Case Study 8.2: Insufficient Accommodations
Written by Paul C. Gorski ( [email protected] ) and Seema Pothini ( [email protected] ) for their book, Case Studies on Diversity and Social Justice Education (Routledge, 2014). Check out the book for this more than 30 additional school- and classroom based case studies on issues like race, class, (dis)ability, gender, sexual orientation, and religion.
Synopsis: A sixth grade teacher takes her class to a nature reserve for a science-based hike, believing the reserve has accommodations for her new student, who uses crutches due to cerebral palsy. When the class arrives they learn that the reserve’s accommodations are underwhelming.
Points for Consideration
• This case points, among other things, to the tension between equality and equity. All students are
invited on the same field trip, which would constitute a sort of equality. But once on the field trip not all students have the same access to learning opportunities, which is an obvious inequity. The best “accommodations” should provide equitable experiences rather than equal experiences. Consider how this tension manifests in other educational scenarios.
• Making choices for equity can be a difficult task. There often is a lot to consider, including what Sonia Nieto has called the “sociopolitical context of schooling.” It might be tempting to look at this one event and think, “It’s just one field trip so it’s no big deal if Justin is separated from the class so everybody else can experience the hike.” But if we step back and consider the situation more broadly, we begin to see that students like Justin often experience little slights, little fragments of inequity, that taken together could constitute a fairly exclusionary school experience. This is why it is important to consider these single events in their larger contexts.
• Ms. Thurston might feel compelled to address this issue with Justin and Ms. Parsons exclusively, but it is important to realize that it should be addressed with all of her students. By engaging them in a process of community building and problem solving, she would demonstrate that Justin is an integral part of the class community. Perhaps a future unit could encourage students to look at other ways inequity concerns come into play, perhaps by evaluating issues in their own communities.
• Although Ms. Thurston was mindful enough to call the park and inquire about accommodations, she
took for granted that Justin would have a learning experience that roughly paralleled that of his classmates when Ms. Parsons told her that accommodations were available. This reflects a sort of privilege that both Ms. Thurston and Ms. Parsons (as well as other people without mobility challenges) experience, but may not understand. Had Ms. Thurston asked for clarification about the available accommodations, she would not have been surprised upon arriving at the park. More importantly, she would have had more of an opportunity to make alternate, more equitable, plans for her students.
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