We have begun to work as a group on our Other Health Impairments.  It seems difficult to correlate times, but I see this as a very important (and often overlooked) area.  It reminded me of the two athletes (one basketball, one football) who died from sickle cell anemia.  One knew this was his last game and wanted to make it his best...and everyone rallied around him.  The other, it seemed to take the team by surprise (like they didn't know) and he passed away during a practice.  I know with all of the required physicals, it surprised me that even the coaches seemed to not know (did they not look up the diagnosis or know/understand the impacts upon his heart?).  These are things to consider, but I do not want to overwhelm the class.

It was great to have ADHD covered, because it needed a full class period to review, much like Autism.  I would like to help them to understand this but in a structured and scaffolded approach, a way to address and introduce UDL in a very applicable way.  I can think of math and history, but am having difficulty (other than visuals and humor) how to get the important information out, but to allow them to learn in individual ways.  I was thinking of small dry erase boards and asking preliminary understanding questions, to build the foundation and then to build, using PowerPoint and other presentations.

Our groups, working in the smaller groups, went very well during the Mark (learning disability scenario) while the math teacher's discussed. We felt hard pressed, whether we were seasoned (20 years) or new to the age group (1 year) to feel that any of the personalities or teachers would really or realistically help Mark or students like him.  I know the girls never want to be this hard pressed, but I really don't know if they have really internalized that this isn't an "us vs. them" towards either parents or students.  That to include the special needs "we" need to change, it is the classroom, culture, and curriculum which can be either adapted or modified (along with our attitudes and responses toward conditions and circumstances).

The thing that helped me to learn the best continues to be self-application, which I think is another way of looking at or considering "self-adaptation".  Growing up during the 70's and 80's, as Special Ed. was rolling out, I have needed to do much of this.  (Mom didn't like me as a "test subject".  I had enough of that as it was in my cohort, yet having it done individually).  Introspection is fine, but I feel it is my place to serve.  I want to help, but to be sure that I aid and lift, vs. critical comment, creating a stumbling block.