I feel like this blog post is hard to account for, especially because specifics for each student is kept confidential, but I will write what I've observed.
I honestly haven't seen a lot of adaptations for students in Miss Gledhill's classroom. The only account that I can recall is with Emma. She is a fourth grader who really struggled with subtraction. So Miss Gledhill actually had me work one-on-one with her, while using blocks to coach her. We worked for about twenty minutes and by the end of our session Emma had nailed subtraction. Emma's needs were met in a way that was different from the rest of her students. I like that Miss Gledhill initiated the session in such a way that the other students didn't seem to notice, so Emma wasn't embarrassed and the others went about the normal routine of things.
I know from personal conversation with Miss Gledhill that she is striving to incorporate different methods of teaching to reach out to different kinds of learners, like kinesthetic, visual and so on.
I feel like. as a teacher, it would be hard to meet all the distinct needs of every student if the needs aren't spelled out in paper for you. Some parents are quick to work with teachers for the benefit of the teacher and the student. This most often happens with distinct needs, like mental, physical and linguistic needs. Other needs are much more personal and might the difficult to approach without input or guidance from the parents or students themselves.
Maybe this is what Miss Gledhill is balancing. Trying to address all of the needs, while trying to figure them all out at the same time.
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