I. What are some of the supports that the inclusion teacher provides to students in her class? Describe 3 different supports and how they help those students (1 example must support students with their executive functions).
In the video Including Students with High-Incidence Learning Disabilities- Strategies for Success (n.d.), the teacher uses a wide variety of strategies in which she supports inclusion for students with high-incidence learning disabilities in her classroom. One strategy that she uses is the use of technology, such as a computer. According to Kirk, Gallagher, & Coleman (2015), “assistive technologies play a key role in supporting students with learning disabilities”. Using technology can allow a child with learning disabilities
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The classroom did use the “response to intervention (RtI)” tiers for reading; however, some students did not fully understand why I was working with individual students more than I was working with them in these RtI groups (Kirk, Gallagher, & Coleman, 2015). To explain myself to the class, I discussed how some students needed more help than others in certain areas. I told them that this does not mean that I was favoring these individuals or that it makes these students any different from them, but that as their teacher, I wanted to ensure that these students were getting the support that they needed to be successful.
Another point that I would make in the future is that some students might need different learning levels or even one-on-one time because “everyone is taught according to their needs” (Ackerman, 2012, p. 35). This can be true for any student, including those with and without learning disabilities. Just because one person learns one way, it does not mean that everybody else is going to learn the same way. By providing different learning levels to fit the needs of all students, it will ensure that I am doing my best as their teacher to help them become successful in my
As a student who has a learning disability, the idea of inclusion in the classroom is very important to me. My learning disability may not be noticeable to everyone but there were still times in school that I needed my teachers to make accommodations ...
?Discusses what and how inclusion works. Who is involved and how it effects both teachers and the students who partake?
Instructional planners should design a variety of experiences that will allow active participation of the learners. The gap that exist between the level at which students with learning disabilities perform as well as the demands of the curriculum that they normally are expected to cover is wide. As a result, incorporating instruction design and technology in their learning will certainly go a long way. Ginsberg and Karen (2008)argues that technology, whether instructional or assistive, has however, played uneven role within the individuals with learning disabilities since it was started. Moreover, technology can be said to be in a constant state of flux, and consequently, several authors have indicated the need to have appropriate experimental testing of the interventions. Currently, a number of schools are seeking to improve learning outcomes of the students while employing certain instructional design and technology theories not only to guide but also to enrich the literacy instruction for the students with disabilities. This article hence discusses the common instructional design and technology theories and models relevant for individuals with disability.
As a second language learner I have never expected myself to be a perfect writer throughout the semester. Even If English was my first language still, I would not be a perfect writer. It is not about first or second language, it is about how well I understand the learning objectives. Then organizing and writing with my own ideas and putting them in my paper. I am going to be honest, I am not good at English subject and English subject is my strongest weakness than the other subjects. In this paper I will discuss and analyze my own writing, reflecting on the ways that my writing has improved throughout the semester.
“Every child has a different learning style and pace. Each child is unique, not only capable of learning but also capable of succeeding.” – Robert John Meehan Therefore, teachers will need to come up with different solutions to help every student learn what is being taught. While observing a third-grade inclusion classroom, I noticed how the teacher implemented different ways to help every child learn. In this summary, you will see how the teacher taught her lesson to reach every child’s learning experience. The subject in the classroom is mathematics and is taught by Sandy Headrick. Her classroom is also supported with an inclusion teacher, Rhonda VanWinkle. Mrs. VanWinkle is in the room to provide extra support to students who struggle with
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
Inclusion in the classroom often sparks much controversy among people. It raises the question of whether or not students with disabilities should be fully included, partially included, or not included at all in mainstream schooling. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). The different definitions tend to reflect the person's own opinions towards inclusion. Those who feel as if students should not be included in the classroom tend to focus on the negative aspects of inclusion, such as the challenges and hard work it requires. However, studies show that full inclusion has many benefits to the students, both those who are disabled and those who are not. Inclusion has shown to improve the student's social skills, encourage communication, spark laws and regulations, and improve the overall schooling experience. With a lot of time, effort, and patience, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
In a study conducted by Johns Hopkins University (Success For All) it was determined that in an inclusion setting “assessments showed improved reading performance for all students, the most dramatic improvements o...
In the time I got to observe Mrs. Brown, she went through the eligibilities of her students and explained to me the types of services they require and she provides to her students. I was aware of these student’s because I taught them last year, so the students were comfortable enough with me to act as if I wasn’t observing the class. There were 7 students in her class. Three student’s eligibilities were Learning Disability (SLD), three were Other Health Impairment (OHI), and one student’s eligibility was Autism. The instances I observed her classroom, Mrs. Brown used a variety of teaching techniques to allow her students to access the grade level standards to the best of their abilities. Techniques such as grouping, center-based learning, and
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.
Critics believe that inclusive education will hold back nondisabled students and that disabled students should be separated. When inclusive education is taught correctly, everyone gets an equal learning experience. The accommodations made for students with disabilities, actually, benefit every child. It is commonly said that no one person learns the same, this is true for every student. Certain tools used in the classroom that were originally brought in for disabled students are now tools that every student uses. This includes digital formats like audiobooks and music. Creativity with projects and technology are used in inclusive classrooms. This distancing from the traditional way of learning, sitting still while listening to the teacher lecture, has benefited every student. Collaboration between every student has also been beneficial. Each person learning how to interact with one another and even learning certain things from each other. For instance, Alexander Graham Bell invented the telephone when he was trying to create a device to help his hearing-impaired parents and the typewriter was invented to help the visually-impaired. All the learning structures are used to fit diverse minds, that have such diverse learning styles and needs. Dr. William W. Henderson Inclusion school located in Dorchester, Massachusetts is called the champion on inclusion. The school has put the inclusive model to work, showing how inclusive is benefiting everyone with culture, curriculum, and creativity, teaching students to be determined, respectful, and responsible. inclusive models are paving the way for the future of
Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education.
Advocates of inclusion believe that in most cases, if not all, the LRE for students with disabilities should be the general education classroom, not only for students with mild disabilities but for all students, regardless of the severity of the disability. Inclusion supporters contend that education in the general education classroom will result not only in superior educational outcomes for students with disabilities but also other positive developmental outcomes such as increased socialization (Hunt and Goetz, 1997). Additionally, many advocates of inclusion believe that inclusion not only benefits students with disabilities, but also students without disabilities (Staub, 1995).
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.