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What's The Problem?

Inquiry Background

As I have touched upon before, the dilemma I was facing in my classroom regarded Jonathon, a Hebrew-speaking 9 year-old-boy who was evaluated and received an IEP in October and is classified as "Learning Disabled." I was struggling to meet his needs because of the language barrier coupled with his disability.

I knew that this particular coupling was a problem. On several occasions throughout the day, Jonathon was not able to complete tasks or even begin tasks like the rest of the students in the classroom. While he was showing progress in picking up English words and phrases and being able to communicate certain needs (i.e., asking to go to the bathroom or to get a new pencil), I truly felt like each day at school was a disservice to him. Jonathon was not making the desired progress towards meeting the rigorous 4th grade common core learning standards.

Below you will find a brief bio of his statistics as of October 2013:

To give you a clearer picture, most students in my classroom were reading within the range of Fountas & Pinnel levels M-Q. How was I to provide Jonathon access to curriculum in math, reading, writing, and science when he currently could not recognize all letters in the alphabet?

I had several sleepless nights that October.  I found myself pondering and brainstorming different things I could do to not only make Jonathon feel included in the classroom but to also break some ground with his academics. Then, I started thinking about all of the factors which contributed to my dilemma. Below you will find a chart which identifies the factors contributing to my dilemma: