30th Anniversary History Book

Terri Ross

Reaching Students IN DIFFERENT WAYS

Ross quickly realized what Glines and Brodbeck had preached: She had to tailor her teaching to each student because she was dealing with a variety of disabilities, including visual impairments, auditory issues, ADHD, seizures and other issues. “I needed to be astute, to watch,” she said.

Van Galyon joined the full-time faculty staff three years after Ross. He taught art, mentored students and provided crisis counseling. He previously had been leading a once-a-week art appreciation class. After he became immersed in his classes and meeting with students, he said he had to adjust dramatically his teaching methods, just like Ross. “I tore up my syllabus and had to rethink my approach,” said Galyon, who retired three years ago after 17 years at Beacon.

Galyon realized he could not reach someone with reading issues the same way he could communicate with a student confronted by auditory problems. “You have to change modalities through the class period,” Galyon said. Ross, now retired after 20 years at Beacon, said she would change her approach in class every 20 minutes or so, switching, for instance, from offering clear, concise notes for those with strong visual skills to encouraging robust

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