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Differentiating for Titans: Using the Teen Titans as Analogies to Exceptional Learners
- 1. Differentiating for Titans Accommodation Suggestions from the Teen Titans Jessica Joerger
- 2. Brief Summary: Titan Profiles Robin - At-Risk ● Parents died when he was a kid - falling behind in class ● Unhealthy nonchalance toward death Cyborg - Multiple Disabilities: Orthopedic Impairment; Traumatic Brain Injury Monster attack caused major injuries and body mutilations Composed mainly out of metal body prosthetics Raven - ASD ● Sees things in “black and white” ● Unemotional and sometimes blunt ● Is able to go into her “own little world” Beast Boy - Emotional/Behavioral Disorders (ADHD and ODD) Very energetic and somewhat disruptive Starfire - Gifted ● Cannot use her powers when she is confused or has self-doubt ● Uses more advanced language in vocabulary ● At times a bit socially awkward
- 3. I wish that teachers would realize that I am going through a lot right now and adjust their expectations. Right now my priorities are not finishing my reading assignment or writing a paper. My main focus is learning how to deal with seeing both of my parents murdered. I do not need condolences or apologies, I need good role models and compassionate teaching. I am so behind in my school work that I feel like I will never make it all up. It would be nice if my teachers could adjust what is required of me so that I don’t have to stress about the mountain of schoolwork I have to do and work on rebuilding my sanity. It would be nice if teachers looked at what I needed for success in my life instead of success in their class. Interview with Dick Grayson - Robin - At-Risk
- 4. Accommodations and Practices Teachers Can Implement to Help Robin Offer a strong support system for Robin to feel comfortable expressing his emotions and coming forward with problems. If it is feasible, lessen the amount of stress Robin has to face by reducing the amount of homework he has to make up. Grief and traumatic loss counseling as provided by the school and state may provide strategies to help Robin cope with the death of his parents. Build peer support groups for Robin by encouraging peer tutoring and group studying. Not only will this help Robin stay current with his schoolwork, but it will also provide an additional support system composed of his peers in the school environment.
- 5. Interview with Victor Stone - Cyborg - OI and TBI I wish that people would stop making assumptions of what I can do and treating me like a freak. I’m still a human and just as capable of doing things as anyone else, it’s not necessary to gawk or assist me. Accept that my circumstances may not be typical but I am getting by just fine. My biggest issue isn’t even the staring and lowered expectations, it is something that people can’t see. That monster injured not only my body but also my brain. Because of that I get dizzy and have headaches constantly - I can’t sleep either. It’s a mess. All the reading we have to do doesn’t help with this because that’s when the migraines really amplify. I want my teacher to be aware of my head injury and be willing to help me out. Sometimes I need a distraction-free zone and I’ll be able to get stuff done but other times I start to really lose focus and need to finish an assignment later. Just be flexible with me.
- 6. Accommodations and Practices Teachers Could Implement to Help Cyborg Maintain a positive classroom environment and be optimistic about Cyborg’s goals and desires for the future. Determine environmental factors that cause Cyborg to have difficulty with his school work (i.e. distractions, bright light) and minimize them as much as possible. Modify assignments and requirements based on the daily needs of Cyborg. Some assignments may need to be less reading intensive to prevent Cyborg from having migraines, others will have a longer time limit for completion. Utilize literacy strategies, such as SQ3R, to assist Cyborg with reading comprehension (Smith, 306).
- 7. Interview with Rachel Roth - Raven - ASD I wish that people would not jump to judgements about me as easily as they do. Yes, I believe that everything has a place and an order, but that does not make me ignorant. Yes, I have difficulty understanding why people insist on talking about inconsequential things, but that does not mean I should always be alone. I am rigid in my thinking because that is how my world is. I have my own world because this one continues to refuse to meet me on my terms. Even so, I wish that someone would teach me how to be accepted on this world’s terms. It is hard for me to become emotional, so teach me to recognize it in others. I strongly believe in the right and wrong side of rules, so teach me to see the gray. Don’t just let me slide by in mild neglect. Tell me the rules of your world if that is the only way you will accept me.
- 8. Accommodations and Practices Teachers Could Implement to Help Raven Model correct behaviors so Raven understands what is expected of her in social situations. She can then copy and practice the represented behavior to appropriately respond to social situations. Prompting may help Raven display the appropriate reactions to social situations and elaborate on her statements. Refer Raven to Social Skills Training so she can learn more about appropriate social interactions and expectations. This training will also allow Raven to hone the social skills that she has already learned.
- 9. Interview with Garfield Logan - Beast Boy - EBD I really wish that my teacher would understand that I need to move, when I’m forced to sit still I can’t focus on my work. I don’t get up in class or change into an animal to be a nuisance, I’m just driven to it. It is something that I can’t control and would if I could. I wish that my teacher would give me something active to do so that I can finally do what she wants and not upset her. This whole “working quietly at my desk” thing is not something that I can do, especially when she expects me to do that for a long time. Yelling at me just makes me feel awful and stupid because that is who I am and I can’t stop it. I wish my teacher could see me as Beast Boy, not as a problem child.
- 10. Accommodations and Practices Teachers Could Implement to Help Beast Boy Use physical management techniques (such as preferential seating, allowing Beast Boy to walk around when he needs to, and providing objects to calm and occupy him) to keep the classroom environment orderly while not stifling Beast boy. Provide positive behavioral supports to reward Beast Boy for desirable classroom behavior. Modify the curriculum so that Beast Boy can complete examinations in an environment that has reduced distractions, room for him to move around without distracting others, and provide extra time to complete the test.
- 11. Interview with Koriandr - Starfire - Gifted I would request that my instructors acknowledge the extent of my potential and provide me with the opportunities and the self-confidence to attain it. When I believe in my abilities I am capable of anything. Whenever I have doubt, my powers and abilities are neutralized. Educational institutions should be havens of intellectual exploration and discourse, with opportunities for improvement in an environment of encouragement. I beseech my teachers to allow me to pursue the topics that inspire me while maintaining confidence in my abilities. Do not seek to stifle my abilities or ignore my achievements. If you stifle me I may never be able to actualize my potential. Foster my growth, nurture my potential, and I will thrive to attain the impossible.
- 12. Accommodations and Practices Teachers Could Implement to Help Starfire Offer a structured learning environment but open ended assignments so that the expectations are known but Starfire has the freedom to pursue her interests. Differentiate instruction by adapting content, process, and product to add more complexity to assignments and challenge Starfire. Teachers can alter their expectations through what resources and assignments they are giving the student, and the final result they expect. Create a positive classroom environment where Starfire may be challenged but also feel confident in her abilities. Teachers can provide encouragement and promote positive interactions between peers to attain this positive classroom environment.
- 13. When we have acceptance, When our needs are met, We are able to achieve the impossible. Do the improbable. When our talents are recognized And our weaknesses are minimized
- 14. We can blow everyone away. Don’t judge me for my behavior. Don’t limit me for my looks. Don’t isolate me for my experiences. Accommodate to our needs. We can surpass your expectations and succeed.
- 17. “Accommodations and Practices” Sources Robin https://www.centerffs.org/programs http://www.schoolcounselor.org/magazine/blogs/july-august-2004/breaking-through-barriers Cyborg http://www.brainline.org/content/2008/07/classroom-interventions-students-traumatic-brain-injuries_pageall.html http://cbirt.org/tbi-education/instruction-strategies/effective-skills-teachers-students-tbi/ Smith, Tom, et al. Teaching Students with Special Needs in Inclusive Settings. 7th ed., Pearson, 2016. Raven http://autismpdc.fpg.unc.edu/evidence-based-practices Beast Boy
Editor's Notes
- Accommodations and Practices Teachers Could Implement for Robin: Offer a strong support system for Robin to feel comfortable expressing his emotions and coming forward with problems. If it is feasible, lessen the amount of stress Robin has to face by reducing the amount of homework he has to make up. Grief and traumatic loss counseling as provided by the school and state may provide strategies to help Robin cope with the death of his parents. Build peer support groups for Robin by encouraging peer tutoring and group studying. Not only will this help Robin stay current with his schoolwork, but it will also provide an additional support system composed of his peers in the school environment.
- Accommodations and Practices Teachers Could Implement for Cyborg: Maintain a positive classroom environment and be optimistic about Cyborg’s goals and desires for the future. Determine environmental factors that cause Cyborg to have difficulty with his school work (i.e. distractions, bright light) and minimize them as much as possible. Modify assignments and requirements based on the daily needs of Cyborg. Some assignments may need to be less reading intensive to prevent Cyborg from having migraines, others will have a longer time limit for completion. Utilize literacy strategies, such as SQ3R, to assist Cyborg with reading comprehension (Smith, 306).
- Accommodations and Practices Teachers Could Implement for Raven: Model correct behaviors so Raven understands what is expected of her in social situations. She can then copy and practice the represented behavior to appropriately respond to social situations. Prompting may help Raven display the appropriate reactions to social situations and elaborate on her statements. Refer Raven to Social Skills Training so she can learn more about appropriate social interactions and expectations. This training will also allow her to hone her social skills.
- Accommodations and Practices Teachers Could Implement for Beast Boy: Use physical management techniques (such as preferential seating, allowing Beast Boy to walk around when he needs to, and supplying him with objects to calm and occupy him) to keep the classroom environment orderly while not stifling Beast boy. Provide positive behavioral supports to reward Beast Boy for desirable classroom behavior. Modify the curriculum so that Beast Boy can complete examinations in an environment that has reduced distractions, room for him to move around without distracting others, and provide extra time to complete the test.
- Accommodations and Practices Teachers Could Implement for Starfire: Offer a structured learning environment but open ended assignments. Because Starfire is a gifted student, it is important that she is aware of what needs to be done but has the freedom and the resources to pursue what she enjoys. As Starfire is at a higher level than many of her peers, differentiate instruction by adapting content, process, and product to challenge gifted students. Starfire needs more complex work, lest she becomes bored, and so teachers can alter their expectations through what resources and assignments they are giving the student, and the final result they expect. Create a positive classroom environment where Starfire may be challenged but also feel confident in her abilities. According to her interview, Starfire shuts down and does not perform up to her potential when she does not have confidence. Teachers can provide encouragement and promote positive interactions between peers to attain this positive classroom environment.