Introduction

My idea and subsequent plan was created and shaped

shortly after the first time I read what Social Devaluation
meant. I instantly thought of a particular student in my school
who faces devaluation on a daily basis from both her peers and
adults in our building. She is a grade 9 student in a junior high
school and she has cognitive delay. In order to respect the
confidentiality of this particular young girl, I will refer to her as
Kate.
In my experience as a teacher, I have found that the best
plans and lessons change and evolve over time to best suit the
goals of students. In a junior high setting I think that this can be
particularly true because it can be somewhat of an
unpredictable place. My SRV implementation plan was no
exception and as I worked to create, reflect, implement and
reflect again, I made changes that were in the best interest of
Kate.
My original goal was simple. I wanted to help Kate to take
her natural ability as an athlete and use it to mentor younger
athletes in the building. My goal statement was:
I, Kim Harris, will implement a plan in which a grade 9
student, who is devalued, acts as an assistant coach to my grade
5 & 6 basketball teams in the gym, every Tuesday and Thursday
by April 8, 2014.
After discussing my goal at great length with my small
team of supporters, including Kates family, my resource
teachers and the grade 5 teaching team, we decided that there
were more valued roles that Kate could gain with a little
support and planning. My goal statement changed to be
threefold and was:
1. I, Kim Harris, will implement a plan in which a grade 9
student, who is devalued, acts as an assistant coach to
my grade 5 & 6 basketball/track and field teams in the
gym, every Tuesday and Thursday by April 8th, 2014.
(Mentor)
2. I, Kim Harris, will train a grade 9 student, who is
devalued, to compete in a number of track and field
events for a Special Olympics Track Meet, to be held in
May, once a week, during phys. ed class. (Athlete)
3. I, Kim Harris, will assist my grade 9 student, who is
devalued, to make and maintain friendships by
encouraging her to invite a buddy to attend practices
with her, every Day 5 during period 1 by April 17
th
, 2014.
(Friend)
The specifics of dates and times changed to work
around things like concerts and other school events but for
the most part, we were able to stick to our plans. We were
excited for Kate to gain a couple of new positive roles in
acting as a mentor and as a friend, but also we were happy
to be helping to make Kates role as an athlete stronger
and better known by her peers. Both Kates parents and I
felt as though these roles were not only realistic but also
something that could last a lifetime. The person that was
most excited about our plans was, hands down, Kate.