Jamie, a Grade 5 student with Down Syndrome and Cerebral Palsy, was also excited to get started on his talking book assignment. He decided to turn his favourite printed book, Oh Look!, into an e-book for his Grade 2 buddy.
This was initially a daunting undertaking, as Jamie has difficulties speaking clearly enough for others to understand, especially when he’s excited. Over and over again, he read his book, struggling to pronounce the letter L, instructing his aide to delete tracks he felt were unsatisfactory. He wanted to ensure his buddy would understand the book he enjoyed, and by doing so, he pushed much harder than any adult would have demanded. He knew he was creating something for an audience, and wanted it to be perfect. Jamie joined the rest of the classroom’s important lesson in creating something different from what already existed – a talking version of an already-published book.
This is a perfect example of accomplishment in an accessible classroom, using the principles of Universal Design for Learning. Jamie’s achievement took place in an environment where multiple forms of representation and expression are the norm – for all students.
