Introduction - KMM Portfolio



Introduction

It is a reality that inclusion is in the future of the teaching profession. I am not a teacher, yet; but, the certainty of inclusion being in my soon to be career scares me. I have been brought up knowing only center-based, segregated special education programs. Inclusion is a new concept to me and I feel that I am at somewhat of a disadvantage; however, I feel very strongly about teaching children and am willing to do whatever it takes to provide them with the best education possible. I plan to teach children that are primarily labeled as severely multiply impaired, but I never know what job prospects I will have in the future. My goal is to come up with strategies to use for students that are severely multiply impaired that are being included in general education. I hope to use these in my future career and I will hopefully pick up many more strategies as my time in the teaching profession continues.

Parent Involvement and Supports

Parents truly are partners in education. Parents are the primary educators in a child’s life. Teachers are the secondary educators. It is extremely critical to establish a connection with parents from the get go. You can’t always count on the parents to make the first move, so sometimes the teacher must take that initiative. I find that one of the best ways to do that is simply by writing a letter. Preferably, this letter should be written a few weeks before school starts and in that letter it is important to be personable and individual to the student to show that you have done your research and have taken an interest in that student’s life. Here is a sample letter:

Greetings Mr. and Mrs. Vandalay,

My name is Katie McGowan and I would like to welcome Arthur to my 3rd grade class this year. This is my first year teaching at Evelyn Carnahan Elementary School. I am a graduate of Wayne State University where I received my Bachelor’s Degree in Special Education. I student taught at Evelyn Carnahan Elementary School last year and am now happy to be part of its wonderful staff.

I am very excited for this school year. I have a lot of wonderful trips and activities planned. I spoke with Miss Bay and she told me how much Arthur loves to read, so I am sure that he will be excited about my wonderful library of books that I will have in my classroom this year. This year, I hope for my students to achieve a great deal of academic growth, increased self-confidence and improved social skills.

Good communication is very important not only to me, but to your child’s academic growth. I am available to meet with parents every day after school between 3:15 and 4:00pm, or by appointment if needed. If you need to call to set up an appointment, please call the school office at (248) 555-1234. My voicemail can be accessed at extension 393. I check my voicemail once a day, usually at the end of the school day. For those of you that use e-mail, you can also reach me by e-mailing me at dx1049@wayne.edu. I check my e-mail at least twice a day. E-mail is the most effective way to reach me. I am very prompt is sending e-mail replies. If you have any special questions or concerns, don’t hesitate to contact me in any way that is convenient for you.

I have also launched a website for my classroom. On it, you will find my contact information, classroom policies, homework assignments, class schedule and other helpful tools. The website can be accessed by going here: kmcg

Lastly, I would like to invite you to a parent welcome night that is being held on the Friday of the first week of school from 5:00pm to 8:00pm. I encourage you to come and get to know the school, the staff and myself. There will be refreshments and children are invited to come as well. We will be having a chaperoned movie theatre, craft room and game room for the children to enjoy while the parents walk around the school.

I hope you and your family had a wonderful summer. I look forward to hearing all about it from Arthur when school starts in a few weeks. I am very excited to have Arthur in my class this year. I look forward to meeting you at the welcome night. If you are unable to attend, then I look forward to hearing from you.

Sincerely,

Katie McGowan

As indicated in the letter, I find it also very helpful to launch a website as a way to keep parents up to date on the happenings in the classroom. It is also a good idea to send home a newsletter just in case some parents are not very computer savvy.

Parent involvement and support is an indispensable resource. As a teacher, you must commit to providing a welcoming atmosphere for both students and parents. By making yourself easy to reach and flexible, the channels in which to communicate with parents become simpler. Parents who have children with special needs have a great many challenges to face. It is important to be sensitive and attentive and to be sure to be open at all times.

Building Community

Having community in the classroom involves balancing students’ emotional and academic needs. The classroom is a place to learn, but learning cannot occur unless the students feel safe and comfortable in the classroom. According to William Glasser’s model of “Five Needs of Human Beings,” everyone should have opportunities to meet their five basic needs:

❖ Survival: By creating a safe environment, we allow students to survive both physically and emotionally.

❖ Love and Belonging: A student will feel totally comfortable when they feel they belong and they are loved. Students need to be given opportunities to interact and collaborate as a way to encourage a sense of belonging and love.

❖ Power: Students have the right to have power over how their class will function and how their education will be carried out. It is extremely critical to emphasize that with all power, comes responsibility.

❖ Fun: If students are not enjoying what they are doing, then they just won’t do it.

❖ Freedom: Students need to be given choices or else they will feel that they do not have any control over what they do and will not want to do what they have no control over.

(Peterson/Hittie, 326)

Maslow’s Hierarchy of needs are also five needs to consider when teaching. His needs start at a basic physiological level and then progress to more complex psychological needs: (1) Physiological needs: food, shelter, sexual gratification. (2) Safety/Security: physical and emotional survival and safety. (3) Belonging/Love/Affiliation: being part of a community and experiencing caring relationships. (4) Self-Esteem: a positive sense of self, often attained through personal achievement. (5) Self-Actualization: the realization of the inner self’s full potential in the world. (Peterson/Hittie, 326).

When I visited William Grace Elementary School, I visited an SXI classroom and had spent some time with a student named Jillian, who had spina-bifida, a cognitive impairment and was in a wheelchair. The paraprofessional who was with Jillian tried to situate her self across from her and start her lesson; however it was a very tight fit. Jillian started to cry and yell, which was making it difficult for the other students to hear the general education teacher. The paraprofessional took Jillian out of the room and we sat in the hallway. The paraprofessional took a table and chair from another classroom and sat across from Jillian. Jillian had a table attached to her wheelchair and the paraprofessional placed pictures on her table to find out what she wanted. Jillian continued to yell, and then the paraprofessional realized what was wrong. She asked me: “Are you familiar with Maslow’s Hierarchy of needs?” I answered “Sort of.” She explained to me that it is essential to fulfill the lowest needs before you even plan on tackling the others. The paraprofessional told me that Jillian had a new back brace on and took it off Jillian. The back brace of hot and uncomfortable for her, so once it was taken off, Jillian regained focus. The higher needs cannot be met without first meeting the lower needs.

Establishing community in a classroom with both general and special education students can be difficult to accomplish. First and foremost, it is important to celebrate the differences among students. Inclusive classrooms are not classrooms with two types of students: “Normal” and “Disabled.” Classrooms are diverse in ethnicity, culture, age, gender, likes, dislikes, hair color, height… the list is never-ending. A good way to introduce all of these differences is to do an “About Me,” activity. Each student can list the things that describe them and how they are the same and different from the class. Each week, a student gets to put out an exhibit about themselves. They can bring in photos and objects that have to do with who they are and then they get to present it to the class and explain what each objects means to them. This activity allows students to see each other’s identities and they find things that are relatable.

Just as with anything new or different, we adjust. General education students do the same in response to students with special needs. At first, it is new, different and sometime scary, but with time, everyone adjusts. It is important, though, to make sure that everyone is working together. Some supposed inclusive classrooms, are really just those in which the students with special needs are in the general education classroom, but they are off in a separate section of the room doing their own work. This is not the correct way. Students need to interact and work together in order to establish community. Allow students to help one another with their work and also have students do group projects. The more group settings are established, the more natural they will feel.

Classroom Community Ideas and Activities:

➢ The students should have a sense of ownership over the classroom, for it is there classroom too. Allow the students to decorate the classroom how they want. Have a “Decorating Day” the first week of school and have everyone in the class participate in decorating the room. Be sure to set aside plenty of space to display student work throughout the year.

➢ Have a class meeting once or twice a day for about 10 minutes. Once in the morning before the day starts and once at the end of the day before the day ends. Discuss how the day will go or went. Allow the students to lead the discussion.

➢ To promote helpfulness among students, have each student make a page about themselves focusing on the things they are good at (spelling, carrying things, math, looking up words in the dictionary, reaching for something…) and make a classroom “yellow pages” that students can use when they need help with something. (Mishael Hittie) Sometimes the teacher is not always available to help, so it is important to have students ask each other for help.

➢ Based off student proficiencies, assign each student a job or two that they are responsible for doing the whole year. Display a job chart in the classroom so that everyone knows what everyone is responsible for. (Mishael Hittie)

Support and Collaboration

The classroom is not the only community to be found in a school. Teachers, paraprofessionals, administrators and other specialists all work together every day. The key thing to remember is that they are all working towards the same goal: to provide the best education possible for the students in the school. That needs to remain the focus when working together.

“To make the most of paraprofessional support, teachers must change their role from gracious host to engaged teaching partner.” ~Michael F. Giangreco. The duties of a paraprofessional vary, but a good paraprofessional/teacher relationship is one in which the responsibility for all the students in the class is shared. Paraprofessionals should not be spending all their time with the one or two students with special needs; however, it is understandable that a paraprofessional will spend more time with students that need him/her more, like students labeled as severely multiply impaired or medically fragile. It is important to be on the same page with paraprofessionals. Weekly meetings with your paraprofessionals help to establish their roles and the plans and goals that are to be worked towards. It is also critical to make sure that the paraprofessional is familiar with the school and policies of the classroom. Direct them in their work and make sure that what they do is appreciated and respected.

In order for inclusion to be an effective process, special education and general education teachers need to be working together. Both need to bring their skills, perspectives and training together for the good of the students. Sharing ideas and comments can be a great help towards reaching a common goal. By allowing a special education teacher to adapt lessons for students with special needs, the student is able to better participate with the general class population. It is important, though, to make sure that the students with special needs aren’t working alone or only with one another merely because their lessons are adapted. Sometimes push-in services can be exactly the same as pullout services. If a special education teacher segregates the students with special needs while in the general education classroom, then inclusion is not being successfully carried out. Students with special needs must be incorporated into the general education environment and be allowed to work with others. Both the special and general education teacher are to ensure that. It is critical for both teachers to collaborate together on what is to be accomplished for the students in the class and to be sure that it is being carried out in the most cooperative and accommodating way possible.

Inclusive Academic Instruction

In order to optimize learning in an inclusive classroom, we must differentiate learning, which acknowledges the fact that students learn in different ways and at different levels and in order to optimize learning we must take into account this variability. In an inclusive classroom, students learn at different levels, so it is important to utilize multi-level teaching. The first thing that a teacher should do when coming up with a lesson is to establish whether or not it can be a multilevel lesson. You need to think about the varying levels of students in the class. You have to ask yourself: “Can my gifted students get something out of this lesson? Can my average/ mid level students get something out of this lesson? Can my students with special needs get something out of this lesson? Can they all learn something from it? Can they all do it without being overly challenged or bored?”

Multilevel instruction involves certain forms of scaffolding, where a student is given a task that is just slightly beyond their level of ability. It also utilizes tasks that fall into a student’s zone of proximal development, where there are a range of tasks that cannot necessarily be done independently, but can be completed with the help and guidance of others. In multilevel lessons, there are several components in which to focus upon: Topic/theme, learning question(s), learning goals/expectations, focus of learning, adaptations and assessment. Here are some examples of multilevel lessons:

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|TOPIC: Grow, Grow, GROW! [pic][pic][pic] |

| |LEVELS |

|LEARNING GOALS |State highest to lowest learning goals |

|In groups, students will read a story about seeds and plants and |Understand how photosynthesis allows plants to grow and what |

|how they grow. They will plant 3 different seeds, care for them |conditions plants grow best in. |

|and record their growth. Based off their knowledge, they will | |

|predict what will happen to each seed (how fast it will grow, | |

|what it will grow into, what will it look like) and record their | |

|findings. | |

| |Understand why plants grow and what is needed for them to grow. |

| |Understand that sun and water help plants grow and identify |

| |different growing stages based off the size of the plant. |

|LEARNING ACTIVITIES |INCLUDING STUDENTS |

|List learning activities that will help students achieve learning|Describe how a child will participate and learn in each activity.|

|goals. Do NOT have different activities for each level of | |

|learning goal but design activities that allow students to | |

|function at multiple levels of learning. | |

|1.) Read the story “Evie and the Garden” |Students with limited reading skills could listen to the book on |

| |tape or the book could be read aloud as a group. |

| |Students with limited communication skills can use picture board |

|2.) Discuss the main ideas and concepts in the story and complete|communication. |

|worksheet. | |

|3.) Each group will plant 3 different types of seeds in three |Students with limited hand/arm function could guide the group in |

|different containers. |the order of the steps to take to plant the seeds. |

|4.) Brainstorm and record in observation journal what you think |Gifted students may flourish here based off their scientific |

|will happen to the seeds. |knowledge of the growing process and knowing what types of seeds |

| |that were chosen. |

|5.) Over the course of the next two weeks, care for the seeds and|For students with limited writing abilities, allow them to draw |

|record your observations (in observation journal) of the seeds |what they are observing rather than write. |

|you planted. |For students with limited or no hand/arm function, instead of |

| |actually watering the plant, they can keep the group on schedule |

| |regarding when to water it and how much water to give it. |

|6.) At the end of the two weeks, compare your guesses before you |Students who drew the pictures can compare them with the actual |

|planted the seeds with the results. Discuss why you’re guesses |plant |

|were correct or incorrect. |Gifted students can graph their results. |

| | |

|MATERIALS |

|The story “Evie and the Garden,” dirt, cups, spoons, several types of seeds, watering cans, water, observation journals, |

|writing/drawing utensils (pens, pencils, crayons, markers…). |

| |

|ASSESSMENT OF LEARNING |

|Describe options for assessing learning including products from the learning activities. |

|Each group will hand in their “Story comprehension worksheets,”observation journals, and peer evaluations. Each student in each |

|group will be graded on cooperation, participation and creativity. Their observation journals will be graded on grammar, spelling, |

|completeness, and consistency. To measure retention and comprehension of the activity, students will then be asked to identify the |

|process and parts that go into growing seeds into plants (Quizzes will be modified to fit the varying levels of students). |

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| |

|TOPIC: [pic]All About ME![pic] |

|LEARNING GOALS |LEVELS |

| |State highest to lowest learning goals |

|Students will create a short book about their life including |Understand the study of genealogy and how to make a family tree |

|details about residence, family, interests and schooling. |and look into past family history. |

|Students will complete the book and present it to the class. | |

| |Identify and organize key aspects of life into a book and |

| |understand how to put items into chronological order. |

| |Be able to gather information about your life and incorporate |

| |visuals that help to explain it. |

|LEARNING ACTIVITIES |INCLUDING STUDENTS |

|List learning activities that will help students achieve learning|Describe how a child will participate and learn in each activity.|

|goals. Do NOT have different activities for each level of | |

|learning goal but design activities that allow students to | |

|function at multiple levels of learning. | |

|1.) Brainstorm about your life by going through and answering |Students with limited cognitive function could just focus on 3 |

|questions about your birth, family history, where you live, where|key aspects of his/her life (Birthday, family and favorite |

|you’ve attended school and who you are. |things) |

|2.) Create pages for your book based off the information |Gifted students could model their pages after a published |

|gathered. |biography to make the book look more professional |

|3.) Illustrate pages of book with pictures and photos. |Allow students to take photos using a digital camera |

|4.) Create a cover for your book |Students could create realistic cardboard covers |

|5.) Put book together |For those with difficulties with hand function, book could be put|

| |together as a poster instead of a bound book |

|6.) Present “Your Story” to the class |For students with limited verbal communication, book could be |

| |presented as a power point presentation. |

|MATERIALS |

|Notebooks, writing utensils, construction paper, glue, tape, string, hole punchers, cardboard, embellishments, markers, crayons, |

|colored pencils, scissors, camera, computer… |

| |

| |

|ASSESSMENT OF LEARNING |

|Describe options for assessing learning including products from the learning activities. |

|Students will be assessed based off the completeness of the information they gathered, creativity, and following set order of |

|instructions regarding the ordering of the content. Student presentations will be assessed based off clarity, length and pace. |

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Multilevel teaching is a form of differentiated instruction, which allows students to have a choice over how they learn. Learning is not a “One size fits all” notion. Students must learn in a way that is compatible with their individual way of functioning and comprehending. In order to compensate for the different ways that students learn, we adapt what is being taught and how it is being taught. When we accommodate for students, especially those with special needs, we not only benefit them, but also those students around them. The following is a list of disabilities; included with it are some of the common problems they present along with strategies to accommodate and how these accommodations can benefit other students:

Medically Fragile

PROBLEMS:

• Inability to participate in certain “Physical” class activities.

• Has to have nurse present sometimes or at all times.

• Can appear “Scary” to other students due to possible medical equipment or conditions.

• Has to take time out of class for possible medical procedures (feeding tube, medication, breathing tube…)

STRATEGIES:

• Explain condition(s) of the student to the class.

• Teach children about warning signs for when the student needs medical attention.

• Position student in an area where their medical equipment cannot be bumped into as well as an area where the nurse can easily have access to the student.

• Create a buddy system for the student as a way to have help with certain activities and to have help accessing needed resources (books, computers, manipulatives…)

BENEFITS:

• Students in the class are more informed about medically fragile students.

• Students have empathy towards others that have medical challenges.

• Students are aware of the warning signs with a medically fragile student and when they should get adult help.

Traumatic Brain Injury

PROBLEMS:

• Lack of attention.

• Inability to communicate verbally.

• Inability to understand language.

• Needs directions repeated.

• Needs hands-on and example-based learning.

• Lack of mobility.

• Has slower thought processes

STRATEGIES:

• Repeat directions.

• Use visual representations/enhancement.

• Use modeling.

• Use assistive technology (computers to complete assignments and communicate, recorder as a way to have directions repeated…)

• Group students together to work.

• Modify assignments and tests.

• Minimize use of rote memorization.

BENEFITS:

• Class develops an understanding that learning can be done in many different ways (with pictures, sounds, computers…)

• The different types of learning can be beneficial to the whole class.

• Students are informed about those with traumatic brain injuries.

Emotional Impairment

PROBLEMS:

• Disruptive behavior.

• Inappropriate behavior.

• Poor impulse control.

• Aggressive behavior.

• Passive aggressive behavior.

• Isolated.

• Poor social skills.

STRATEGIES:

• Give the option of group work.

• Develop and sign a behavior contract.

• Be aware of possible medications and their side effects.

• Develop signals that let the teacher know when the students feels like they need to step out of the classroom because they feel overwhelmed or pressured (self-monitoring).

• Discuss emotional impairments with students so they do not misinterpret behaviors.

BENEFITS:

• Students become more aware and attuned to emotional warning signs.

• Students can benefit from having a classroom that strives for little disruptions and quiet-time.

• Students become more empathetic and tolerant.

• Students become more aware of their own feelings.

Learning Disabled

PROBLEMS:

• Slower learning.

• Short attention span.

• Disorganized.

• Lack of motivation.

• Passive learning.

• Inconsistent academic achievement

STRATEGIES:

• Use alternative learning options (listening instead of reading, drawing or speaking instead of writing…)

• Use assisitive technology.

• Develop a buddy system or study buddies.

• Develop a structured schedule.

• Use peer and older buddies that can help with schoolwork.

BENEFITS:

• Class is exposed to alternative meaning forms and strategies that they can benefit from.

• Can benefit from a structured schedule.

• Learn to be empathetic and helpful toward those who have difficulty learning.

Autism Spectrum Disorder:

PROBLEMS:

• Lack of social skills.

• Distant.

• Lack of communicational skills.

• Has certain disruptive and inappropriate behavior.

• Lack of focus and attention.

STRATEGIES:

• Develop a set schedule.

• Maintain consistency in the classroom with scheduling, organizations and handling issues.

• Limit distractions and over-stimulating objects and noises.

• Redirect attention.

• Focus on eye contact.

• Encourage social interactions.

• Be aware of cues for when the student needs to settle down.

• Inform students about ASD

BENEFITS:

• All students can benefit from consistency and scheduling.

• Students can benefit from having “Quiet-time.”

• Can learn to be more empathetic and helpful.

Cerebral Palsy

PROBLEMS:

• Lack of motor skills.

• Verbal communication difficulties.

• Little or no mobility.

STRATEGIES:

• Organize room to allow mobility.

• Use communication devices.

• Paraprofessional help with self-care skills.

• Develop peer assistance with activities and assignments.

• Allow students to type assignments

• Allow students to used technology that will read what is typed as a way to present projects and assignments.

• Access to special desks and chairs.

BENEFITS:

• Students become more knowledgeable about the disability.

• Students are exposed to different ways of learning and technologies.

• Students learn how to make simple accommodations to allow the student to participate and function with the class.

• Students learn about different forms of communication.

• Students become more helpful and empathetic.

It is important to look for the many different ways a lesson can be interpreted and presented. As stated before, learning is not a “One size fits all” system. We must be sure that we are utilizing students’ strengths, needs and interests. Howard Gardner’s Multiple Intelligences further emphasizes the fact that students learn in all different ways. It is very helpful to go through lessons and discover whether or not all eight of Gardner’s intelligences are being tended to. For example, we can look at the multilevel “Grow, Grow, Grow” lesson and go through each intelligence and discover whether or not it is being considered:

❖ Linguistic: Use of storytelling to explain about how plants grow

❖ Logical/Mathematical: Measuring dirt, water, growth and graphing results

❖ Spatial: Can create of chart or map of how the plants are growing (using both pictures and data)

❖ Bodily/Kinesthetic: Using hands-on materials when planting and caring for seeds/plants

❖ Musical: Could listen to songs about plants and growing (“Jungle Boogie,” “Scarborough Fair,” Morning Glory,” “Wildflowers”)

❖ Interpersonal: Working together as a group to care for the plants and discuss ideas about them

❖ Intrapersonal: Each students expresses their own ideas about what will happen to the seeds and why they think it will happen

❖ Naturalist: Caring for the seeds that were planted and describing the changes that occur in them

It is important to see if the eight intelligences are being considered, just as you consider whether or not a lesson is multilevel. It is theorized that every person possesses all eight intelligences. If every person has them, then they should all be accessed on a regular basis to avoid boredom and repetitiveness. If all eight intelligences are being covered, then learning is more interesting and thus, optimized. The intelligences may be described separately, but that doesn’t mean that they have to be experienced separately.

Proactive Responses to Behavior

Behavior problems are a part of any classroom found anywhere in the world. It is not enough to just deal with these issues, but to try and discover why they happen, how they happen and to also try to come up with strategies to prevent them from occurring. Helane Folske once told me that sometimes, kids come to us already messed up and our primary duty is to do no further harm to them to make them more messed up.

The behavior management system used at Helane’s school really provides a strong foundation for dealing with troublesome behaviors. Using the “Responsible Thinking Process” Model, developed by Ed Ford, using a series of questions that involve respect and ownership. When a student has ownership or responsibility over a behavior, they realize that it falls upon their own shoulders. They have a choice over what to do. When a student disrupts the class, they are questioned: “What are you doing? What are the rules? What happens when you break the rules? Is this what you want to happen? What do you want to do now? What will happen if you disrupt again?” This clarifies that the student knows what they were doing and that it was breaking the rules. The student and only the student has control over what they do. This ownership over behavior emphasizes the fact that they have a choice over what will happen next. Students need to know that any reward or punishment they receive is a result of their own behavior and no one else’s.

Students are entitled to respect, support, care, help and encouragement. It is extremely critical to listen to students, especially when they are acting out. Sometimes it is far more important to know why the problem is occurring, rather than trying to think up some way to punish or discipline. Communicating with students lets them know that you care and are listening to what they have to say.

Rather than using “You statements” that create a sense of blame and hostility, it is better to use “I statements.” In these statements, the teacher expresses why they want a particular student to behave. For example: rather than say: “You’re not allowed to climb on top of that bookshelf,” it would be better to say “I want you to be safe. This rule was made to keep you safe and I hope you will follow it because I care about you.” (Peterson/Hittie, 376).

There are some behaviors that are not socially acceptable regardless of any circumstance, like a disability. Sometimes, there is absolutely no excuse for a particular behavior. It is important to not let certain things slide with students with special needs because they don’t need to be treated any differently. When I visited William Grace Elementary, I had spent some time with a student named Mikala who was severely multiply impaired. During her time in the general education class, Mikala started to get upset and she was yelling and crying rather loudly, so Mr. Underys took her to the back of the room and tried to quiet her down. He told me that teaching Mikala to be quiet is a good skill to work on with her. Just because she has a disability, doesn’t make her an exception to the rule of quiet time. “She needs to understand that when she is noisy, she has to be separated from everyone else until she quiets down.” It is important for her to know the times when she can be loud, but also to know when quiet time is. He said that it would be good for her family as well because if Mikala mastered this skill, then they could all go to the movies together without any problems. Mikala is a good example of why certain behaviors have no exceptions.

Another way to respond proactively to problematic behaviors is by focusing on the good rather than the bad. For example, during “Circle Time,” Jack is stamping his feet on the floor, Annie is not paying attention and Walt is falling out of his chair; however, Kiera waited until she was called upon to speak, Ella is sitting quietly in her chair and Rick waited patiently for his turn. In this situation, it would be fitting to praise the students for their good work, but not acknowledge those that didn’t. Instead of making a spectacle of bad behavior, you create a focus on the good behavior by saying things like “Rick, you did a very good job waiting quietly for your turn.” Or “Ella, I appreciate you raising your hand and waiting to be called on.” Instead of “Jack, stop stamping your feet!” or “Annie, pay attention!” By focusing on the good, you are demonstrating to all the students what you see in your eyes as appropriate behavior that deserves praise. As a result of this praise, most students will then follow the example.

Classroom Design and Assistive Technology

The traditional classroom layout is still out there and most preferred. I feel that there has to be a balance between both traditional and nontraditional classroom layouts. I agree that making students sit in rows of desks all day every day is not the best atmosphere to optimize learning; however, I also feel that a classroom where the students sit wherever they want, whenever they want is far too casual of a setting. Yes, students are supposed to feel safe and comfortable at school, but there has to be some structure. If a classroom is too structured, then the students feel controlled, but if the classroom is too laid back, then the teacher feels controlled. The classroom should not feel like a prison, nor should it feel like they are at home in their own bedrooms.

I feel that a classroom should be set up in a way that has several different areas. I feel that desks should be arranged in tables or circles rather than straight rows. Students should be allowed to move their desks around. I feel a big part of where students sit is dependent on what type of work is being done. When it comes time to take a test or do an important assignment, then the students should know that they must sit up straight in their desks. There is nothing wrong with being comfortable in the classroom. If the students want to bring in cushions to put on their seats or if they want to sit in between the bookshelf and the wall when they read, that is fine. Yes, students learn in different ways, thus they learn in different places. If a student feels that they will complete their work more effectively by standing at a table, that is fine, but I have to be able to see that they are completing their work as or more effectively as they would sitting in a desk.

Space is always an issue in classrooms, but I feel that whatever space there is, it needs to be utilized as much as possible. In a classroom that also has special needs students with limited or no mobility, it is critical to be sure that they have enough space to move around. Wheelchairs, crutches and arm braces can be difficult to maneuver within a room with little space. Lack of space inhibits learning. When I visited William Grace Elementary, there were several instances where the students in wheelchairs did not have enough space to fit comfortably in the classroom and, as a result, had to work out in the hall. That is unacceptable! All students should be learning in the classroom together in order for it to be a successful inclusive environment.

I feel that all furniture should be moveable in a classroom because accommodations must be able to be made at all times. Also, it is nice to change up the classroom every so often. I feel that every classroom should have several different areas: a work area, a lounge area, a resource area, a storage area and a miscellaneous area. Here is a sample classroom: [pic]

Having access to and using assistive technology allows students to participate more, expand their learning and experiences, it increases their self-motivation, confidence and independence as well as allowing them to experience new opportunities (Peterson/Hittie, 449). Assistive technology can be as simple as a rubber grip on a pencil or as complex as a computer program that verbally communicates based on eye-gaze. Either way, it comes down to what is best and most comfortable for the student.

One of the greatest and most versatile assistive technology devices I have ever used is picture board communication. Students, who are unable to verbally communicate, can use the picture board to choose pictures that pertain to what they want to communicate. Depending on the student, picture board communication can be used either through pointing, eye gaze or by touching the picture. The pictures can be produced on the computer using advanced programs like Boardmaker or by using clip art. The pictures can also be drawn. I find that the best pictures to use are actual photographs of objects that the student deals with in his/her life. I witnessed this at William Grace Elementary as well. Jillian had a stack of picture cards that had the words and pictures of her own belongings. Jillian might look at a drawing of a water bottle and know what it is, but when she sees a picture of her own water bottle that’s pink and sparkly with a straw attached, she takes a lot more interest and notice to it because she is familiar with it. She had several pictures in her stack: her water bottle, her bed, her mom, her dad, her car, herself, her cat, her shoes… Having photographs of the actual objects that a student sees on a day-to-day basis, help them to develop sense of ownership and familiarity.

Some high-tech assistive technology devices can be expensive and hard to gain access to, so it is important to think simple. Some good and simple assistive technology examples are:

❖ Velcro on table and pictures to prevent slipping

❖ Pointer stick attached to a hat

❖ Larger pens and pencils

❖ Larger print (books, worksheets, on computer…)

❖ Books on CD

It is important to apply the concept of assistive technology to the classroom itself, as a way to be accommodating to those with special needs. Some examples are:

❖ Lower shelves

❖ Grab rails

❖ Supportive seating (couches, armchairs)

❖ Adequate floor space

❖ Lowered light switches or tools close by to reach them

❖ Adjustable desks and tables

When a classroom is designed in a welcoming and easily accessible way, students feel more comfortable. When students with special needs use assistive technology, they feel more involved. Having both a well-designed classroom and having access to assistive technology gives students with special needs a better opportunity to be included. It allows them to participate, communicate and be involved in the classroom community, which, I feel is one of the most important things to attain when practicing inclusion.

“…In Closing”

Inclusion can be a complex process to carry out, but with the proper support, strategies and attitude, it can be a successful project. Inclusion is still a very new and different concept in my view. I am still apprehensive about it; however, I can clearly see the benefits of inclusion and how it can positively affect the lives of, not only, students with special needs, but also all students in the classroom as well as the teachers, support staff and families of the students. Everyone should be given the opportunity to “Belong.” There is no reason why a student should not have the chance of having a positive school experience. Inclusion provides that possibility and all educators should, at least, be open enough to set aside their own feelings and think about those of the student(s). I hope that, in the future, I will be able to practice inclusion and be able to use the strategies I learned to make it an optimal experience for everyone.

Works Cited

Ford, Ed. Responsible Thinking Process (RTP) ® Est. 1994.

Giangreco, Michael F. Working With Paraprofessionals. Educational Leadership, Vol. 61 #2. October, 2003.

Peterson, J. Michael, Hittie, Mishael Marie. Inclusive Teaching: Creating Effective Schools for All Learners. 1st ed. Boston, MA: Allyn & Bacon, 2003. Print.

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