"You're not supposed to do it for me. You're supposed to help me do it."

A student was overheard having this discussion recently with a paraprofesssional.

The student was noticeably bothered because they had explained the situation to the para before (or so they thought).

The length of time it takes a student to respond to a question or to complete an activity is not an infallible indicator that they need help. It most certainly is not an invitation to complete a task or assignment for a student.

Students require varying degrees of support in school. Some can get by with a highlighter and scratch paper.  Others may use speech-to-text software and a calculator.  Whatever they employ, the objective is to support students' independent access to the learning environment.  

Furthermore, whatever the level of support or method of intervention it should come at no cost to a student's pride or dignity.

Ableism and/or ableist thinking discounts and disqualifies the voices of differently able individuals- ranking them below their typically abled neighbors. This practice disempowers and belittles students. As teachers we must be carefully vigilant to ensure that our classrooms are inclusive spaces where all expressions of learning diversity are appreciated. 

Enabling students to achieve to their highest levels of proficiency means waiting and listening. We have to allow students to advocate for themselves and be ready to implement the proper supports when called upon.