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Of course rigor is for students with special needs, just like it is for gifted students, at-risk students, and everyone else. Rigor is about helping students move beyond where they are to a higher level, and that is for each student. To deny some students that opportunity is to say, "you aren't worth it because you can't learn." I have only heard that phrase once from a teacher (now a former teacher). I hope to never hear it again.
Infusing rigor into our classrooms has been a focus in my district. Any suggestions or adaptations of the templates for students who are within the borderline to deficient intelligence range?
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That's a tough group to work with, but I absolutely agree that all students can do rigorous work. Keep in mind that rigor is about moving to higher levels of learning, so it's not necessarily jumping four grades levels of learning at one time. Specifically about adapting activities/templates, I would take something like the math graphic organizer and simplify it. I might only have three sections: what is the question, what information is there, and what do we need to figure out (adapt that language to suit your students' needs). Keep it as simple as possible, and remember that small steps add up to big gains. Next, use strategies like the riddles. Instead of telling a student something just give an example and ask. So, I'm a pet that barks. What am I? Hope this helps, and look at Monday's post for another perspective.
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