March 2006

Making a Difference with the Special Education Population

West Seattle High School, Judy Deignan, Teacher

Judy Deignan's special education class at West Seattle High School has been learning a lot more about what makes each of them truly special due to their work with the DLC. Deignan cites both the Catalyst Portfolio tool and the DLC Student Instructors* as being instrumental in helping her students grow.

Portfolio tool helps boost students' self-esteem

"Catalyst Portfolio is huge for us," Deignan says. She explains that the opportunity for each student to create a portfolio of his or her work:

• Helps build self-esteem.
• Helps students reflect on their goals.
• Motivates students to learn more about technology.

"Some of these students have a hard time envisioning their futures and seeing their strengths," says Deignan. "Portfolio helps them talk about themselves and their aspirations and show and reflect on what they've accomplished."

DLC Student Instructors offer valuable one-on-one time

"The opportunity to work one-on-one with a Student Instructor allows students to develop strengths that they may not know they have," Deignan says. "When working with a Student Instructor, students continue to receive uninterrupted one-on-one help, which is what they deserve, no matter what is going on in the classroom."

One of her students last year did a magnificent senior project using Portfolio under the guidance of two Student Instructors. "Up until then, we didn't realize what this child was capable of," Deignan says.

Another student, who had just about stopped coming to school, turned around once the Student Instructors started working with the class. Deignan says that "having a role model who is young and going to college who they can connect with and relate to on many levels builds tremendous self-confidence."

Students are blossoming in the Internet Age

"Expectations of this population have increased in this technological age," Deignan reports. "And the DLC helps students achieve what's expected of them. Five years ago these expectations didn't exist, but with computers, we have a better sense of what some of these students can achieve."

"Some students left school earlier than they would have last year because of our work with the DLC...They're just much more engaged in learning than when they sit at a desk with paper and pencil. They love going to the library and using the computers to learn and practice new skills. They are completely focused and on task. It's revolutionary and a confidence builder."

* DLC Student Instructors worked with students through a special program that ran from 2003–2006.

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