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Inclusive Classroom Response Paper

707 Words3 Pages

Video Case Response #2: Managing an Inclusive Classroom
For students with executive functioning issues, academic success can be difficult to attain. Executive function is the “decision-making element that controls reception, central processing, and expression” (Kirk, Gallagher, & Coleman, 2015). As educators, we must implement effective classroom supports to meet the specific learning needs of students with executive functioning issues. The video case presented in this chapter of study exemplified an inclusive classroom with multiple levels of student need, including needs associated with executive function. The general education and special education teacher supported students in this inclusive classroom by setting clear expectations and classroom management systems at the beginning of the year. The special education teacher spoke briefly about the importance …show more content…

Having organizational structures in place support students by expressing a set of clear, focused expectations. In the video, the general education teacher takes the support a step further when passing our math manipulatives. She expresses her expectations orally in an explicit manner and outlines the consequences for failing to meet the instructional expectations. The general education teacher demonstrated a simple proximity support to redirect students. When a small group ventured off task, she simply moved over to that group and took a seat. This act immediately attracts the students’ attention and provides the teacher an opportunity to redirect the group discussion or activity in a non-threatening, positive manner. This teaching team also breaks tasks into small chucks and incorporates multi-sensory instructional approaches to engage the multiple learning styles represented within the student body. The teaching team in this video has implemented effective supports to meet the

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Overall, the fundamental approaches shown in the video can provide educators with valuable data which can guide instructional procedures in the classroom. One approach shown in the video is station teaching. In this strategy students are divided into small groups and placed into stations. By using groups teachers can focus on different aspects of the curriculum, which builds upon previously learned material. In addition, station teaching breaks the traditional cycle of large group instruction and allows students to receive individualized attention.

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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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Some of the things teachers should receive to better their inclusive classrooms are teacher assistants (Wilkins and Nietfeld, 115). It is not the job of the teacher alone to watch out and make sure that all the students are accepted. By having these assistants, the teacher will be able to provide the best atmosphere and have help to make sure every student feels as though they belong. By the end of the year, the students in these classrooms will have a greater level of confidence in themselves than those in non inclusive classrooms (Wilkins and Nietfeld, 115). Inclusion helps to make everyone feel better about themselves as they are bettering themselves in becoming more acceptance and removing hatred from their systems.

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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?

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The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,

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In a comprehensive review of the literature, Zeichner (1993) identifies 16 key elements of effective teacher education for diversity. Twelve of these elements provide the organizational framework for "Educating Teachers for Diversity." Each element is a piece of the jigsaw puzzle of multicultural teacher education. Just as a puzzle must be completed in order to see the big picture, the education of teachers for diversity must be addressed in a holistic manner. The 12 elements are as follows: • Element 1: Preservice education students are helped to develop a clearer sense of their own ethnic and cultural identities.

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When having a classroom that has students with special needs it is important to modify class work, to have an IEP plan with goals for the students, and it is important that the students have a voice in the teaching practices. In the article, Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms (Scott, Vitale and Masten, 1998), it talks about three objectives that teachers need to do so that all the students get the information they need to be successful. The first objective is the teacher must make the lesson plans interesting and effective for every student in the class. You need to make your students that have a learning disability desire to do the work, you can try to get extra support by having a

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To enrich the inclusive practices within the classroom and ensure that all children, especially children with SEN are able to have a full share in day to day

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However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point

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Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

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Teachers may profit from having a varied population of students as teachers get a chance to improve their teaching skills and ability to distinguish lessons and activities when such different children are in their class. Regular teachers need to work closely with other teachers and specialists to meet the needs of diverse children, thus enhancing their collaboration skills. It also allows to develop an awareness and appreciation of students’ individual difference (National Center on Inclusive Education 2001). Besides, children with disabilities can motivate regular teachers to be more imaginative with their teaching methods, skills and come up with up-to-date methods of delivering lesson that fits all learners. Regular teachers may realize that all pupils have potencies, which can be useful and vital to their entire classroom, and these potencies can be fostered to produce a profound school experience (Kinza 2008).

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According to UNESCO, inclusive education is a process of addressing and responding to the diverse needs of all children by increasing participation in learning and reducing exclusion within and from education (Nguyet and Ha 2010). Inclusive education is a process of increasing the presence, participation and achievement of all learners (Booth and Ainscow 2002). The process involves mainstreaming children with special educational needs into regular classroom settings, allowing them to learn side by side with their peers without disabilities. Inclusive education implies that children with special educational needs have to attend mainstream schools they would have attended if they did not have a disability. Mainstreaming children with special needs education has a positive impact on both social and academic learning for children with and without special needs (Farrell 2000).

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