Module 8_2: Special Education and Diversity

Module 8_2: Special Education and Diversity

Special Education

I have to say that the GAVS website is very user friendly.  I went to the homepage and did a quick search for “special education” and came across this webpage:

http://www.gavirtualschool.org/Students/SpecialEducation.aspx.  The page gives a brief overview of the special education policies and procedures at GAVS.  Since GAVS is a supplemental program, the students are enrolled in public, private, or homeschool programs.  In order to receive special education services, a student enrolled in public school must have all IEP or 504 paperwork sent to GAVS at the beginning of each semester.  Students enrolled in private or homeschool programs can be tested at a parent’s request.  GAVS does not accept Response to Intervention (RTI) plans, but has set up each course so that some accommodations are automatically in place.  For example, GAVS offers one-on-one access to the teacher and makes progress monitoring available to parents, teachers, and students. 

In addition to the provisions made based on IEP and 504 plans, GAVS offers a variety of resources throughout each module of a course.  The modules include a variety of graphics in the form of timelines, charts, pictures, etc.  Additionally, auditory is found throughout the modules in the forms of Podcasts, videos, and sound files.  GAVS caters to a variety of learning styles through the use of visual and audial elements.

Diversity

               I decided to go through the GAVS site as well as my internship and make a list of all of the things that I think promote diversity:

1.     The wall of seniors – Seniors post where they plan on attending college and what they plan on studying.  Looking at the wall, you not only see a variety of schools represented but also a variety of interests.  http://padlet.com/kellirobinson/gavsseniors2014

2.     The digital citizenship modules – The digital citizenship module discusses appropriate and inappropriate behavior in an online environment.  The modules promote diversity in that they teach and encourage children to be respectful and responsible digital citizens.

3.     The use of weekly chats to promote collaboration and interactions amongst students.

4.     The use of specific feedback on chats by peers as well as the professor.

5.     Differentiation by product – Some assignments give students the choice as to which format they would like to submit.

6.     The professors attempt to become informed about students – The first chat students had to participate in was an introduction chat in which students had to tell about themselves.  Students then had to respond to at least two other classmates.  This initial post set the tone for the class and not only allowed the professor to get to know the students but also allowed students to get to know each other.  Students would often respond to others about commonalities or things that they found intriguing.  In addition, despite the large number of students enrolled in the class, the professor also responded to individual posts.

7.     The integration of social media – Not only does the professor list happenings, due dates, and other important information on the site, but he also tweets about what is going on in the classroom.  The use of social media is another means of reaching the students, and embraces a whole demographic of students.