![]() ![]() ![]() She also noted that he doesn’t know what’s going on in class and feels overwhelmed, so he just leaves. I decided to talk to Jake’s mom, who indicated that Jake knows he is different from others, so he worries about how he is perceived by his peers because he learns differently. ![]() Considering that these work sessions were times for Jake to get support with work, and that the issue wasn’t that he was arriving late, I felt a little puzzled. He told me, “I don’t want to be late again” and “I leave early to do my homework”. Moving forward after this realization, I decided to interview Jake to get at the root of the issue. As hard as it is to admit, I had been making assumptions about the kind of self-reflection this student with extensive needs could engage in, and these unchallenged assumptions influenced my practice. It felt like such an “aha” moment, combined with an “of course” moment - through my conversation with Sarah, I realized I had yet to directly ask Jake to engage in self-reflection. classes, I realized I hadn’t once done that. When Sarah asked me if I had simply asked Jake what the difference was between his work sessions with me and his work sessions with IAs/gen. I shared with her the challenge I was facing, and she helped me come up with a plan of action that involved interviewing the student and the parent. What am I missing?įeeling stuck and unsure on how to proceed, I reached out to Sarah, the Lead by Learning facilitator with whom I had been working. What the heck is going on? This student works with me multiple times per week in one-to-one sessions why isn’t he doing work with other people? Jake’s general education teachers and IAs who work with him keep sending me the same messages–Jake left early, Jake didn’t show, no work completed by Jake today. I sat staring at my screen for a few minutes after sending that email. Jake had vanished from another Zoom meeting far before the time was up and without completing any work. Unfortunately, this message was one in a steady stream I had been receiving for a few weeks in a row. I quickly responded, “ Ugh! So frustrating. (l got a headache!!!!) He left at 1:52 again too early without saying anything.” “ Jake* did a lousy work on Q3 book review. I opened my email one afternoon to find another message from an Instructional Assistant (IA) that read: ![]()
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