Inclusion classrooms are described as a general education classroom in which the students with or without disabilities learn together. This would result in some mixed emotions towards the teacher’s responsibility, lowering the teacher’s effectiveness about being able to teach the rest of their peers in the classroom. Throughout this paper I will observing data of some perspectives in a classroom from Proquest.com that I will be putting in this paper. Common themes that will happen are the teachers needs for collaboration, shared responsibilities, planning time for lessons, and professional development. As I was viewing these observations the all have some excellent point of views about inclusion classrooms. The lack of planning time for the teachers was one of the concerns. When you have a large size classroom with children who have a disability and regular classroom students it will be hard for the teachers to come up with lesson plans to cooperate the two. Another observation was stating that the inclusion classroom works better when the general education teacher would be open to any new ideas and techniques used for differentiation that are given by the special education teacher. Meaning that the special education teacher would be able to design lessons based on the learning styles of those who have a disability. The concerns of the teacher’s attitudes were also a factor. Their attitudes will have an effect to not only them but for the students as well. If the
Summary of Article The article references the Individuals with Disabilities Education Improvement Act (IDEA 2004). Students with disabilities are required to be in the least restrictive environment. This often allows students to be in an inclusion classroom. The article is concentrated on students on the Autism spectrum that are off-task in the general education classroom.
What is inclusion? Inclusion is a process of ‘narrowing the gap between learners with and without special educational needs’1. ‘Lessons should be planned to ensure that there are no barriers to every child achieving’2. Inclusion is ensuring that all pupils have equal opportunities, are welcomed and valued in our school community. Our ethos at Friendlydale Academy is to value every child as an individual and acknowledge that every child’s needs are special.
Bryant thinks inclusion is a wonderful idea for both students and teachers. Students with disabilities have the opportunity to learn from their non-disable peers. They learn proper social skills such as how to conduct themselves in the classroom environment. Furthermore, regular education students learn to work with and understand that students with disabilities are people too.
Introduction This presentation on inclusive practises is intended to assist educators to meet the needs of a diverse population of children with varying cognitive abilities; developmental and learning disabilities; sensory impairments; and different cultural and socioeconomic backgrounds. Below are the key learning needs identified of the chosen case study Hayley, a year 11 student with Down syndrome. I have also mentioned how to cater for the needs of all students in the classroom. The difference between differentiation and reasonable adjustments is also explained. Ways to differentiate pedagogy to meet individual needs.
The inclusive practice enables all of the students (with or without disabilities) to indulge in same class and learn together in the same class and context. Inclusive practices may refer to the idea of amalgamation of individuals with disabilities with the individuals without disabilities and having no pity for them or any other feeling that make them feels their disability. This is quite an ethical, social and educational question whether it should be done and if yes then how and why it is to be carried out (Lindon,
On Wednesday, September 30th I observed Mrs. Bangham’s three to six year old classroom. The observation was from 8:00 to 10:00, at Greensboro Montessori School. Since they combine different ages I focused more on the five and six year olds that would be in a normal Kindergarten class. I learned so much about Montessori schools and how they work in the two hours I observed.
However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point
Special education is a discipline marked by a lot of controversy and which elicits a heated debate among education administrators, parents, and teachers. Full inclusion, which is the belief that disabled students should be incorporated into regular classrooms, regardless of whether they meet conventional curricular standards or not, is the major point of controversy. Full inclusion embraces the idea that disabled students should undertake regular education and only be excluded in a class when important services cannot be offered to them (Nelson, Palonsky, & McCarthy, 2010). This paper seeks to delve into the arguments surrounding full inclusion and establish their validity. It will achieve this by highlighting the arguments for and against
Classroom Observations Mrs. Canada is the first grade teacher that I observed, and the subject that she was teaching was reading. She had planned well-organized power points and crafting materials in advance, so she was prepared for the lesson. The two times I observed, the lesson that was being taught at both times was reading. Children in the classroom used a lot of previous knowledge for the lesson.
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
It is a symbol of respect for all of humanity. It can be argued that inclusive education is about social justice and equity and takes into account learner’s abilities, potential and diverse needs. The learner does not have to adapt to the social system. The school or the education system has to change in order to meet the learning needs of all children in a given community (Kisanji 1999; Armstrong 2005). In other words, inclusion involves restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality (Booth and Ainscow 2002).
Inclusion is vital in helping to provide quality education for SEN pupils. “above all, inclusion is about a philosophy of acceptance where all pupils are valued and treated with respect” (Carrington & Elkins, 2002). Inclusion is often thought to be the location of your education but is more often than not about the quality of one’s education. The location has little to do with inclusion but more to do with where you feel you belong, some SEN children feel they cannot truly belong in a large mainstream school (Campbell, 2005). Sociological perspectives of inclusion often emphasis equality, respect, participation in decision making, rights, and collective belonging.
July 7th, 2016: a beautiful 89 degrees fahrenheit at the H. Roe Bartle Scout Reservation. The campers are unloading, the cooks are preparing for dinner, and the sawmill staff, well, they’re in the middle of a fiery ping-pong tournament. The staff represent an image of order, control, and knowledge; but only outside of the staff area. In the classroom setting, Climbing Instructor Cody is very strict.
This reluctance to contribute arose from a lack of confidence and interest. The drama activities supported the children in becoming significantly more self-assured, and so pupils such as Sam and Ella who were initially more withdrawn were much willing and enthusiastic to share their thoughts, ‘Ella: I think he would look scared’ (refer to Figure 6). Drama allowed these students to safely experiment with varying identities. They were confident in switching roles and truly engaged with the characters they were enacting. It was evident that the roles they inhabited performed a similar freeing function to a mask, permitting the pupils to feel adequately safe so that they could take risks [5].
I observed Mrs. Ruffs 4th grade class at Carlin Park Elementary on Friday, September 15th at 9:30am. The class consisted of 13 girls and 12 boys. While I watched the class, I focused in on trying to notice the difference between the two sexes. I observed that the girls can compete at this age level with the boys. The girls were almost if not as athletic as all the guys in the class.