Last week, guest speakers from BCEdAccess talked to my class about inclusive and accessible education. I felt that this was a very helpful presentation, particularly because we haven’t discussed IEPs and accessibility in education in depth yet. As a student who went through the process of being assessed and getting an IEP, I really appreciate that the guest speakers were able to shed some light on the topic, especially for others in my class who may not be aware of what that process looks like.

As I was reflecting on the BCEdAccess presentation, I wanted to share some insights from my own experience as a student with an IEP, which may be helpful to future teachers. Before, I want to note that this was my experience as a student with dyslexia. My experiences may not apply to all students or situations involving IEPs, but could be some food for thought for teachers.

  1. I think it’s important to keep in mind that some students with IEPs may not necessarily understand why they have an IEP. I didn’t know I had dyslexia until I was in grade 11. I was never told why I was getting the accommodations I was getting throughout middle and high school, and it was confusing for me. Sometimes I just felt dumb. Possibly checking in with a parent about if their child knows why they have those accommodations could be helpful. This could lead to a chat with the child and helping them understand why.
  1. Some students may not want to use their accommodations because it makes them feel different and singled out. Other students may ask them why they are getting more time on a test…etc, and declare that it’s not fair. And, when you aren’t sure why you get extra time, like me, it can be hard to explain to your friends. My brother also had an IEP and he never wanted to use his accommodations. I think what could have been really helpful to me, is if a teacher could have helped me craft a response to some of those comments and questions I got from other students.
  1. Just because a student has an IEP, does not mean they are any less intelligent than other students – they often just learn differently or have different strengths and need a little more help. I think some teachers have an unconscious bias that students with IEPs do worse in school. I was often at the top of my classes in high school and I had a few teachers that didn’t understand why I was getting these accommodations if I was doing so well. This goes back to what our guest speakers said about how accommodations don’t just go away. The fact that I was doing well in school showed that my accommodations were helping me to achieve the level of education I was capable of achieving. 

Intersectional identities was a new term for me during this presentation. I thought it was a very eye-opening and important concept to be aware of when teaching. I found this video that explains intersectional identities in a very clear and meaningful way. Could be a helpful watch if you don’t fully understand intersectional identity yet.