Teachers Enable Dreams

     The mark of a successful teacher is not an award or trophy, rather it is the ability to reach all students that enter into the classroom. Students come with a variety of personalities, learning styles and academic levels and it is the responsibility of the teacher to use all tools and methods possible to bridge the gap between students. Specifically, students with disabilities. Despite a district-wide lack of funding, resources and facilities, teachers can overcome these obstacles with fundamental teaching strategies including graphic organizers, technology, peer teaching, and visual aids.
     The video "Enabling Dreams" introduces Susanna and Lukas who both have physical and mental disabilities yet through education and technology are able to excel academically and artistically. Though the video focuses on the use of technology to aid in their success, the presence of teachers utilizing fundamental methods such as one-to-one guidance and scaffolding is found throughout the video. Assistive Technology is one of the best ways to ensure students with disabilities are able to succeed academically by giving students the opportunity to practice and perfect their abilities at their own pace. Unfortunately, Assistive Technology is not an instant success. "As with other technologies, training is essential to successful use. Without training, students cannot use many devices to their full potential" (Steele-Carlin). The reality on most campuses is a lack of funding and support for these technologies.
     In situations where Assistive Technology is unavailable, teachers can utilize proven methods such as graphic organizers, peer teaching and visual aids to assist students with disabilities. For example, a teacher could utilize a graphic organizer to help a student understand vocabulary. A simple four-square box could give the student the opportunity to define, spell, pronounce and illustrate each word. It would provide substantial practice for each new word assigned. Peer teaching could be implemented in nearly every setting, students who display proficiency could be used to assist students who are struggling or behind. Visual aids would also be very helpful in giving tangible examples for kinesthetic and visual learners.
     Carjuzaa and Kellough contend that differentiated instruction is the most effective way to teach students with disabilities. "One of the best approaches for providing opportunities for students to rely on their strengths and work on their weaknesses is differentiated instruction, which requires teachers to be flexible and to tailor their instruction" (Carjuzaa & Kellough, 38). Differentiated instruction is a philosophy that supports adjusting the curriculum instead of having the students adjust - which a much accepted state of mind in classrooms both locally and nationwide. By using these fundamental methods, teachers will be effective in reaching all learners in every setting. In my personal experience teaching, I have always strived to utilize the differentiated instruction approach and have found that it helps with all students. I find that even students who are at a higher level, appreciate how differentiated instruction gives them higher levels to work towards. Regardless of a student's level, differentiated instruction enables the learner to excel at their pace.
     With every method, it is necessary for a teacher to be strategic in how and when each method is used. To ensure effectiveness, teachers must prepare lessons with specified accommodations for every student. While teachers can focus a lesson on the majority, without thoughtful planning, students with disabilities could be shortchanged through the overall lesson. Teachers must be thorough in planning and assessing the students to be certain what method and modification will or won't work. Frequent adjustments and reflections should be made throughout the year as the students advance and grow. 
     The success of Susanna and Lukas is an example of how effective quality education utilization of tools can be. Regardless of funding, resources, and facilities, teachers can make the difference in ensuring students with disabilities excel and achieve their dreams. While assistive technology is a major part of their success, it requires teachers and consistent guidance to ensure continuity in learning. 

References:

Carjuzaa, J., Kellough, R.D. (2013). Teaching in the middle and secondary schools. Saddle River, NJ: Pearson Education, Inc.

Emmer, E.T., Evertson, C.M. (2013). Classroom management for middle and high school teachers. Saddle River, NJ: Pearson Education, Inc.

Steele-Carlin, S. (2011, June). Assistive Technology in the Classroom - Helping Challenged Kids Get the Most from Learning. Retrieved June 10, 2016 from http://www.educationworld.com/a_tech/tech/tech086.shtml