## Mailbag Jan 29 2018

A reader asked about an algebra 2 problem and shared (below) his effort to cut up the math into bite-sized pieces. I greatly appreciate his effort because he is trying to meet student needs. While this post is very “mathy” I want to make a couple of points to the readers. First, I wrote out a detailed response (2nd photo below). Second, in both of our efforts we attempted unpack as much as possible. This is what our students need. Also, the reader is developing his ability to do this unpacking and if he continues he will become increasingly more adept at this skill (growth mindset). That means his future students will benefit!

## Twice Exceptional and Neurodiversity

In his 1992 trip to Australia, President HW Bush gave the backwards V for victory sign. That happens to be the middle finger in Australia.

This story parallels what we encounter in special education. Several people may encounter the same idea, image, curriculum objective, lesson etc. but have a totally different perspective (see photo below).

This is certainly true for individuals with autismÂ and is true for students who are twice exceptional.

To meet the needs of such students we must work from their perspective and not ours. We must meet their needs. We must first take inventory of our bias and our subjectivity in how we perceive students, learning, doing math work etc. Here is a site, Different Brains, that I have not fully investigated but that looks interesting and important.

## Meeting Student Needs

One of my beliefs about the education is that teaching is built on a delivery based model. If teachers take certain steps the learning will happen – an educator’s version of Field of Dreams. Often the result is a focus on having students **assimilate** into the teacher’s class environment.Â

I subscribe to the exact opposite approach. Teacher’s should **accommodate** student needs as the focus of the classroom environment.

Below is a quote from a parent whose child benefited from my effort to be hyper responsive to her daughter’s instructional needs. The child had veto power over any activity or strategy I attempted. If what I used didn’t work for her I would try something else.

“Working with Randy has been life changing for my daughter.Â

Math was her biggest source of frustration and no matter how hard she worked it never made sense. Teachers would tell me she was ‘doing awesome’ but she was really just following steps without understanding any of it. I thought she was going to go through life unable to even buy a candy bar without being taken advantage of.

Randy changed all that. He is able to break math down in a way that makes sense. He is able to identify what is confusing her and find different ways to explain it. He makes it meaningful for her.”