All in all I have found this class to be both beneficial and enjoyable. I have enjoyed that there has been much time in class for group discussions, and sharing of ideas and experiences, although I sometimes found that too much time was given for the discussions. That is to say that at times I was a part of a group that was not entirely sure if we were doing an activity correctly, and would do what we thought the intention was (not sure if it was right or not) and then move on to random discussions. I understand that the point was to have us work together to create solutions, but it was sometimes frustrating to find out that the solution we had come to was quite diverged from what it should have been. Maybe a few more examples done as a whole class would have been helpful, prior to seperating into groups.
I feel that this class has benefitted me in gaining a deeper and truer understanding of the wide spectrum of learning disabilities, and how I can work towards creating an inclusive classroom setting, aiming to meet the needs of all students, at all levels of learning abilities. Having had the opportunity to learn more and view videos of differentiated classroom settings has offered great insight towards my future teaching strategies and methods. While some of these ideas seemed overwhelming at first, I appreciate that it is not expected to happen over night, but through small steps we can all work towards a safe, community orientated classroom, where studnets needs and goals are being made at their according academic levels.
I think it would be beneficial for future students to be given more class time to work on the wiki assignment, especially as it is worth such a large portion of the overall mark. As well, there should have been some class time for the organization of groups to take place for the second set of chapter reviews. I think that the fact that so many people submitted them late is a reflection of the fact that with no class time given to discuss and organize for this jigsaw activity, as well as orientation day to prepare and head out to, the reviews fell to the wayside, as even the creating of groups had been rather random. While I understand that class time is precious, I still feel that some portions of it should be designated for projects to atleast get organized and underway.
I will finish this blog the way I began and repeat that all in all I feel that this class has been both beneficial and enjoyable. I have gained a greater awareness of exeptionalities, and strategies for teaching these children within an open-minded and inclusive classroom setting. I have had to question and expand my own prior paradigms of soem of these ideas, and think th atthis has all been for the better. Thank-you Maurice for your time and expertise.
Tuesday, February 12, 2008
Monday, February 4, 2008
Blog # 6 & 7: Exceptional Learner Web Activity
This activity was done by myself and Allison Cavers
i) Prior to beginning your quest – please respond to these 2 questions quickly (3 – 6 sentences each) in your reflection blog:
What are the roles and responsibilities for all teachers in a classroom?
What are the roles and responsibilities for teachers of students with exceptional needs?
As a teacher, my responsibilities are to create lessons that will attempt to motivate learning and facilitate students varying needs. I also need to create a safe and caring community in which students can feel free to express their needs and wants of their own education. I also have a responsibility to collaborate and work co-operatively with other teachers.
As a teacher of exceptional learners it is my responsibility to adapt the curriculum to suit the specific needs of the learners and this starts with a pre-assessment in which I would be able to see those specific needs. It is also my responsibility to model appropriate behavior towards these students within the class community, not to make them stand out as being “different” but to make it clear that they are equal important within the classroom as all other students.
1) What is inclusion? Inclusion means that everyone belongs but it is often used only in the context of educational settings, or including students with exceptional needs into a “regular” classroom. A question that often arises is; what are the benefits of inclusionary settings?
· Please outline in a few sentences how you would describe an inclusive setting to someone who is not an educator {for example, a parent}.
An inclusive classroom is a place where students with varying learning levels and needs are included in all activities. The idea is that every student, no matter what level of social or intellectual development deserves to be in the same classroom setting and enjoy the same social benefits and opportunities. Teachers work to meet the needs of students where they are at in an inclusive setting.
2) Identification of students with exceptional needs in Alberta. In order to determine whether a learner requires the services of special education, what decision-making would be undertaken at the school level? Please skim the Alberta Education document Special Education Standards to note what steps would need to be taken.
Record your information in bullets or as a chain of events.
Develop an IPP, provided relevant PD for teacher, identify a teacher to be in charge of IPPs, ensure there is a learning team to provide programming for students with special learning needs, involve parents from informing to evaluation to feedback
3) Four key areas are defined within the Special Education Standards document: access, appropriateness, accountability, and appeals.
· What is the meaning of each of the four terms (see the upper section of each page)?
· What does this mean for you as a teacher?
Access: student with special learning needs are entitled to modified curriculum that has been adapted to enable and improve their learning
Appropriateness: Educational programming and services are designed around the assessed needs of students and are provided by qualified staff who are knowledgeable
and skilled.
Accountability: Accountability is the obligation to answer for the execution of one’s assigned responsibilities.
Appeals: Timely, fair and open processes protect the rights of students and parents and
address differences of opinion about the education of students with special
education needs.
As a teacher this means that I am responsible and accountable to modify curriculum based on assessment to meet student’s needs and make sure this is done appropriately so as to protect student and parent needs (including a difference in opinion of teaching methods). This also means extra time on the part of the teacher to ensure the best possible education opportunity is provided to all students.
4) Who are the children who are considered to be students with special needs in Alberta schools? You may be surprised with how some of the statistics “cluster” around particular categories of exceptionalities.
· Please list the top 4 categories (grades 1-12) and note 2 categories that have decreased over the past few years. Referring back to the Coding Criteria – briefly define each of these (6) exceptionalities.
· Briefly note your prediction as to why there has been an increase in some areas of exceptionality and a decrease in other areas (2-3 sentences).
Top 4:
Learning disability (code 54)
"Learning Disabilities" refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
Severe emotional/behavioral disability (code 42)
Displays chronic, extreme and pervasive behaviours and requires close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviours significantly interfere with both the learning and safety of the student and other students.
Mild Cognitive disability (code 51)
Show delay in most academic and social behaviors as compared to peers
Severe medical or physical disability (code 44)
A student/child with a severe physical, medical or neurological disability, including autism, is one who:
· has a medical diagnosis of a physical disability, specific neurological disorder or medical condition which creates a significant impact on the student’s/ECS child’s ability to function in the school environment (note: some physical or medical disabilities have little or no impact upon the student’s/ECS child’s ability to function in the school environment)
· Requires extensive adult assistance and modifications to the learning environment in order to benefit from schooling.
Decreased:
Gifted and talented (code 80)
Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:
• general intellectual
• specific academic
• creative thinking
• social
• musical
• artistic
• kinesthetic.
Communication disability (code 57)
A student identified with a communication disability communicates ineffectively with peers and adults because of a diagnosed mild to moderate disability in:
• expressive and/or receptive language, and/or
• articulation, phonology, voice and/or fluency.
The reason for fluctuation within the coding areas could be that conditions previously seen as emotional or cognitive are now being categorized and diagnosed as medical conditions. Also, disabilities that may not have been formally recognized are now being more commonly diagnosed.
6) Open the IPP document you just downloaded. Read the twelve essential elements required within an IPP? (See page 24 within the PDF).
· List these twelve essential items within your blog (you may copy as well).
The Standards for Special Education, Amended June 2004 requires that the
following essential information be included in the IPP:
• assessment data (diagnostic assessment data used to determine special
education programming and services)
• current level of performance and achievement
• identification of strengths and areas of need
• measurable goals and objectives
• procedures for evaluating student progress
• identification of coordinated support services
• relevant medical information
• required classroom accommodations
• transition plans
• formal review of progress at regularly scheduled reporting periods
• year-end summary
• parent signature to indicate informed consent.
7) Read pages 28 to 34, which provides some detail on each of the above essential elements.
· Give your own example of a strength,an area of need and a measurable goal based on the reading and examples provided.
· Give one example of an accommodation strategy.
Strength- works cooperatively with other when doing group projects
Area of Need- work towards controlling anger outbursts at inappropriate times within the classroom
Measurable Goal- Student will remove themselves to designated area of the room when provoked to anger once a day, or more if necessary.
Accommodation Strategy- Create special area in classroom where student can take themselves to “cool down”
9) Very briefly browse the remainder of the document (very briefly as it is HUGE).
· Find a chapter that you find most relevant.
· Give one example of a strategy you feel is most salient to you.
Chapter 2: Encouraging Parent Involvement
Open-Door Policy- this helps to encourage cooperation between teacher and parent which can allow routines maintained at home to be brought into the classroom and vice versa. This also creates a comfortable environment where no one feels intimidated but we are all working together towards a positive end result.
i) Prior to beginning your quest – please respond to these 2 questions quickly (3 – 6 sentences each) in your reflection blog:
What are the roles and responsibilities for all teachers in a classroom?
What are the roles and responsibilities for teachers of students with exceptional needs?
As a teacher, my responsibilities are to create lessons that will attempt to motivate learning and facilitate students varying needs. I also need to create a safe and caring community in which students can feel free to express their needs and wants of their own education. I also have a responsibility to collaborate and work co-operatively with other teachers.
As a teacher of exceptional learners it is my responsibility to adapt the curriculum to suit the specific needs of the learners and this starts with a pre-assessment in which I would be able to see those specific needs. It is also my responsibility to model appropriate behavior towards these students within the class community, not to make them stand out as being “different” but to make it clear that they are equal important within the classroom as all other students.
1) What is inclusion? Inclusion means that everyone belongs but it is often used only in the context of educational settings, or including students with exceptional needs into a “regular” classroom. A question that often arises is; what are the benefits of inclusionary settings?
· Please outline in a few sentences how you would describe an inclusive setting to someone who is not an educator {for example, a parent}.
An inclusive classroom is a place where students with varying learning levels and needs are included in all activities. The idea is that every student, no matter what level of social or intellectual development deserves to be in the same classroom setting and enjoy the same social benefits and opportunities. Teachers work to meet the needs of students where they are at in an inclusive setting.
2) Identification of students with exceptional needs in Alberta. In order to determine whether a learner requires the services of special education, what decision-making would be undertaken at the school level? Please skim the Alberta Education document Special Education Standards to note what steps would need to be taken.
Record your information in bullets or as a chain of events.
Develop an IPP, provided relevant PD for teacher, identify a teacher to be in charge of IPPs, ensure there is a learning team to provide programming for students with special learning needs, involve parents from informing to evaluation to feedback
3) Four key areas are defined within the Special Education Standards document: access, appropriateness, accountability, and appeals.
· What is the meaning of each of the four terms (see the upper section of each page)?
· What does this mean for you as a teacher?
Access: student with special learning needs are entitled to modified curriculum that has been adapted to enable and improve their learning
Appropriateness: Educational programming and services are designed around the assessed needs of students and are provided by qualified staff who are knowledgeable
and skilled.
Accountability: Accountability is the obligation to answer for the execution of one’s assigned responsibilities.
Appeals: Timely, fair and open processes protect the rights of students and parents and
address differences of opinion about the education of students with special
education needs.
As a teacher this means that I am responsible and accountable to modify curriculum based on assessment to meet student’s needs and make sure this is done appropriately so as to protect student and parent needs (including a difference in opinion of teaching methods). This also means extra time on the part of the teacher to ensure the best possible education opportunity is provided to all students.
4) Who are the children who are considered to be students with special needs in Alberta schools? You may be surprised with how some of the statistics “cluster” around particular categories of exceptionalities.
· Please list the top 4 categories (grades 1-12) and note 2 categories that have decreased over the past few years. Referring back to the Coding Criteria – briefly define each of these (6) exceptionalities.
· Briefly note your prediction as to why there has been an increase in some areas of exceptionality and a decrease in other areas (2-3 sentences).
Top 4:
Learning disability (code 54)
"Learning Disabilities" refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.
Severe emotional/behavioral disability (code 42)
Displays chronic, extreme and pervasive behaviours and requires close and constant adult supervision, high levels of structure, and other intensive support services in order to function in an educational setting. The behaviours significantly interfere with both the learning and safety of the student and other students.
Mild Cognitive disability (code 51)
Show delay in most academic and social behaviors as compared to peers
Severe medical or physical disability (code 44)
A student/child with a severe physical, medical or neurological disability, including autism, is one who:
· has a medical diagnosis of a physical disability, specific neurological disorder or medical condition which creates a significant impact on the student’s/ECS child’s ability to function in the school environment (note: some physical or medical disabilities have little or no impact upon the student’s/ECS child’s ability to function in the school environment)
· Requires extensive adult assistance and modifications to the learning environment in order to benefit from schooling.
Decreased:
Gifted and talented (code 80)
Giftedness is exceptional potential and/or performance across a wide range of abilities in one or more of the following areas:
• general intellectual
• specific academic
• creative thinking
• social
• musical
• artistic
• kinesthetic.
Communication disability (code 57)
A student identified with a communication disability communicates ineffectively with peers and adults because of a diagnosed mild to moderate disability in:
• expressive and/or receptive language, and/or
• articulation, phonology, voice and/or fluency.
The reason for fluctuation within the coding areas could be that conditions previously seen as emotional or cognitive are now being categorized and diagnosed as medical conditions. Also, disabilities that may not have been formally recognized are now being more commonly diagnosed.
6) Open the IPP document you just downloaded. Read the twelve essential elements required within an IPP? (See page 24 within the PDF).
· List these twelve essential items within your blog (you may copy as well).
The Standards for Special Education, Amended June 2004 requires that the
following essential information be included in the IPP:
• assessment data (diagnostic assessment data used to determine special
education programming and services)
• current level of performance and achievement
• identification of strengths and areas of need
• measurable goals and objectives
• procedures for evaluating student progress
• identification of coordinated support services
• relevant medical information
• required classroom accommodations
• transition plans
• formal review of progress at regularly scheduled reporting periods
• year-end summary
• parent signature to indicate informed consent.
7) Read pages 28 to 34, which provides some detail on each of the above essential elements.
· Give your own example of a strength,an area of need and a measurable goal based on the reading and examples provided.
· Give one example of an accommodation strategy.
Strength- works cooperatively with other when doing group projects
Area of Need- work towards controlling anger outbursts at inappropriate times within the classroom
Measurable Goal- Student will remove themselves to designated area of the room when provoked to anger once a day, or more if necessary.
Accommodation Strategy- Create special area in classroom where student can take themselves to “cool down”
9) Very briefly browse the remainder of the document (very briefly as it is HUGE).
· Find a chapter that you find most relevant.
· Give one example of a strategy you feel is most salient to you.
Chapter 2: Encouraging Parent Involvement
Open-Door Policy- this helps to encourage cooperation between teacher and parent which can allow routines maintained at home to be brought into the classroom and vice versa. This also creates a comfortable environment where no one feels intimidated but we are all working together towards a positive end result.
Monday, January 28, 2008
Assignment 5, Recapping class thus far
So far in class, I have found it very helpful to learn about the variety of learning disabilities that students may have, and ways that we can recognize them as teachers, and work towards finding methods of teaching to support the student's learning better. I found that the videos we have watched have been very insightful, and made me aware of actions that one may have taken previously towards a child thinking they were helping, but were actually making the scenario worse. I found that the activity that we did in class, where learning disabilities were simulated by us wearing goggles, gloves, etc. was very beneficial in that it forced us to be in the shoes of the LD child. So often we say we understand what these children are going through, but don't really. This activity acted to heighten this awareness, and really think then about the ways we teach.
I have also found the videos and discussions about differentiated instruction to helpful, although a bit overwhelming too. I can see the benefits to these teaching styles, and while it all seems a lot to figure out now, I am eager to do it over time and gradually, as the results can only be positive for the students, and the teacher too, once the foundations are in place. Be prepared!!
I think that an area that I would like to see some brushing up on is some more discussion of the readings required form the text book. I found that the lecture last class was very helpful because it acted to clarify, and highlight the key areas in the readings. It answered a few questions for me, that I had not been 100% sure of on the first quiz. I really appreciate that the class is not all lecture, and recapitulation of readings, but also need it to be a bit more.
What I hope to see for the next portion of the semester is to be doing more learning more about specific learning needs of children, and our roles and "how to tips" if you will, as teachers in working with these children in order to provide them the best learning environment and strategies possible. I think this is where we are going with the Wiki assignments, so I am looking forward to the presentations.
I have also found the videos and discussions about differentiated instruction to helpful, although a bit overwhelming too. I can see the benefits to these teaching styles, and while it all seems a lot to figure out now, I am eager to do it over time and gradually, as the results can only be positive for the students, and the teacher too, once the foundations are in place. Be prepared!!
I think that an area that I would like to see some brushing up on is some more discussion of the readings required form the text book. I found that the lecture last class was very helpful because it acted to clarify, and highlight the key areas in the readings. It answered a few questions for me, that I had not been 100% sure of on the first quiz. I really appreciate that the class is not all lecture, and recapitulation of readings, but also need it to be a bit more.
What I hope to see for the next portion of the semester is to be doing more learning more about specific learning needs of children, and our roles and "how to tips" if you will, as teachers in working with these children in order to provide them the best learning environment and strategies possible. I think this is where we are going with the Wiki assignments, so I am looking forward to the presentations.
Tuesday, January 22, 2008
Assignment #4 - Differentiated Instruction in Your Classroom
The first key area that I feel needs focus in a differentiated classroom, is that of classroom management. I think that it is quite obvious that there needs to be effective management and instruction methods put into place straight away in order to keep the room from becoming chaotic. Most important to this then, is that as a teacher, always know where you are going with the students, and how you are going to get them there. In other words, being prepared is key, and should help to avoid many management issues. In the video with Carol Tomlinson, we were shown how an elementarty teacher made the steps that students needed to follow very clear, and there were routines in place so as that the teacher need not be disturbed when working with select students. There were clear classroom rules, and students were well aware of when there could be talking or not, and the appropriate voice levels to be used. So then, I feel that it is vital to set up these perameters at the onset, and always be clear about all expectations so as to attempt to avoid management issues that can be!
Another factor that I feel is key in a differentiated classroom is that of assessment. We have seen how in a differentiated classroom, and any classroom really, it is so important to do a pre-assessment to get to know where your students are at. If this is not done, how can one accurately differentiate the lessons to fit the student's needs? I really appreciate the idea that fairnes in a classroom is not necessarily each student getting the same thing, but moreover, each one getting what they need. So, for me the whole idea of getting to know your students, and there various levles of interests and abilities is key to establishing proper lessons for them. As well, is the maintaining of assessment throughout the entire unit so that lessons can continue to be adapted and molded. Within this then, comes that ever famous word of FLEXIBILITY!
I feel that in order for a differentiated model to be carried out to its fullest potential in a classroom, there needs to be a strong sense of community within the class. Students are going to be continuously interacting and working with eachother and hence, it is key that competition is avoided, and the classroom is instead viewed as a place where everyone has a right and a responsiblity to grow. The teacher plays an enormous role in setting the climate for this, and maintaining it. I really liked in the video how the middle school teacher made sure that all students work was read aloud to the class at some point, either anonomously or by the student. The key was that ALL were recognized as valued contributors to the classroom. It is amazing how far small gestures can go to making somebodies day, and increasing their comfort levels amongst peers. And, shouldn't this be the type of behavior we model for our students, so that in turn they will do the same towards fellow students, and hopefully a closer sense of community within the classroom will evolve?
Another factor that I feel is key in a differentiated classroom is that of assessment. We have seen how in a differentiated classroom, and any classroom really, it is so important to do a pre-assessment to get to know where your students are at. If this is not done, how can one accurately differentiate the lessons to fit the student's needs? I really appreciate the idea that fairnes in a classroom is not necessarily each student getting the same thing, but moreover, each one getting what they need. So, for me the whole idea of getting to know your students, and there various levles of interests and abilities is key to establishing proper lessons for them. As well, is the maintaining of assessment throughout the entire unit so that lessons can continue to be adapted and molded. Within this then, comes that ever famous word of FLEXIBILITY!
I feel that in order for a differentiated model to be carried out to its fullest potential in a classroom, there needs to be a strong sense of community within the class. Students are going to be continuously interacting and working with eachother and hence, it is key that competition is avoided, and the classroom is instead viewed as a place where everyone has a right and a responsiblity to grow. The teacher plays an enormous role in setting the climate for this, and maintaining it. I really liked in the video how the middle school teacher made sure that all students work was read aloud to the class at some point, either anonomously or by the student. The key was that ALL were recognized as valued contributors to the classroom. It is amazing how far small gestures can go to making somebodies day, and increasing their comfort levels amongst peers. And, shouldn't this be the type of behavior we model for our students, so that in turn they will do the same towards fellow students, and hopefully a closer sense of community within the classroom will evolve?
Monday, January 14, 2008
Assignment #3 John Elder Robison; Asperger Syndrome
John Elder Robison is an intelligent and very talented man, that seems to have spent much of his life being misunderstood, and outcasted, due to the fact that he has Asperger Syndrome, which was not known until he was an adult. When he was younger, people would accuse him of being shifty and evasive, and he was often scolded for not making eye contact with people when he was responding or talking to them.
Visual input was a distraction for John, that would create a challenge for him when he was trying to talk. These distractions would lead to him pausing or attempting to look away to somewhere neutral, so as to carry on with his thoughts. These are traits of Asperger's, however since the syndrome was not identified at the time, John would often find himself in trouble for doing these things.
John has many strengths too, such as things to do with technology, electronics, and the mechanics of things from guitars to specialized vehicles. So, while maintaining concentration during a conversation can be quite a task for John, working with fine details that demand the use of specific knowledge and fine motor skills come more naturally. I find this to be fascinating about Asperger's Syndrome. While John maintained a very successful mechanics business, and was a member of various bands, he mentions that he still feels that he always had some trouble 'fitting in'.
It is hard for me to imagine the emotions that John must have felt when he was originally diagnosed as having Asperger's. That is to say that I think that I would have some anger for all the years of being wrongfully accused and seemingly punished for actions that were both somewhat beyond my control, and more simply, misunderstood. I suppose one has to look at the context though. I find the story of John to be a special one in that he was a success before the realization of his Asperger's, and his awareness of it, and understanding of himself has not lead to anger, but in a constant furthering of himself.
As John's teacher, I would not have spent so much time and frustration on concerning myself with whether or not John was looking me in the eye when he was talking to me. For many people this proves to be a distraction, not to mention, it can be intimidating. I would discuss with John that if he found himself distracted when speaking, he could choose something in the room to focus on to help him maintain concentration, and not to be afraid to pause when needed. I think that this should be an option for all students. I would hope that I would be in tune to the fact that John was having trouble focussing, and try to discuss with him ways that we could work to eliminate distractors together, as well as techniques he could do to regain focus. Most important, I would not channel my energies on these small anomolies of John's, but concentrate instead on what he could and was doing, in order to foster confidence first, and carry on from there.
Visual input was a distraction for John, that would create a challenge for him when he was trying to talk. These distractions would lead to him pausing or attempting to look away to somewhere neutral, so as to carry on with his thoughts. These are traits of Asperger's, however since the syndrome was not identified at the time, John would often find himself in trouble for doing these things.
John has many strengths too, such as things to do with technology, electronics, and the mechanics of things from guitars to specialized vehicles. So, while maintaining concentration during a conversation can be quite a task for John, working with fine details that demand the use of specific knowledge and fine motor skills come more naturally. I find this to be fascinating about Asperger's Syndrome. While John maintained a very successful mechanics business, and was a member of various bands, he mentions that he still feels that he always had some trouble 'fitting in'.
It is hard for me to imagine the emotions that John must have felt when he was originally diagnosed as having Asperger's. That is to say that I think that I would have some anger for all the years of being wrongfully accused and seemingly punished for actions that were both somewhat beyond my control, and more simply, misunderstood. I suppose one has to look at the context though. I find the story of John to be a special one in that he was a success before the realization of his Asperger's, and his awareness of it, and understanding of himself has not lead to anger, but in a constant furthering of himself.
As John's teacher, I would not have spent so much time and frustration on concerning myself with whether or not John was looking me in the eye when he was talking to me. For many people this proves to be a distraction, not to mention, it can be intimidating. I would discuss with John that if he found himself distracted when speaking, he could choose something in the room to focus on to help him maintain concentration, and not to be afraid to pause when needed. I think that this should be an option for all students. I would hope that I would be in tune to the fact that John was having trouble focussing, and try to discuss with him ways that we could work to eliminate distractors together, as well as techniques he could do to regain focus. Most important, I would not channel my energies on these small anomolies of John's, but concentrate instead on what he could and was doing, in order to foster confidence first, and carry on from there.
Assignment #2 Disabilities in Your Classroom
While I view the changes from isolated education towards and into inclusive classrooms settings as having many obvious benefits, I cannot help but have some great concerns and questions as well. I feel that an isolated school setting has the advantage of having specialized teachers working in a community of students with similar exceptionalities, and thus needs. Therefore, I feel that the students are given a better oportunity to have their exceptionalities dealt with by someone who completely understands the 'ins and outs' of them, while they are in an environment of people like themselves, so they do not have to feel uncomfortable about their learning needs. I do see how these teachers, and students are not really interacting with the rest of the social world, and definitely miss out due to this.
Mainsteaming then? I like the idea of a resouce room, and have seen them work very well in both my PSI and Ed. 2500 placements. The coming and going of students never seemed to create a disturbance to the rest of the class, however I'm sure it took much orchestrating to get to this point. I think that as a teacher, you have great control over how much attention is drawn to this, and should always try to work it so that students are not missing out on their favourite or obviously more enjoyable activities.
I agree that all students, with all exceptionalities have the right to be included in a regular classroom, but will admit that as a teacher the inclusion method is a bit daunting. While I will strive to model an inclusive community environment in my classroom, I am worried about how many adaptations one lesson can handle, and just how to do it. I am sure this will come through further experience though.
We are living in a diverse society, and so I feel we need to embrace that diversity on all levels in schools, where people spend so many of their foundation years. I am especially fond of the tolerance in students, that an inclusive classroom tends to build on, as well as respectful and responsible behaviors. I do not feel that I can make a clear list of the ways that I plan to implement the inclusion model in my classroom, until I have had more experience with students of varying exceptionalities. However, I can say that it is my intention to accomodate all students in the best way that I can, creating a sense of community in a classroom where students are both independant of others as well as interactive and accepting of one another.
Mainsteaming then? I like the idea of a resouce room, and have seen them work very well in both my PSI and Ed. 2500 placements. The coming and going of students never seemed to create a disturbance to the rest of the class, however I'm sure it took much orchestrating to get to this point. I think that as a teacher, you have great control over how much attention is drawn to this, and should always try to work it so that students are not missing out on their favourite or obviously more enjoyable activities.
I agree that all students, with all exceptionalities have the right to be included in a regular classroom, but will admit that as a teacher the inclusion method is a bit daunting. While I will strive to model an inclusive community environment in my classroom, I am worried about how many adaptations one lesson can handle, and just how to do it. I am sure this will come through further experience though.
We are living in a diverse society, and so I feel we need to embrace that diversity on all levels in schools, where people spend so many of their foundation years. I am especially fond of the tolerance in students, that an inclusive classroom tends to build on, as well as respectful and responsible behaviors. I do not feel that I can make a clear list of the ways that I plan to implement the inclusion model in my classroom, until I have had more experience with students of varying exceptionalities. However, I can say that it is my intention to accomodate all students in the best way that I can, creating a sense of community in a classroom where students are both independant of others as well as interactive and accepting of one another.
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