Pisha, B., & Coyne,P. (2001). Smart from the start: the promise of universal design for learning. Remedial and Special Education,22(4), 197-203. Shaddock, A., Giorcelli, L., & Smith, S. (2007).
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context. In order to give myself and my students the best chance at success in the classroom I will attempt to find out as much as I can about each one of them before I set up the learning environment.
Policies and legislation have set the standard for an inclusive education system that values all students, regardless of difference. As a preservice teacher about to enter into the teaching profession it will be my responsibility to cultivate optimum teaching and learning experiences that will support all students’ social, emotional and academic development. Whilst this task does seem daunting and challenging, it is also exciting to be one of the many pioneers who will contribute to an educational reform, resulting in the ideal of inclusive education. Within my classroom there may be learners who are: visually impaired, hearing impaired, physically disabled, ADHD, ASD, bereaved, affected by trauma, or gifted and talented, only to name a few considerations. How will it be possible for me to provide access to learning that will enhance social, emotional and academic development for every student within my classroom?
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences. As educators I believe it is important to create a learning climate within and surrounding your classroom. An environment where students feel their opinions are considered and valued (Chapman & King, 2005). By creating an open, caring environment students are more likely to take risks, and to develop the understanding that it is ok to fail and try again.
Musti-Rao, S., Hawkins, R. O., & Tan, C. (2011). A Practitioner's Guide to Consultation and Problem Solving in Inclusive Settings. Teaching Exceptional Children, 44(1), 18-26. Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching: an educational promise for children with disabilities or a quick fix to meet the mandates of no child left behind?.
Hussey-Gardner, B. (2003). Parenting to make a difference. Retrieved from http://www.parentingme.com/selfhelp.htm Preusse, K. (n.d.). Fostering prosocial behavior in young children.
Educators must a... ... middle of paper ... .... (2000). The Inclusive Classroom: Educating Exceptional Children. Scarborough: Nelson Thomson Learning. Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive evedence based practices (Vol.
However, a question to be posed is whether cooperative learning provides any further benefits other than academic achievement. In a typical classroom setting, it has been noted that “interactions between students of different ethnic groups is typically competitive and superficial” (Slavin, 1995, p. 51). Through the implementation of cooperative learning groups in the classroom, teachers are creating the opportunity for students of various ethnic groups to work together who ultimately, are striving to reach the same shared goal. Creating groups such as these indirectly teaches the student support of interracial interactions. However for this to be effective, the teacher must assure that each student holds an equal role within the group.
Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher. To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons. Each teacher contributes their own unique expertise to the planning, instruction, and managing of all students in the classroom. If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom. All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
As children grow and develop, their actions become more self-directed and less subject to outside regulation by others (Poulsen, et al., 2006, p.... ... middle of paper ... ...g lesson plans for promoting self-determination. TEACHING Exceptional Children, 35(1), 8,10- 14. Wehmeyer, M. L. (2004). Beyond self-determination: causal agency theory. Journal of Developmental and Physical Disabilities, 16(4), 337-359.