IEPs do not follow students past their graduation date, but can be a useful document in demonstrable strategies that assisted the student while in their K-12 environment.  I find it disturbing that so much onus is on the student to request accommodations in the post-secondary environment when there was a clear need that should follow them. Many students likely struggle with the executive function to jump through these hoops and need to feel clear support in transitioning to the post-secondary environment.

This course has made me reevaluate the cause of several students' difficulties within the classroom over the course of my career- students I know to have come from physically abusive homes. It makes me marvel at the overlap between PTSD and TBI, and in the case of two specific students, makes me wonder which diagnosis was at the wheel when they displayed specific behaviors. Student A had a diagnosed TBI at a young age during a traumatic event and their symptoms tracked closely with the injury. Student B, however, to my knowledge has never had a diagnosed TBI, but given… >>>

I enrolled in this course specifically to support an incoming student with a known PTSD diagnosis. I have known this student for some time and not really understood how their diagnosis showed up in school as it didn't fit the classic "panic attack/flashback" symptoms I'd always known of for PTSD. Knowing that the sleep difficulties go hand in hand with symptoms now, it makes a lot more sense that the student is chronically late in the mornings. Other difficulties that have tracked with this student's life pre-diagnosis fit into the puzzle of symptoms. I am hoping as I progress I… >>>

Providing students with testing that consists of demonstrating clinical skills can also identify challenges students face with application of knowledge. 

I had a colleague that did to tell me that her elementary school teacher told her mother to not speak her mother language because it would only confuse her. 

I currently have a clinical student from China who's been in the country less than two years. There are things she doesn't understand, and I can see other students reprimand her. I keep her close to me so I can be there to explain things she doesn't understand. I also talk to the other students and explain to them about being more understanding and explain things to their peer.

This is great knowledge to apply especially when teaching, we should always make room and adjustments to ensure everyone is being met where they are at. 

Learning preferences are just the ways students like to learn, maybe they prefer hands-on practice, group discussion, or step-by-step structure. Culture often shapes these preferences, but they’re not barriers.

Learning challenges are actual obstacles, like language differences, unfamiliar teaching styles, or discomfort speaking up. These can easily be mistaken for “not understanding” when really it’s just a mismatch between the student’s background and the classroom setup.

An interesting take on these generational differences is Morris Massey:

What you are now is what you were when...

https://www.youtube.com/watch?v=l6rPiehHQu8

There are modern updates to his theory that i was introduced to back in 1985.

One other concept that should be considered for this course is Helicopter parents

Helicopter parenting, defined as overprotective, micromanaging involvement, became prominent with Baby Boomers raising Millennials (Gen Y) in the 1990s/2000s, driven by economic shifts and perceived dangers, but is now increasingly seen in Millennial parents raising Gen Z and Gen Alpha, focusing on self-esteem and success, sometimes leading to indecisiveness in their children. 
Key Generations & Their Parenting Styles:
Baby Boomers (Parents): Often the original "helicopter parents," hovering over their Millennial children to ensure success, sometimes overly involved due to economic prosperity and anxiety.
Generation X (Parents):… >>>