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Classroom Inclusion Model Paper

795 Words4 Pages

Inclusion in a Third-Grade Classroom The scenario is one in which a third-grade student named Sally has been identified as having a learning disability and needs specialized instruction in the areas of reading comprehension and math reasoning. She spends most of her school in a regular general education classroom but receives an individualized education both inside and outside of the classroom for a small percentage (20 %) of the day. The question is, is this scenario consistent with the inclusion model and how can Sally’s general education teacher fully integrate her into the classroom? The term inclusion is used to define a child with a disability that participates in a general education classroom. There seems to be some confusion or debate …show more content…

The answer is yes. Sally spends most of her time in the classroom, participating in the classroom curriculum and activities of her general education classroom with her non-disabled peers. Sally is taken aside (inside the classroom) either by herself or with a small group of others, to receive extra instruction by a qualified special needs teacher. Sally is sometimes taken out of the classroom to receive services. By taking these approaches with Sally, she is able to make continual progress towards “high expectations achieved through qualified teachers who are using evidence-based interventions for them” (Turnbull, 2011, p. 30). This leaves the question, what can Sally’s teacher do to make her experience even more inclusive? That depends. It depends on the resources available to the teacher and her ability to advocate and get those services inside her classroom. She might be able to add aides or other opportunities that would allow Sally to more fully participate in the classroom.
These services and aids supplement the student’s specially designed instruction and related services and, like that instruction and those related services, ensure that a student receives an appropriate education, especially to ensure participation and progress in the general education curriculum (Turnbull, 2011, p.

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