Reason #35 The Future is Bright at DRSS: Dedicated Intervention Specialists

Intervention Specialists Azure Hickman and Betty Henderson ensure DRSS students on IEPs have the support they need in the classroom.

By Rachael Stowe

Kettering, 10/18/16 - DRSS prides itself on the diversity of our student body. But when it comes down to those who use an IEP (individualized education plan), we often get caught up on how their education at STEM works. To learn more about them and their education, I interviewed both Ms. Hickman and one of the students she oversees (who for privacy reasons must remain anonymous).

Ms. Hickman’s room is a cozy spot tucked away from the stress of STEM. Located by the gym, this dual-room area has everything a conventional classroom would. Computers line the back wall; there are desks and chairs too. There are various comfortable places to sit and do work all around the perimeter of the room. There’s even a white board with all the homework for each class written on it.

The preconceived notion that students who benefit from an education assistance program receive answers or less work is prevalent. However, this is simply not the case. Students on these types of plans learn the same exact content as any student in the same class down to the dot, but the material is just formatted differently so it can be better understood. Essentially, the material itself is just modified in the way it is presented. Questions can be rephrased to more directly and clearly state what it is asking. Or readings can be broken up into smaller sections for more directed focus. Important and crucial points can be emphasized more so the topic is more understandable. At the core of it, these are all things that many students already do to help boost their educational experience while making the most efficient use of their time.

Another thing that is heavily stressed is that every student who utilizes an individualized education plan is different. Some students do better with auditory learning, while struggling with written expression. Other students are more visual learners, while struggling with auditory learning. Each student on an IEP has their own strengths and weaknesses, and their plans are formatted to fit this.

While there are many similarities between IEP students and non-IEP students, there are also huge differences. They sometimes have difficulties speaking up or asking questions in class, because they often feel like they will be perceived as unintelligent. Sometimes, concepts are harder for them to grasp.

The benefits are tremendous, according to Ms. Hickman, who explained that "students are making a lot of progress because they're staying in the regular classroom, where their peers are models for them. Challenging them day after day gives them a sense of pride and they are able to make gains in areas where they struggle and are weak. If we pulled them out, they'd lose that direct group instruction they get with their peers."

"Our model allows them to flourish by providing them with peer supports" explains Mrs. Henderson, who works alongside Ms. Hickman each day. "Other schools that don't do that lose out on opportunities their students could be taking advantage of," she explained.

And as for the student I interviewed, they just want people to know that they are just as capable as we are. They have goals and dreams and, just like us, they will accomplish them. When I asked if they felt like since they started being on an IEP they had been able to reach their full academic potential, they simply said that they use everything they have been taught over the years and work step by step, and they think that they haven’t quite reached their goals yet, but they are getting there. And aren’t we all?