Week 1.2 Equity & Insufficient Accommodations Case Study

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Wilmington University *

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402

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Management

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Apr 3, 2024

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pdf

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Uploaded by CoachSummer13763

1. Ms. Thurston was frustrated to find that the learning “accommodation” for Justin consisted of sitting inside the center and watching a film while his classmates were on the hike. In your estimation, does this constitute an equitable accommodation? If not, what sorts of accommodations might have been more equitable? The accommodation provided for Justin, which involved sitting inside and watching a film while his classmates were on a hike, may not be considered equitable. Equity in education entails ensuring that all students have access to the same opportunities for learning and participation. Simply watching a film does not necessarily address Justin's specific learning needs or provide him with meaningful engagement in the lesson. More equitable accommodations could involve providing alternative activities that align with Justin's abilities and learning style, assigning a peer buddy or support staff to accompany him during the hike, modifying the hike to make it more accessible, or offering additional resources to supplement the film. The aim is to ensure that all students, including those with diverse needs, have the opportunity to fully participate and achieve their academic potential. 2. Is it Ms. Thurston’s responsibility to provide the hike experience to most of her students even if one were to be excluded from any sort of parallel learning opportunity at the park? Should she look for a different learning opportunity that could include all of her students, even if she feels that opportunity may not generate the same level of enthusiasm for most of her students as hiking in Meadow Creek Park? Ms. Thurston faces a challenging dilemma in balancing the needs and opportunities for all her students. While providing the hike experience for most students may align with the curriculum and generate enthusiasm, it's essential to ensure inclusivity and equity for every student, including those who may require accommodations. Excluding a student from any form of parallel learning opportunity can perpetuate feelings of isolation and inequity. Ms. Thurston should prioritize finding a learning opportunity that includes all her students, even if it means sacrificing the enthusiasm generated by hiking in Meadow Creek Park. Education should be inclusive, and every student deserves the chance to participate fully in classroom activities. This may require creativity and flexibility in

designing alternative experiences that accommodate diverse learning needs while still achieving the desired educational outcomes. By prioritizing inclusivity, Ms. Thurston can foster a supportive and equitable learning environment for all her students. 3. How, as she approaches her students after talking with Ms. Parsons, might Ms. Thurston use this situation as a teachable moment for all of her students? Can she do so without risking making Justin uncomfortable? After discussing the situation with Ms. Parsons, Ms. Thurston approaches her students with the intention of turning it into a teachable moment. She gathers her class and emphasizes the importance of inclusivity and understanding differences among classmates. Ms. Thurston encourages empathy by asking her students to consider how it might feel to be excluded from an activity. She highlights the concept of equity in education, explaining that fair treatment means providing each student with what they need to succeed. Throughout the discussion, Ms. Thurston ensures that Justin's feelings and comfort are respected, emphasizing that the goal is not to single him out but to promote support and inclusivity for all. By fostering empathy, understanding, and collaboration among her students, Ms. Thurston uses this situation to teach valuable lessons about diversity and inclusivity in the classroom. 4. Now that the class is at the Park, prepared to begin the hike while Justin watches a film, how might Ms. Thurston make the best of what she interprets as an inequitable situation? Despite the perceived inequity of the situation, Ms. Thurston is determined to make the best of the class's time at the park. While the majority of the students embark on the hike, she ensures that Justin's experience is as inclusive and meaningful as possible. Throughout the outing, Ms. Thurston provides personalized attention to Justin, engaging him in discussions related to the film and the lesson's objectives. She also facilitates alternative learning experiences tailored to Justin's needs and learning style. Encouraging peer support, she prompts classmates to check in on Justin and include him in conversations during breaks. After the hike, Ms. Thurston reviews the lesson with Justin, ensuring he comprehends the material and feels included in the learning process. Reflecting on the experience, Ms. Thurston resolves to adapt future accommodations to

better meet the diverse needs of all her students, thus fostering a more inclusive classroom environment.

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