176 Stephen Shore
at the same level as their classmates. Therefore, the primary goal for modifying
curriculum or instruction is meaningful inclusion. For individuals in this situa-
tion, adjustments to skill level, problem type, or rules on how the student may
approach their work to ensure they are learning to the greatest extent possible yet
participating in the class benefits everyone.
For example, while it is a worthy goal that a person should be able to engage in
mental arithmetic, for those unable to so, providing a calculator will enable func-
tioning in mathematics. Later, s/he may be able to perform mathematical calcula-
tions without supportive devices.
Multiplication and division were very difficult for me in elementary school.
Fortunately I discovered a slide ruler type contraption called a “multiplier pen-
cil box” and “cheated” when solving multiplication problems. Shortly, I realized
this device could also be used to reverse-engineer the mysteries of long division.
Eventually, I learned the multiplication and division tables through sheer repetition.
Although it was unlikely that teachers understood at that time, the opportunity to
use this device alone in my bedroom in a low stress environment was exactly what
I needed to master multiplication and division. Had I been allowed to use this low-
tech assistive device in the classroom, it would have enabled me to be included in
the mathematically oriented games that the teacher would sometimes have her class
do towards the end of math instruction.
Participation
Make needed modifications to keep the student meaningfully involved.
Also falling into the category of an adjustment that does not rise to the level
of accommodation, it is important for participation to be meaningful to everyone.
For example, suppose a nonspeaking yet very vocal student is included in a chorus
class. Additionally, this student paces. However when pacing, the student is mostly
silent. Frequently vocalizing, it appears meaningful inclusion of this student will be
challenging as this student will have difficulty standing in place and maintaining
pitch, rhythm, and other aspects of singing in a choir.
Focusing on what the student can rather than can’t do will be much more
helpful. Clearly this individual needs to move. There may be body to envi-
ronmental issues related to sensory processing or other reasons, which can be
interesting to ponder. However, finding ways for the student to engage the need
to move may be fruitful. Some possibilities may include keeping tempo on a per-
cussion instrument or improvisational movement to the music where the student
may have an unexpected skill. Yet another possibility might be to have the student
march about the auditorium carrying a flag that is relevant to the music. Finding
a few other students to volunteer to engage in these activities as well will keep
the individuals with special needs from being isolated. In this way the student’s
need to move, the challenges of singing in a group, and the need for meaningful
participation are meaningfully addressed.