Re: [Phys-l] Unit Conversions (was Mass and Energy)

["Marc \"Zeke\" Kossover" <zeke_kossover@yahoo.com>]

--- Richard Tarara <rbtarara@sprynet.com> wrote:

> For the LD students, they
> must make a choice.  They
> can have extra time by starting the quiz (in another
> room) at the start of
> the period, then turn it in and join the class, or
> they can sit through the
> Q&A session and take the quiz in the normal time
> frame.  

If some of your students were blind, and they asked to
get the quiz in braille or have someone read it to
them, would you deny them the accommodation?

That's my standard. Just because it is hard to see
some disabilities doesn't mean they don't exist. 

And note, they are learning disabilities not learning
differences. It sucks to have a learning disability.
The extra time and effort that it takes a student to
cope with his or her LD is a pain in the butt, but for
students who want to learn, they must do it. 

For me, it is an inconvenience as well. Do I want to
stay late or miss my lunch when I give a test so that
I can give extra time? Do I want to redesign my test
so that each question has a number (I used to give
essays that were just a bunch of questions together
run together)? Do I want to meet with students after
school so that we can learn how to use the textbook if
all the picture and inset boxes are an impossible
distraction? Do I want to do all the extra tasks that
teaching takes?

Well, yes, because I want all my students to learn as
much physics as possible. I believe that it is useful
for everyone to know physics, and I am willing to do
what it takes for as many as possible to learn it.

Marc "Zeke" Kossover
The Jewish Community High School of the Bay.


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