10 Jun classroom inclusion
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student’s behavior goes well beyond “friendly banter” and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student’s bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization’s website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger’s Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor and a psychiatrist for medication. After reading about ADHD on Understood.org I feel like her attention issues in school are pretty typical for ADHD (talking out, being off task, lack of focus) as well as for Asperger’s (inability to see the view point of others, she gets stuck on ideas or things to do, she doesn’t get humor/joking as easily as most students). This has caused some difficulties for her as she has been in a few verbal and a couple physical altercations in middle school. She will say inappropriate things at times (cursed at a teacher, loudly repeated an inappropriate joke in class). On the positive side, she has average to above average grades and is very social. She participated in Chorus and has cheered in 8th and 9th grade, she participates in her church youth group and has friends in the neighborhood where the kids seem to know her a little better and be more patient with some of her social skill issues.
6-Attendance and truancy are problems in many schools and often more so for students with special needs and behavioral concerns. As a classroom teacher how can you work, within the confines of the policies of your district and the laws of your city and/or state to encourage your students and their parents/guardians to have the student attend school as often as possible? What are some incentives you can offer as a teacher? What are some awards offered by the school or the district? How might you structure your classroom to support those students who are frequently absent so that they are able to remain engaged with the class and will not feel left out as absences many not be their choice?
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