MATH: A STUDENT WITH A COGNITIVE DISABILITY INVOLVED IN PEER LEARNING

In this video-clip, you see a class engaged in a project that is part of their math curriculum. In a multi-age class, grades 3-5, the children are working in pairs to find objects in the room that match the different shapes listed. You'll see the general education and special education support teacher discussing the lesson and collaboratively planning in the background as Kent and Sherise l work together to complete the assignment. Later, the teacher will draw the students together and they will share and discuss their findings.

Kent has a cognitive disability (mental retardation) that affects his academic abilities. However, he is flourishing in this classroom filled with rich activities -- hands-on learning, peer to peer support. Rather than having watered down curriculum that focuses narrowly on skills one at a time, he is learning these skills in an engaging context with lots of support. You can see how Kent is able to be involved in a complex activity, with support, even though his abilities are more limited. Through such activities, he's been learning more than anyone thought. "His writing is difficult to read," said the teacher. "But he is beginning to write a lot more now and is beginning to ENJOY writing!!"

Last year, the teacher asked Kent if he would like a 'circle of support'. He said "Yes" after she explained what it was and how it would work. He named some students he would like to be a part and the teacher asked them on his behalf (she asked him what he wanted to do.) They met at lunch time and the teacher facilitated the meeting. "Kent, what would you like people to help you with?" He named pretty much everything. Then she asked the total group, "How can we help Kent?" The kids were amazing. Each named something they needed to work on as well. "I will help him in spelling," said Tonya, "because I need to work on spelling words also." And so it went. Just one example as well as the peer collaboration you see operating here of how authentic, multi-level teaching and community come together in a classroom.

Michael Peterson, 2003

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