EDUC 3602

Ed Psyc for Exceptional Learners

Discussion Journal Entries
Codi Wilson
Class 2 Discussion Response
January 10, 2024
Johan – Case Study

IPP Goal: By the end of the school year Johan will be confident with the memory of his site
words.

Short term goal: Johan will be able to make connections with common site words.
Long term goal: Johan will be able to independently recall site words with confidence.

Resources/tools/strategies:
- Using speak to text, Johan can speak is responses in class into his computer and then
practice retyping the response to learn the words.
- Follow along with audio books while he can hear the word out loud and make a
connection to it as he follows along or have an additional support person as a reader to
bypass his struggle and build his knowledge.
- Complete lower-level spelling practice to build confidence with recognition of site words.

How to assess:
- Using a word/language check list
- Reading aloud to a teacher

Class 3 Discussion Response

January 12, 2024
Jasmine – Case Study

When looking at this ABC chart, I think it is a valuable tool as it helps to see where issues have
occurred and further determine what the cause may have been. An ABC Chart helps to track the
outcome of the scenario to know what worked well and what could be adjusted. Overall, Jasmine
appears to be overstimulated as a young, new student in a fresh school setting. She is still
learning how to respond in this environment, and I think that perhaps the teacher should respond
in a more accommodating way in some instances. Helping her learn how to regulate the big
emotions she is feeling, as well as helping to create situations that are less upsetting to an ASD
student who is dealing with a lot of change and stimulation of a new school could be impactful
for Jasmine. This ABC chart shows that the common antecedent seen in each case correlates to
an unexpected change occurring, which then sets Jasmine off and demonstrates corresponding
behavior. In the first instance, giving Jasmine more time warnings would be beneficial in helping
her to prepare for the next transition, and a lack of communication was possibly part of the
behavior that was demonstrated. In the second entry, the teacher could have communicated that it
is now time to go, so we are going to pause and if anyone would like to continue listening once
our classmates who are leaving grab their things and leave, we can finish the story – or her could
have let Jasmine have the book to look through it independently. In the final entry, we see two
cases back-to-back based on the change of a teacher which cased Jasmine to act out due to these
unexpected changes once again. I think that some consequences for these moments were
appropriate but now that a pattern has been seen, linked to trouble with change – a better plan of
action can be put in place to help support Jasmine.

Class 4 Discussion Response

January 17, 2024
Nancy – Case Study

The concerns we can see in Nancy’s case are anxiety, inattentiveness, distractibility,
disorganization, trouble focusing, impulsivity, reluctancy in reading, social skills (making
friends), effective communication with those who don’t share the same interests as her, sleep
difficulties, lower than average scores on reading comprehension and vocabulary tests as well as
mood fluctuations. She is struggling to meet expectations at home and is nervous in school
because of presentations and homework. She also presents the struggles of being a teenaged girl
that are commonly seen at this age, as she battles negative body image and self-talk, as well as
comparison with her sister, who appears to be “perfect” in her eyes.

Strengths that we see with Nancy are that she appears to have good metacognition and grasp of
herself, she knows what she can do to calm herself down and has tools that she can use to help
self-regulate. She is also able to articulate how she is feeling, has social media skills, enjoys arts
and crafts, and has connections with media websites. Some of the challenges that we see with
Nancy are her struggles to meet expectations at home, being nervous in school, some anxiety,
trouble with making friends, negative thinking, comparison and mood fluctuations concurrently
throughout her day.

Some supports to consider would be goal setting and breaking down tasks, so they don’t become
too overwhelming. Perhaps creating an after-school club with something she has an interest in
could help her to make connections with other people who enjoy similar things, to help her with
building friendships and learning to communicate with others. Breaking down her barrier of
anxiety surrounding homework and presentations could be impactful and this might look like
discussing what she needs to do and breaking down presentations into small and individualized
goals where she can work up to building the confidence to speak in front of a class. Also, having
a tutor to help Nancy with homework could be another support that might be able to help it feel
more manageable. Her troubles with focus could also be linked to her sleep difficulties.

Nancy is becoming more self-aware of others and what other people think, being intentional
about discussions surrounding negative self-talk in class with all girls could help her feel
included in her feelings and help her realize that she is not alone in how she is feeling, as well as
building a community to help her realize that she is not alone and that it is okay to be different,
as each person is.

Her family history shows instability with relationships which could also be why it is hard for
Nancy to trust others and build good friendships.
Class 5 Discussion Response
January 19, 2024
AI Lesson Plan for Students with Disability

Lesson Plan: Reading Comprehension for Students with Vision Loss

Objective:

 To enhance reading comprehension skills in students with vision loss.

 To develop strategies for accessing and understanding written information through
alternative methods.

Materials:

1. Braille materials (Braille books, Braille paper, Braillewriter)

2. Audiobooks or text-to-speech software
3. Raised-line drawings or tactile graphics
4. Computer or tablet with screen reading software (e.g., JAWS, NVDA)
5. Large print materials (optional, depending on the student's visual capabilities)
6. Worksheets or assignments in accessible formats (Braille, electronic, large print)

Lesson Sequence:

1. Introduction (15 minutes): a. Begin by discussing the importance of reading

comprehension. b. Emphasize that students with vision loss can access information
through various methods such as Braille, audio, and tactile graphics. c. Discuss any
specific reading challenges or preferences the student may have.
2. Pre-Reading Strategies (20 minutes): a. Introduce the concept of pre-reading
strategies. b. Discuss the importance of previewing the material before reading. c.
Demonstrate how to use tactile graphics or raised-line drawings to gain a preliminary
understanding of the content.
3. Accessing Texts (30 minutes): a. Introduce various methods for accessing written
information:
 Braille: Allow the student to read a passage in Braille using a Braillewriter or
Braille display.
 Audiobooks or text-to-speech software: Play a section of an audiobook or use
text-to-speech software, discussing the advantages of auditory learning.
4. Reading Aloud and Discussion (30 minutes): a. Read a passage aloud using text-to-
speech software or provide the student with a Braille version. b. Encourage active
engagement by asking questions during the reading to ensure comprehension. c.
Facilitate a group discussion or one-on-one conversation about the text, allowing the
student to share thoughts and ask questions.
 5. Post-Reading Activities (25 minutes): a. Assign comprehension exercises in a format
accessible to the student (e.g., Braille, electronic, large print). b. Incorporate tactile
activities related to the reading, such as creating a tactile representation of key elements
using various materials. c. Discuss the main themes, characters, and plot points to
reinforce comprehension.
6. Technology Integration (20 minutes): a. Introduce screen reading software on a
computer or tablet. b. Allow the student to navigate and read a text using the screen
reader. c. Discuss the benefits and limitations of technology for reading comprehension.
7. Homework Assignment (10 minutes): a. Provide a reading assignment in a format
suitable for the student. b. Encourage the use of different reading methods (Braille,
audio, technology) to complete the assignment.
8. Review and Feedback (10 minutes): a. Review the lesson content and ask the student
for feedback on the effectiveness of different strategies. b. Discuss any challenges
encountered and work collaboratively to find solutions.

Adaptations:

 Customize materials based on the student's individual needs and preferences.

 Modify the pace of the lesson to accommodate the student's learning style and fatigue
levels.
 Collaborate with support staff, such as a teacher of students with visual impairments or
an orientation and mobility specialist, to provide additional assistance if needed.

The strengths of this generated lesson are that it sections out some ways that you could plan a
lesson for students with visual impairments, while including ideas that can be effective methods
in planning. It provides some ideas that a teacher could explore further and can serve as a starting
point for lesson planning.

Some of the items that are missing from this lesson include specifics, including the age of the
student and their grade level, curriculum connections, how to facilitate the ideas being shared,
what is being read, differentiation methods, etc. Overall, this lesson is a very skeleton outline
with some ideas that you could include into a lesson but is by no means ready to be taught.

AI can be helpful to us as teachers in some ways as similar to this generated lesson plan, it can
help us come up with ideas and provide a starting point when planning lessons or generating new
ideas to use in the classroom. AI can save time when you are looking for a broad product, that
doesn’t need specific details and it can start a template that you can continue to add to.

AI can be helpful to students, particularly with learning challenges as it can be a tool that starts
the work for them and then allows them to be able to finish and feel the success of accomplishing
a task. It can also help with differentiation and be used as a support tool to help with ideas, give a
different perspective or provide an alternative source to get information from.

Ethical concerns that teachers should consider surrounding AI technology and its availability to
students are that it can easily be used incorrectly and if not taught the appropriate do’s and don’ts
of how to use it, will take away the critical thinking skills of students and degrade the work that
is being presented. There are also naturally going to be higher chances of plagiarism to be seen
by students, with the use of AI and ethically this is concerning if students are simply taking what
is being given to them by AI, without putting in the work to make something of their own out of
it. We also simply do not know enough about this technology yet with it being so new, so we are
unable to see its repercussions whether those be negative or positive aspects which is a slightly
alarming notion to be aware of in this regard as well.

Class 6 Discussion Response

January 24, 2024
Conversations on Mental Health Concerns in the Classroom

“How comfortable are you with having regular conversations with your students about mental
health concerns?”

Mental health is becoming a more recognized topic of conversation in our world today and is
something that we should be having more open conversations about, helping to normalize and
shift the stigma that surrounds it. When it comes to having regular conversations with my
students in the classroom on this topic, I am very comfortable in doing so. I think just as we are
integrating other important “hidden curriculum” aspects into our day, checking in with students
on the regular and helping them to feel seen, heard and valued is incredibly important. As
teachers, a significant part of our job is to be role models and model behaviour for our students
to be able to learn from and so with the topic of sharing about mental health, I think it is no
different and equally appropriate for us to talk about how we are doing and our experiences to a
certain degree, for students to be able to relate to and learn that they are not alone in the struggles
that they face. We are all human and mental health concerns are something that many people go
through so helping our students realize this, and that we are only human as well can be very
impactful. If we are unable to have these conversations with our students, we are missing out on
being able to educate, support and provide resources that can help improve their mental health
battles. Although we are not counsellors and it is important for us to keep this in mind while
having these discussions, we can still be valuable in this position to help where we can and refer
or bring in other supports when needed.

Class 7 Discussion Response

January 26, 2024
David (ELL)

Do you feel David’s needs are being met?

David is being given many different avenues of learning, however from what we can see
something is still missing. He seems to have a lack of comprehension towards what is going on,
which appears to set him back in his overall learning at school. From what is being seen here,
there are supports lacking and perhaps further struggles are yet to be identified.

Would you try a different approach?

I feel like there may be a lack of relationship being built with David and perhaps without this
connection he is not feeling safe in the space to learn. He may have traumatic connections
associated with the environment of school or within his home life that we don’t know about.
Building more of a connection with David could help to bridge the gap of this lack of
understanding that is being seen, and from here help him to build his confidence with school and
learning. With a suspected learning disability that we see here as well, perhaps assessing him in
his native language could help rule out the specifics of where he is struggling compared to what
is due to the language barrier, and from here a better plan of action could be put into place to
help support David.

Which strategy did you think was very strong?

Hand gestures, acting and visuals appear to be helpful. He also seems to do well with working
with his other Spanish speaking peers to help build understanding and the subject of math is seen
as his strong suit. David enjoys video games and seems to be extrinsically motivated with the use
of video games and treats to help him get his homework done.

What might be going on with David?

I think from what we can observe in this scenario, David is struggling with a learning disability
which is going on, unnoticed due to his language barrier. He is in a new school setting; he is
surrounded by very low literacy with both of his parents at home and these on top of a suspected
disability are making schoolwork significantly difficult.

Class 8 Discussion Response

January 31, 2024
Up on the Ropes

In this case using preventative measures such as relaying expectations in the gym and building
respect and relationship before the class when coming in as a Substitute teacher would be a place
to start, however in this situation that does not matter. The student is already up the rope and
students are waiting. Before engaging with the student in a negative manner, I think I would try
switching to a positive response first saying something like “How fast do you think you can
climb down the rope? Can you make it down safely before the bell rings?” as this is something
that challenges her rather than switching to a degrading mindset that brings her down, while still
keeping safety as the top priority. If this did not work however, with students being in grade 6
and already waiting at the door, I think it would be important to share with the student on the
rope that our expectation in class is to be kind to others and making them wait at the door for you
is taking away from their time which is not being a kind classmate. If it was still an issue and you
did not have any assistance to help supervise the class, perhaps you could have a student see if
there is another teacher or administration that could come help either watch this student or bring
the class back to their classroom or trust students to be able to go back to their classroom without
you and stay with this student until they are ready to safely come down.

Class 9 Discussion Response

February 2, 2024
Lesson Plan with Universal Strategies and Differentiation

Differentiation for student with ADHD and Tourette’s

Universal Approaches / Differentiated Approaches
Component One: Organizational Information

Codi
Teacher Name(s) Grade Level(s) Grade 7
Wilson

Exploring Indigenous
Unit(s) / Topic(s) /
Subject Area(s) Art Perspectives through Winter
Strand (s)
Counts

Start/Stop Times + 40 Position of Lesson

1/1
Lesson Duration minutes within Sequence:

Component Two: Description and Rationale

 This lesson introduces students to Winter Counts, a historical record-

Description: keeping method used by Northern Plains Indigenous tribes. Students
will learn about the cultural significance, symbolism, and creation
process of Winter Counts and compare them to other cultural records.
 Understanding Winter Counts offers students insight into Indigenous
perspectives and historical record-keeping methods, emphasizing the
Rationale: diversity of cultural expressions. It's crucial for students to appreciate
and respect different cultural heritages, fostering a more inclusive and
knowledgeable classroom environment.

Component Three: Learner Outcomes

General Learner
 Students will identify similarities and differences in expressions
Outcomes(s) (GLOs)
(or equivalent) of selected cultural groups (Program of Study, Grade 7 Art).

 A. Students will understand symbolic meanings are expressed

Specific Learner
differently by cultural groups.
Outcome(s) (SLOs)
(or equivalent)  B. Students will learn that different cultural groups use various
materials to create images or artifacts.

Component Four: Learning Objective(s) and Assessment Evidence

Learning  Students understand the concept and cultural significance of

Objective(s) Winter Counts.
 Students will create their own symbolic representation inspired by
 Winter Counts.

Intended
Learning Objective Driving Question(s)
Response(s)

Students express understanding

Understand the concept through discussion and creation
What are Winter Counts, of a symbolic art piece.
and cultural significance of
and how do they reflect
Winter Counts.
Indigenous culture?


Create their own symbolic

How can we express our
representation inspired by
own experiences using a
Winter Counts.
similar symbolic approach?

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

 Symbol Sheet
 Story or resource explaining symbols
 Indigenous symbols/recordings with
connections to other cultures.
 Fill in the blank question sheet
(These resources are great for all students to use)
 Beaver Pelt Printout
 Pencils/Pencil Crayons/Markers
 Indigenous music to play while
students are working
 Slide show to go through lesson

Teacher Tasks
 Prepare a slideshow on Winter Counts
(include cultural context, symbolism, and examples).
 Prepare and print handouts and symbol sheets
 Indigenous music to play while students are working -
https://www.youtube.com/watch?v=8zgh26Y0qwI
Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment

Attention Grabber
Welcome to class and Land Acknowledgement. 3 minutes
Description and Explain learning targets and what the goals for the class are
Rationale today.
2 minutes
(Beneficial for all students to know where we are going with
our learning, but also helps to ease any anxiety coming into
class)
Time
Activities Allotment

Learning Activity #1  Learning about what a winter count is:

 Copy/Paste o Video: https://youtu.be/tz9iCcJ_Qxc
specific learning o Story: Delwin Fiddler, Jr.
objective(s) here
that pertain most
directly to this
To help keep students engaged, particularly our student with
activity ADHD we will provide the whole class with a fill in the blank
question sheet for them to follow along with as we go through
the information material and watch a video.
5 minutes
Student with Tourette’s will be given the sheet to follow, but if
this is too stressful of a task for them it will be communicated
ahead of time that they are not required to fill it out and can
simply follow along with the sheet to notice the main points
without pressure to fill it out.

All students will receive a copy of the story to follow along

with as it is read.
Transition
 Continue with slideshow

Learning Activity #2
 Copy/Paste
specific learning
 Differences in Culture:
objective(s) here
that pertain most o Make connections to how other cultures 3 minutes
directly to this express symbolic meanings in different ways.
activity

Transition  Encourage students to think about a significant event

or story from their lives that they would like to
represent symbolically.
2 minutes
Can provide support to our student with Tourette’s to
generate ideas if needed.
Learning Activity #3  Art Activity:
 Copy/Paste o Explain Instructions and expectations
specific learning o Have students create their own symbolic
objective(s) here representation on construction paper, using
that pertain most
directly to this
pencils and the provided symbol sheet as a
activity guide.

(Beneficial to all students)

Calm music will be played while students work

20 minutes
However, if it proves to be distracting, we will turn it off to help
build focus.

 Specific/Driving Question: What personal experience

will you choose to represent, and which symbols will
you use to depict it?
o Intended Response: Students begin creating
their Winter Count-inspired artwork, selecting
symbols that represent their chosen event or
story.
Transition Find a spot in the room to place artwork for a gallery walk
Closure/Cliffhanger Time
Allotment

Assessment of  Assessment of Learning: Gallery walk for everyone to

Learning: walk around to look at each other’s work and then
invite a few students to share their artwork and the 5 minutes
story behind it. Encourage the class to observe the
diversity of symbols and stories.
Transition:  Reflect on how this activity connects to understanding
different cultural perspectives and the importance of
storytelling in history.