Transcript
Question: How does your school approach inclusion?
Answer: Push in is considered inclusion in our classroom. If you’re pulled out of the classroom, then that educator is on their own, for the most part, outside of the classroom. However, when IEP’s, 504 plans or SSP’s, which are student support plans, are formed we work hard to push-in to the classroom more than pull-outs. Generally, if a child receives speech, OT and PT services, they are pull-out, but academics are a combination. For the students that need an alternative curriculum, it’s generally pull-out. Students who are given 1:1 support throughout the entire day are generally push-in as well.
Question: What do you think the pros and cons of inclusion are?
Answer: Some pros
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Answer: No, but the goal is to push in as much as possible.
Question: What kind of changes/accommodations have you made in your classroom?
Answer: That would depend on the needs of the student. Academically, his or her tasks are altered to be choice based and/or at his or her level.
Question: Can you give me some examples of accommodations you have implemented in your classroom?
Answer: Additional time, working in small groups, scripting, verbal answers etc. are some of the basic strategies used in both reading and math.
Question: What about some social/emotional behavioral accommodations?
Answer: Seating next to the teacher or a line spot next to the teacher. Some students use sticker charts or social stories, while other’s use if-then charts, solution cards, or our calm down corner. Behavioral accommodations are vast and are student specific.
Question: What type of collaborative work do you do?
Answer: Our school works closely to incorporate a student’s behavior, academic, and social/emotional plans into his/her entire day. This would include specials, the general education classroom, the resource room (if they need it), recess and the
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Question: What does pedagogy mean?
Answer: How it’s being taught.
Question: Is bullying an issue? If so, how?
Answer: In 1st grade, I believe that most kids are not aware of and/or have more compassion for those that appear to be “different”. Because of this we do not usually have a lot of bullying issues; however, they do occur. This is more common in the higher grades, which I don’t teach or watch over. We rarely cross paths.
Question: Are students with disabilities accepted as equals in the general education classroom?
Answer: The answer I gave for bullying is the same answer for this question. Their pretty similar.
Question: How do you prepare your students to work with students with disabilities?
Answer: It depends on what the identified child’s needs are. If they are behavioral I talk to kids about our solution cards, such as ignore, say please, stop, etc. We also talk about how some kids might need a little extra something to help them to make better and safer choices. If the needs are academic, I generally try to keep similar lessons just with added support or addressed in a different way. I try not to single a child out as much as
There is no one universally accepted definition of an inclusion. Thus, the inclusive school practice is a process of identifying, understanding and breaking down barriers to participate. This process is understood to involve programs, which enables each individual, opportunity for acceptance, belonging and participation in an educational curriculum. Inclusive school offers opportunities, and provisions on individual bases, such as, age appropriate education and support at an appropriate pace and level, in a safe and supportive learning environment free from harassment.
Unfortunately, it is not uncommon for children with disabilities in a Least Restrictive Environment to not have their needs met adequately. Some parents think that teachers do not have the proper skills to help their child with disabilities flourish in the classroom. Two concerns/challenges are that typical developing students will imitate inappropriate behaviors made by students with disabilities and students with disabilities could potentially get teased about their disabilities and inappropriate behaviors. As said by Virginia Buysse and Donal B. Baily, Jr. (1993) “… the opportunities for young children with disabilities to interact with peers in integrated settings must be carefully
...ualized plan due to time constraints, it is reasonable to treat each student as they do have an individualized education. Teachers should know their students well enough to individualize the classroom activities so all students have strengths in each lesson. Through collaborative efforts, teachers can gain knowledge about the students and new ways to teach according to different learning styles. Working together, each student can receive an individualized education where their full potential is used.
Inclusion in the classroom is a topic that I did not fully understand when I first became a special education teacher. Studying inclusion and all the aspect that it encompasses has enlighten me to the complexities of inclusion in the classroom. Inclusion has expanded to every facet of school activities outside the classroom. I am going on my fifth year of being a special education teacher and continuously find the need for additional education and training among the staff and administration. I feel having a comprehensive understanding has made me a better educator and advocate for children with disabilities.
When researching the topic of inclusion, one will more than likely find an equal amount of in favor and opposing arguments. To come to a clear consensus, it is important to review each side of the argument. There are a great deal of educators, researchers, and psychologists who argue that inclusion is not in the best interest of the child, and should not be practiced in today’s school systems.
During my Supervised Professional Experience (SPEs) I had the opportunity to teach students with a diverse range of abilities including students with intellectual disabilities, students with low autism spectrum disorder and students who varied greatly in learning styles and abilities. I had to prepare a differentiation category for each lesson plan for students who are registered with special needs and for students who are fast finishers. For example, some students may need more visuals, or need handouts instead of copying down notes. Specifically the student with autism liked routine and needed to know exactly what was going on so I would make sure the learning goals and tasks were written on the board and that I followed through with the goals. I would make sure the lesson was easily organised and tried to follow a similar structure every class.
In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.
He will benefit from the accommodation of having larger assignments broken into smaller sections. In the classroom, he has difficult understanding basic social expectations and understanding with regard to appropriated interaction between his
The concept of inclusion in an educational setting is complex and continually changing. Ashman (2015) defines inclusion in education as providing every student with the opportunity to be fully accepted and completely engaged in all classroom activities. This means that every student is fully involved in all educational activities not just physically existing in the classroom. (Cologon, 2013) Inclusion in education means that alterations and adjustments are to be made to activities in order to ensure that all students have the opportunity to take part. (Ashman, 2015)
Pros and Cons of Inclusion Education An ongoing argument or debate that is often talk about today is on the inclusion of special needs students in to “regular” education classrooms. This controversial topic contains advocates for both sides, for example, James Kauffman of the University of Virginia believes that inclusion of these types of students is unrealistic expectations in which too much money will be spend. He argues that this is like make somebody do something against their own will and a discriminatory act because it is forcing all the students into one classroom setting.
Inclusion is defined as the action or state of including or of being included within a group or structure. Every day people are excluded in a certain way: not invited to the party, not in the group chat, not getting that A on the test everyone just passed. Feeling excluded may lead to negative emotions, low self-esteem, and overall a sense of not belonging. Every person deserves the right to feel like they belong in a community, especially in school. No one wants to feel left out or feel as if they are not allowed to join in or even talk to a certain person. Inclusion in education is the practice of educating students with and without disabilities together in a regular classroom. Students with disabilities would often be kept separate from
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion can also be viewed as how the schools reacts to these demands. If inclusion is about increasing participation for all pupils then it can be defined as supporting schools to become more responsive to the array of children that need to be included (Booth and Ainscow, 2011). In order to be truly inclusive schools will require help and guidance in order to offer all the services which will be required for taking on pupils whose needs may be more demanding than others.
Teachers can also adjust their teaching style and learning experiences to accommodate the student so they can demonstrate their skills,
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to