Michael Rostratter

4/30/20

Professor Scheef

Education for Exceptionalities

Field Work

For my final project I chose the option of field work and started working with

James Peterson. James (in this semester) has been taking an English class here at the

University of Idaho. Being an English endorsement this allowed for a lot of discussion

on his class and in literature. Another common interest James and I had was our

passion for sports, specifically football. The last couple of years James has been the

Equipment Manager for the Vandals football team, whereas I have coached at the high

school level the previous two Fall’s. Although our time together was cut short James

and I got to learn about each other and I will always cherish the fact I got to meet and

work with him.

When James and I first started meeting, we would come together in the

Commons. Once we both found each other, we gathered around a table. When we first

sat down I would start by asking him how his class went. He would respond with a short

description of the class. Often he would talk about the class discussion, that would be

based upon the current novel that he was reading in class. I noticed right away that he

had an interest in the class, and that he genuinely enjoyed being there. After two or

three meetings, the discussions seemed to be getting shorter and shorter. With it being
just the two of us, after the typical conversation ice breakers there seemed to be a

consistent halt to talking. Seeing this, I brought up the idea of meeting at the Rec Center

on campus. James’ eyes lit up at the idea and suggested that we play pool together.

Once we started meeting at the rec center and playing pool the conversations were

more natural and I could see him begin to be more at ease then when we met at the

Commons. While playing pool we started talking less about his class and more so about

sports. He told me about his experience as being the Equipment Manager and would go

into detail about the different road trips that he was a part of. Having never been to a

Vandals Football game he told me about the Kibbie Dome and how it bursted with

energy. Although we were playing pool, neither of us seemed to care about who was

winning but more about getting to know each other.

One different aspect of the field work that what I had previously thought of, was

James’ social skills. I had brief work with any student with Special Needs and I had

expected him to be quiet and shy. It turned out that James was the complete opposite.

Even when we first met he always seemed open and genuine. Never would James give

one word answers, and he always tried to build off what I would ask or say to keep the

conversation going. Although we struggled to talk at first, that was more due to the

environment than anything else. Along with being great in conversations, James knew a

lot about sports. As a fellow sports fan, I keep up with the latest trends, scores and new

rising players, James was no different. We often discussed where Tom Brady would go

to play and what teams we were rooting for in March Madness. Each day we met James
would ask a few new questions sports related, almost to check in to make sure I was up

to speed.

Since meeting James, I have found a new comfort level for diverse learners.

Having gone to private school for most of my schooling my experience with diverse

learners was rather limited. Now that I’ve met James, I approach the opportunity to

teach diverse learners with an eagerness and a positivity. I learned that just because

the learner is diverse doesn’t mean you can’t have the same relationship with the

diverse learner as you would with any other learner. I learned that the approach to a

learner and a diverse learner should be no different. I should come to the student with

an energy and appreciation, and they will give you the same right back. Through this, I

also learned how many people misunderstand diverse learners. What was said is not

important, but I learned that diverse learners should be given a chance and in my

experience I’m glad I got to see for myself that a diverse learner can teach you more

than you can teach them.

Oftentimes when talking about James’s class we would discuss how the class

was run. I wasn’t sure if it was lecture based, or if the class was centered around

student participation. As we got to talking I learned that student participation was a

major part of the course and a couple times class discussions took the place of an

exam. From when we first started meeting, I made a point to asking James whether or

not he contributed. I did not physically tell him that his goal should be to share during

the discussion each class, but by routinely asking him if he shared and what he said,

this created a type of goal. A goal is one of the four curricular components of UDL; the
desired outcome for learners ( Teaching in Today’s Inclusive Classrooms). With not

being the actual professor for James I could not truly assess his participation, but with

our relationship being casual this created a perfect check in. I feel by asking this of him,

there was a mutual understanding toward the importance of his class participation.

This semester I have seen valid growth in the relationship between James and

myself. We went from being complete strangers, and the only aspect we shared was

where we attended college to being friends with numerous similarities. I have a new

appreciation for diverse learners, and that was formed by the opportunity for James and

I to work with one another. Each Thursday ( the weekly day we met) whether it was in

the Idaho Commons or in the Student Rec Center we came together and shared our

thoughts on whatever particular topic came up. At first I had my hesitations toward

diverse learners, but now after having met with James I have a new comfort and even

excitement to work with diverse learners. This project opened my eyes, and I will take

this experience with me in my future as an educator and as a coach.