Environment

Cory is placed in regular classes. She may or may not be placed in inclusion classes. She has preferential seating in the middle of the classroom defined in her IAP. She receives support from the Special Education department and has the option of taking exams in the ‘Learning Center’.

This is not always followed, depending on with whom you speak. Her current U.S. History teacher thought it was no big deal when she scored a C on his mid-term examination (which she hand-wrote against the order of the IAP): "A grade of 'C' is not so bad; that's average in my class." Her mother was upset and presumed the teacher ‘forgot’ about the testing accommodation. When I asked her Special Ed liaison about it, he said she refused the offer to take the whole test in the ‘Learning Center’.

Each of the classes in which she is enrolled has a computer. This is typically located at or near the Teacher’s desk and is used for attendance and grading. Her accommodation calls for keyboarding, but often the computer is inaccessible, especially during a computer-based presentation. This awkward access makes Cory feel hesitant to ‘stand up for her rights’.

Cory feels ‘different’ when using her accommodations as evidenced by her stoic approach to the US History mid-term. Teachers need to be sensitive to the insecurities of disabled students, both exhibited and hidden.

Cory was always raised to have high expectations. She thrives on extra-curricular activities, but has been challenged there as well. She figured out a way to play the Clarinet despite being told she couldn't and is in the Marching Band. She received an 'Excellent' in her NYSSMA rating on her instrument. Her need to continuously wear glasses has limited some of her roles on the Varsity Cheerleading squad, yet she participates in all events and competitions. Ironically, she throws the discus on the Track team despite the inability to use an opposing thumb.