Inclusion is a term that you hear when educators discuss a special need student entering a general education classroom. The inclusive practices come from a belief that students with disabilities should be integrated into general education classrooms (Friend & Bursuck, 2009). Furthermore, inclusive practices have three dimensions, and they are physical integration, social integration, and instructional integration. I support the inclusive classroom because special need students should have similar rights as general education students when it comes to learning. The Individual Disabilities Act guarantees that a child with a disability the same access to education as a child with no disability (Motwani, 2007). As an experienced construction teacher, the only time I have a concern with special need students in my classroom is when there is a safety issue using the different power tools and wiring live electrical circuits. Many special need students take my class because they have an interest in construction. As a teacher, I need to be flexible and understand how to modify lessons or activitie...
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... time on assignments. A weakness that I want to improve on by the end of this course is responding to student behavior and building social relationships. Both of these areas are a concern of mine because of the safety and hazards that are in a construction class such as mine.
Inclusion is a good idea in my opinion. Working alongside general education students will help eliminate any stigma that the special need student may feel. As a teacher, I need to educate myself on current rules or laws regarding special need students and improve my overall knowledge by attending professional development classes my district offers. I am aware of the challenges of working with special need students, but the rewards outweigh the challenges. I need to continue to work on my strengths and weaknesses, and this course will play a significant role in addressing these areas.
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