Individual Learning Differences

All students are different and all students have the potential to learn. Content Standard 3 is based on Individual Learning Differences. This has been an underlying theme of each course that I have taken at Radford University in which the courses have continuously reinforced this concept. Acknowledging individual learning differences is an essential part of the 21^st century classroom. My placements at the elementary, middle, and high school have allowed me to see how teachers look at different aspects of the students to determine the current needs for instruction as well as what to put in place for the future.

I was required to do an IEP in both EDSP 675 and EDSP 676. The difference between the two IEPs were that one was for an elementary school student and the other was for a middle school student. The middle school student had reached the age of 14, so the IEP had a major focus on transition. Each of the IEPs had unique characteristics that were important for me in learning before heading out into the field on my own. The most important thing I took away from both of these assignments is that regardless of age – the purpose never changes. The IEP revolves around the student and is created in the best interest of the student to provide them potential positive outcomes. It requires a great deal of understanding for who the student is along with the other outside information such as the family and available supports.

The elementary IEP required that I get to know the student first in order to help create goals that would potentially lead to their success. The student I was working with had difficulty keeping attention at times during class. Based on classroom observations and informal assessments of the student, the IEP team determined that the student could benefit from individualized reading instruction. The student was then given the individual time using techniques that were determined by the IEP Team (including the student) on how the student learned best and his interests. The student was an auditory learner who had a magnificent oral vocabulary. That oral vocabulary was used to help build his reading skills. On the other hand, the transition IEP was more focused on what skills had been, wanted to be, and needed to be acquired for the student to live out his high school and post-secondary life dreams.

Looking at learners from an individual perspective is the only way to satisfy a universally designed classroom. Instruction must be dynamic with multiple means of representation, expression, and engagement. (Leney, N.D.) This type of instruction also requires differentiation for various skill sets and levels of learning. Four main types of learners that should be considered when planning instruction are visual, kinesthetic, reading/writing and auditory. (Fleming, 2012) By teaching to all of these learning styles, we also create an upbeat universally designed classroom that should be naturally motivating while also incorporating meaning and purpose.

Classroom instruction along with writing goals for an IEP should look at the student on an individual level. Focusing on student’s strengths will allow for weaknesses to be worked on while building confidence and limiting frustration. Focusing on a student’s interest will allow for engagement, make the topic relatable, and motivate the student. It is my belief that by using students’ strengths and interests for these classroom routines is a simple way of showing that a teacher cares about each student. I want my students to succeed and I have the potential to pave the wave for these children to be successful. By using these basic understanding of how we learn and providing instruction by modeling that understanding, I believe that we can be successful in helping students reach their potential.

References:

Alan Leney. (n.d.). Retrieved from http://www.cast.org/udl/

Council for Exceptional Children. (2009). What every special educator must know: Ethics, standards, and guidelines (6th Ed.). Arlington, VA.

Fleming, N. (2012). Introduction to Vark. Retrieved from http://legacy.hazard.kctcs.edu/VARK/introduction.htm