When I first learned that i was assigned to the Special Ed section of remedial math, I was a little disappointed–or, more accurately, scared. I have very little experience with Special Education–the modifications, the IEPs, the ARDs, the other acronyms. Furthermore, I was scared that I wouldn’t be able to reach the students or that they wouldn’t respond to me.
In reality, I couldn’t have been farther from the truth! My SpEd kids are some of the most endearing: they’re not in my class because they failed, and they haven’t developed a strong dislike for math. They haven’t been labeled as “bad” at math (but that doesn’t mean that they remember their times tables…) and many of them listed it as their favorite subject!
We had some time after they finished their diagnostic test last week, so I gave those that finished early some construction paper and markers. Here is one of their products:
Also, the following, produced by E:
E: Look, Miss, I drew this for you!
Me: Oh, why thank you, E! It’s beautiful!!
E: I drew a bunch of numbers.
Me: I see that–they’re lovely!
E: And then I put in some math symbols
Me: Oh, I see! You’ve got addition, subtraction, multiplication…
Another student: What IS that?!
E: It’s raining math.
Hallelujah, it’s raining math:
Yeah, so continuing, my mom has been a physical therapist for the Lewisville ISD’s special ed program for about 15 years now. Have heard plenty of ARD stories involving less-than-cooperative parents… though I’m sure the majority of them are very routine. But she has nothing but good things to say about the experiences with the kids themselves. Should be an interesting year!