Thesis Statement On Inclusion In Education

I feel comfortable with my knowledge of disabilities and their educational considerations, but I worry about my ability to implement, especially in a general classroom. I fear having to severely differentiate instruction for students with special needs while still providing a lesson fitting the educational needs of the general classroom. I also worry about my ability to identify students with special needs. I know identification is a multi-layered, multi-person procedure, but I worry that I will mix up struggling students with students with special needs. So with these fears in mind, my goals are to practice creating lesson plans that include differentiation for students with special needs and to learn more about the identification process through observation and interviews.

2006, P. 31). I learned from this article that it is important to use alternate assignments to assess an ELL. I think alternate assignments will be a more effective tool for me to use in my classroom to assess ELL’s because it effectively shows what the child is learning. Alternate assignments are based off of regular classroom activities, so I think it will be simpler for the ELL student to complete. I think that I will definitely be using alternate assignments in my classroom to assess ELLs because it will show me their progress better than a test that they may not understand will (Lenski.

Some argue that this new technology promotes short attention spans and lack of appreciation for the historical arts (Source E). Without the correct guidance, this statement may hold true for some students, but if teachers recognize that technology, like anything else, must be monitored and used only in proper context, that danger disappears. Technology can even be blended with traditional learning in order to maximize efficiency. Students could be asked to read a work of classic literature such as Shakespeare and later be asked to post on an online discussion board about their interpretations and reading experiences. In the end, students will learn more through technology because it provides a setting in which they are able to understand and relate to the information.

For students to be able to collaborate in the rulemaking process shows that their voices are not only heard but valued in your classroom, which provides them with an enriching environment. In regards to managing my classroom using rewards and punishments, I believe that they can be beneficial to an extent for students. The overuse of rewards or punishments conditions them rather than intrinsically motivates them. If students are always being punished, they are only behaving in fear of consequence. When punishments are used in moderation, students are able to comprehend the reasoning behind the repercussions of their actions, and will then be more inclined to behave based upon their full understanding rather than the superficial conditioning

Some week’s books will be chosen from the classroom library, brought from home, or from a visit to the school’s Media Center. By allowing students to identify their particular book, you are providing each student with autonomy, which leads to the ownership of their education. By including prior knowledge, autonomy, diversity and routine, I will be able to determine the needs of my students, “This awareness provides you with knowledge of each child’s zone of proximal

267). So Boyer has some similar ideals with Dewey in that he believes that teachers are there to help students see that they are small part of something much larger, and while I do see the similarities of their philosophies here I think they also can be used to contrast each other. I understand that Dewey and Boyer both see that education needs to be drastically changed and we need to make kids connect in a way that creates a community that is positive for current learning as well as future society. This is all good thinking but I also believe that Boyer sees students as real people and his peers while Dewey seems to think of students simply as a tool that is used by teachers. He constantly refers to students and children as “it”, while Boyer seems much more connected with his approach to addressing students as actual people and he puts it all in terms that make sense and connected with me better whereas Dewey’s ideals were more off-putting that anything

It provides age-appropriate activities, questions and facts that are adjusted for each grade cluster. It is available every day with different warm up activities and gives students a sense of success every morning. Daily Starters can be projected on a whiteboard for the class to complete in collaboration, or students can use classroom computers/iPads and work with partners to complete it. Back-To-School Planning Guide is a resource that has plenty of successful strategies and advice shared by teachers. It is very useful for new teachers in terms of planning, getting the classroom ready, classroom management and parent communication.

Qualitative research helps you find out why people feel certain ways, which gives you the chance to identify the reasoning (Qualitative Research Consultant Association, 2017). Knowing that children of poverty come to school with many concerns on their mine besides learning, it’s essential to have understand that. Respecting the circumstances of one’s life can only help you assist them better. Constructivism theory relates to the topic in so many ways, because students have to understand the relevance of what they are learning if we want it to be motivating for them. Relevance, or the why of learning, is important in constructivism theory.

A universal intervention is a method or methods used regularly within a classroom, which will offer help to most students within a classroom. While a selected intervention is an accommodation or modification made to assist a specific child or group of children when needed. If all children received these modifications or accommodations it would possibly be harmful to their education. An accommodation is a change in how you give the student the information and or assessment, requiring the same outcome that is expected from all students. Things such as taking a quiz in a quiet area or having extra time.

Through my experiences so far, I have seen systems that work and those that do not. I do think that whatever system you adopt will potentially change yearly or even periodically in one school year depending on your students. However, I do believe that a system should be in place at all times to obtain a well-managed classroom. When referencing the different systems of classroom management in our Effective Teaching Methods book, I would align myself with the applied behavior analysis tradition. It is closely linked with Skinner’s theory of learning (Borich, 107).