Case studies: Diversity in the classroom 2

Overview: In today's world, diversity in classrooms is a norm rather than an exception. As a result, teachers need to differentiate instruction to meet the individual needs of students based on their gender, ethnic and racial backgrounds, socioeconomic status, native language, talents, differing abilities, and disabilities. Though our classrooms may appear homogeneous, we need to take the time to analyze the diversity in our classrooms so we can provide adequate support and instruction. We need to remember each student brings unique experience, strengths, and ideas to our classrooms.

Some students stand out in my memory due to the unique experiences and strengths they've brought to my classrooms. Here is one that holds a special place in my heart.

Subject:

Student (S) is a third-grade student at an American School summer program. Student is male, friendly, and enjoys learning.

Issues:

• S frequently stims. Evidenced by rocking chair and hitting table when trying to speak.

• S often starts walking around the room while working on class assignments. Other students complain S is distracting and frequently grabs their work and walks off with it.

• When S runs out of materials (modeling clay), he will reach over and grab someone else’s clay or get up and go to another group to take their clay. Has not been observed, and no complaints, taking clay that is currently being used.

• School places students in grade level based upon parents reported language level of the student; there is no independent verification of student language level. S language level has not been verified and visible frustration when speaking and hitting table makes it difficult to ascertain actual level.

Questions to consider:

1. What can be done to reduce disruption of other students?

2. What strategies can be used to improve student speaking ability?

3. Are less obtrusive stimming options available?

4. Are parents aware of possible autism? Is student receiving help?

Performance outcome:

1. Got down to the S's eye level and calmly explained things to him as often as needed. Redirected instead of punished S. Provided space to S to walk around where he wouldn't bother other students and gave permission to do so. Allowed S to stand or walk when he wanted as long as he continued to do his work. Showed S where additional supplies are and explained he can take materials from there or, if he wants something another student has, he has to ask them for it first and can only have it if the other student says yes. Encouraged other students to calmly remind S where more supplies are if they don't want to give him what they are using.

2. Taught S a speaking strategy where you tap out on your leg the rhythm of what you want to say. This exploits the psychological trick of doing something physical when trying to speak or sing short-circuits the fear response in the brain, making it easier to talk or sing. S began to speak more and with less frustration when using this strategy.

3. Encouraged the following stimming activities for S

   1. Tapping his leg or arm silently with his fingertips. This seemed to work when light stimming was helpful.

   2. Squeezing or the modeling clay in his hands with the limitation that it had to be his, not another student's. This helped when heavier stimming was required.

4. Parents approached me a couple of weeks into class with effusive thanks. They informed me that their son was autistic and this was the first time he was calm at the end of the day and enjoyed being in class. Parents were looking for professional help for their son but is almost non-existent in the country.