Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174). There are many techniques that are useful in teaching children with autism communication and social skills. One method is the Responsive Classroom, an instructional approach that integrates the teaching of academic and social skills as an aspect of everyday classroom life (Sapona & Winterman, 2002, p. 30). According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp... ... middle of paper ... ...avioral Skills to Children with Autism.
Making Inclusion Work. Teaching Exceptional Children, 41(2), 22-27. Terpstra, J., & Tamura, R. (2008). Effective Social Interaction Strategies for Inclusive Settings. Early Childhood Education Journal, 35(5), 405-411.
Positive Behavioral Supports and Interventions (PBIS) programs were developed to help children learn the valuable social and behavioral skills needed to be successful in school. Most of these interventions address teaching school-wide expectations and a shared vocabulary for reinforcing these expectations. Some students continue to have behavior problems and to create disruptions in the classroom. These students receive specialized interventions to improve behavior. The researcher's plan is to provide an intervention for students in the secondary level of PBIS.
School environments must be respectful, caring, stable, and stimulating atmospheres in order to enhance the learning environment. Students that perceive the atmosphere as friendly, satisfying, focused on goals, and challenging and who feel the classroom has the required materials tend to learn more (Walberg, 1984). Teachers need to commit to students and their learning and become members of the learning community. Teaching students to develop respect for others, their environment, and themselves helps to develop a caring, safe classroom community. In my classroom I would allow students to develop their own set of classroom rules and consequences with my guidance.
Reflection Item Two: ‘Adapting the curriculum and effective teaching strategies’ Question: Discuss in detail ways that teachers can set up the learning environment in order to maximise teaching and learning, and the advantages and disadvantages that belong with such implementation. In our teaching careers, the biggest achievement we can make; is to succeed in creating a supportive environment which nurtures the emotional, physical, social and intellectual developmental needs of each and every one of our students. Belonging to an inclusive educational setting as a supportive teacher, means we can encourage our students to flourish and grow into successful and achieving individuals. In an article by Ashman & Elkins, (2008) discussing Inclusive Education, they discuss the progression of Inclusive Education as being underpinned by a schools responsibility to operate as a ‘supportive and cooperative entity where the rights of every member of the community is acknowledged and respected’. Collaborating with the wider community extends an educators band of opportunities to greater develop their students in a style which is individually suiting.
3, 2011, pp. 225–45. CrossRef, doi:10.1097/IYC.0b013e31821e995c. Rajapaksha. “Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom.” International Journal of Education and Literacy Studies, vol.
Salisbury, C. L., Wilson, L. L., Swartz, T. J., Palombaro, M. M., Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and Treatment of Children, 20 (1), 21-39. Scanlon, D., Deshler, D. D., Schumaker, J.
Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 44(1), 8-17.
Examples of these interactions are categorized into three realms of support: emotional, organizational, and instructional. Teachers who offer a high amount of emotional support to their students in the classroom are creating a safe environment for their students where they can then feel as if they can take positive ventures in their students learning ability. Also it’s stated that an organized classroom can help provide productive routines and also helps support students attentiveness as well a... ... middle of paper ... ...//openurl.ebscohost.com.db08.linccweb.org/linksvc/linking.aspx?sid=pdh&volume=101&date=2009-11&spage=912&issn=0022-0663&stitle=&genre=article&issue=4&title=Journal of educational psychology&epage=925 Merritt, E. (2012). he contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade. 41, 191.
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.