Importance Of Inclusive Classroom

Importance Of Inclusive Classroom
Culture: seven letters, two syllables, and one controversial meaning. The United States has become a large melting pot for all cultures across the globe.
One of the main places that these cultures come together is in the classroom. In order to effectively teach all students, an educator must embrace the
chaos of changing cultures in the classroom. With different cultures having varying beliefs about simple aspects of everyday life (eye contact,
speaking, etc.), an educator must become knowledgeable about all of his or her student's cultures in order to best serve the students. This can be done
through several different methods. In order to create a culturally inclusive classroom, an educator must become educated about culture through the
cultural continuum and power distance. In their 2017 article, Response to Cultures Continuum and the Development of Intercultural Responsiveness
(IR), authors Kathryn Jones, Jason Mixon, Lula Henry, and Jennifer Butcher define what it means to be culturally competent, and give examples of
how teachers can become culturally competent. According to Jones, Mixon, Henry, and Butcher, cultural competence is the "ability to understand
diverse perspectives and appropriately interact with members of other cultures in a variety of situations". The level of immersion in a culture is said to
be measured on a cultural continuum, with monocultural being at the far left end, and intercultural being on the far right end, with monocultural being
defined
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Students with Learning Disabilities and the Inclusive...
All teachers dream of the classroom filled with fifteen tranquil, enthusiastic students, all with their note books out and pencils prompt for note taking.
This is the classroom where everyone works together, at the same pace, and without any interruptions or distractions. This is the ideal classroom
setting. The only problem with this picture is that it does not exist. Students are all different. Kids all learn different ways, and at varying paces. Both
Physical and Learning Disabilities can hinder a child's learning speed and hold them back from the rest of the class. It can be very difficult to identify
a child with a learning disability because students can often be misunderstood and labeled as unmotivated and lazy. These students... Show more content
on Helpwriting.net ...
In Learning Disabilities and Challenging Behaviors, Nancy Mather gives examples of these widespread disabilities through case studies of
children with special needs. She talks about a boy named Ryan who had "limited reading skills, difficulty completing tasks and always complained
about how much he hated school. Ryan often told the other students that he was dumb because he had to visit to the resource room everyday for
individualized instruction, but since the help has begun, he has improved his skills and gained confidence" (Mather, 3). This example proves that
and even individual with acute learning disabilities can be put into the mainstream classroom, as long as he was receiving outside, private instruction
that is geared towards his own personal struggles. She introduces the reader to Danny, a boy who had poor motor skills and because of this he often
tripped on the playground and could not tie his shoes. Mrs. Abram, his teacher, recognized his difficulty and tried to help him with his handwriting
which was struggling, but her minimal efforts during class time made little improvement by the end of the year. This example shows how the
inclusive classroom can fail a student whose teacher knows about his problems but is not necessarily trained or prepared to deal with his many
demands. Mather also brings up Stephanie to prove the same point. Stephanie was a girl who "was shunned because she had problem making friends
and did not interact well with her

Michelle Is A Second Grade Student At An Inclusive Classroom
The Student
Michelle is a second grade student in an Inclusive classroom. Her twin is also in the classroom and is a special education student as well. Michelle
has an IEP and a significant speech and language delay. She is also an ENL student. For math and writing classes, an ENL teacher pushes in. Michelle
is pulled out for speech therapy sessions.
Michelle was exposed to the following teaching strategies:
Teacher–mediated
Environmental Arrangements– Most of Michelle's lessons are presented from a U–shaped table headed by the special education teacher. Here, the
student's are expected to follow the general education teacher's lesson. The special education teacher sits at this table and follows along with the general
education teacher's lesson plan. When it is time for student's to perform a task/worksheet, the special education teacher "guides" the students along. The
same manipulatives that are being used by the general education students are provided for the student's with special needs. The teacher rotates her
individual attention from each student at this table. Michelle has a very low voice, almost a whisper, and the special education teacher will encourage
her to speak louder and to enunciate. During writing, reading, and testing, Michelle and her fellow special needs student's are pulled into an adjacent
room within the classroom. Here, the special education teacher conducts the entire lesson. The ENL teacher will push into these lessons daily. In

Inclusive Classrooms For Students With Disabilities
Inclusive classrooms attempt to recognize and respond to the numerous sorts of differences that children take to the classroom. In conventional
classrooms, these distinctions may prompt children being demoted to varied reading or math groups, or being distinguished as learning disabled or
gifted. In the current educational atmosphere, educators need support as they attempt to meet all children 's individual needs while as yet keeping up
elevated expectations and an interconnected classroom group. Inclusion does not just mean the position of students with disabilities general education
classes. This methodology must fuse principal change in the way a school group backings and locations the individual needs of every child. As such,
effective models provide specified, compelling models of inclusive training benefits for students with disabilities, as well as make a situation in which
each student, including the individuals who don 't have disabilities, has the chance to flourish. As stated by Mara Sapon in her article Learning in an
Inclusive Community " In truly inclusive classrooms, teachers acknowledge the myriad ways in which students differ from one another (class, gender,
ethnicity, family background, sexual orientation, language, abilities, size, religion, and so on); value this diversity; and design and implement
productive, sensitive responses. Defining inclusion in this way requires us to redefine other classroom practices". Here are a few directions in which

Inclusive Strategies: Instructional Aid In The Classroom
Ashley Yaronczyk SPE 4407 Inclusive Strategies Key Assessment #1 Intervention Plans December 8, 2016 Math Intervention Plan Student: Jay The
third–grade classroom consists of twenty–three students that range in academic levels. There is currently no additional instructional aid such as a
teacher's aide in the classroom. I acted as an aide while being there to observe this student. The classroom presented useful aids such as posters with
key terms, classroom rules, class schedule, and objectives for the lessons, along with educational technology such as computers and iPads to use Stride
Academy. The instruction is scaffold where the students need to know one part before being able to successful achieve the next part. I was given the
student, Jay, to observe and assess. He struggles... Show more content on Helpwriting.net ...
He often is distracted and does not pay attention to the instruction. In this room, there is the same number of students in the class, twenty–three. There
are posters that service as aids. The posters consist of key terms, classroom rules, class schedule, and objectives for the lessons, along with educational
technology such as computers and iPads to use Stride Academy and taking Accelerated Reading Tests. Base line Assessment: In the base
–line
assessment, Jay seemed to just scan over the material and guessing on the answers rather than figuring out the real answer. With Jay not fully
comprehending the material and understanding how to find the right answer this can cause problems within other subjects. Reading is a critical subject
to learn. Short–term goals: Understand the text given and answer questions accordingly. Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers. [RL.3.1] and

Formative Assessment Of The Inclusive Classroom
Teaching, like life, is made up of more than hard facts. It is also made up of relationships, commitment, mentorship, goals and most importantly
reflection. Without these components there is no opportunity for change, everything becomes stagnant. These themes are not only reflected in the
assigned books but the core values of Viterbo University. Fisher and Frey (2014) examine how formative assessment can drive instruction by applying
a variety of activities, which in turn increase understanding. Schroff and Tresniowski (2011) delves into the friendship between an executive, a poverty
stricken boy and how their relationship positively impacted both of their lives. Lutz Fernandez and Lutz (2015) interviewed teachers from diverse
backgrounds,... Show more content on Helpwriting.net ...
Schroff and Tresniowski (2011) focused on relationships and all the qualities of mentorship. Laura demonstrated the core values of Viterbo by taking
care of Maurice throughout his childhood. Maurice's teacher lets her know her stewardship made a difference in his life. Villa and Thousand (2005)
share the commitment of a community to Bob, a non–verbal student who used a communication board. He was provided with a team of teachers,
specialists, assistants and students to develop and deliver supports. The students extended their hospitality and took it upon themselves to help Bob met
his Individualized Education Plan goals. After Bob unexpectedly passed away, staff and peers contemplated how Bob impacted their lives. Two of
Bob's friends demonstrated integrity and service when they flew to another country to advocate for a student with the same disability to have the
opportunity to attend school. As recommended by Fischer and Frey (2014) by utilizing differentiation and contemplating student progress, teachers can
adapt content, processes and products through purposeful planning. This teaching model connects the learning material to each student instead of
teaching to the middle. This plays directly with the co–teaching model Villa and Thousand (2005) examined. By combining formative assessment,

Effective Language Reflection
I generally consider myself to be a kind and open person, but some of the discussion that we've had in HLSC 100 have made me realize that there's a
lot more I could be doing to make everyone feel included and safe. The inclusive language discussion opened my eyes to the fact that I am not always as
inclusive as I thought. "What's up guys?" "Hey guys!" "Guys, you gotta see this." Those are all phrases that I had used almost everyday and never
thought about their consequences. I never thought about how using the term "guys" would make someone feel if they did not identify with being
anything other than a male. I have used it for such a long time to address my female friends and never thought twice about it. Now when I'm typing
in my group chats I try to avoid phrases like "guys," "girls," or "boys" unless I know everyone in the chat is comfortable with it. The discussion
made me realize that my words could have a negative impact on people without me even thinking it. We also discussed the importance of intent when
speaking to others. The class seemed split over whether or not intent matters. Some believed that it was okay to say whatever you wanted, even if it
hurts or offends others, if your intent was good. The other part of the class thought that intent does not matter. If what you said offended someone, it is
your fault and you have to take responsibility for that person's feelings, regardless of your intent. I fall into this latter group. As much as I don't want to
take

Developing A Successful Classroom Inclusive Environment Is...
Another factor that incorporates in having a successful classroom inclusive environment is the quality of teaching. Alton–Lee (2003) argues that
quality teaching has been identified as an important practice of positive outcomes for diverse students. Forlin (2012) discusses, but with more details
than in Alton–Lee (2003) saying that quality teaching for students with diverse abilities has got various characteristics. For example, it has to focus on
student's achievement, to make clear links between the curriculum and the student's culture, and to respond the learning processes. Foreman (2014)
adds that quality teaching is also related to providing a feedback that helps with the students' self–regulation and scaffolds their learning. Moreover, it is
acting like a bridge of interactive communication between the students and their teacher. The Australian Curriculum "makes it clear to teachers what
has to be taught and to students what they should learn and what achievements are expected of them... Classroom teachers are the people who decide
how best to organize learning for students. They will make decisions about their pedagogical approach that will give the best learning outcomes."
(National Curriculum board, 2009, p.8). In addition, teacher's learning resources (including ICT) are opening new learning opportunities to diverse
abilities that enrich the quality of teaching. The rapid increase in available technologies (both assistive and instructive) has provided teachers with

The Inclusive Classroom
The Inclusive Classroom–Research Tips
The classroom, a place to learn, grow, and socialize. More than that, a classroom is a place you walk into on day one nervous and maybe even a little
bit scared, but when you walk out on the last day, you leave smarter, more confident, and more mature than when you arrived.Inclusion in its simples
form means exactly that to include. Inclusion has proven to enhance learning outcomes in the classroom not only from an educational stand point, but
from a social aspect as well. The benefits of inclusions in our schools has help all children to acquire social skills from each other. There is a greater
understanding that everyone has their unique strengths and weaknesses with a greater level of acceptance. Inclusion was not always been the case,
children with special needs were often kept separate from the regular student body regardless of the level of disability. The 90's s brought about changes
in legislation that changed the makeup of schools and classrooms. The following will provide information which will help in researching the topic of
Inclusion in the classroom.
Key words
When referring to inclusion in the classroom, it is commonly referring to the inclusion of children with disabilities alongside the regular education
student body. Thespecial education department of a school is the hub for providing the least restrictive environment for students with disabilities. Key
words are significant words from a title or document used

Assess The Role Of The Teachers In An Inclusive Classroom
Over the years, Australian education and its school system has been reformed to become more inclusive in order to accommodate all children of all
backgrounds and abilities (Slee, 2006). According to Pearce, Gray and Campbell–Evans (2009) the broadest definition of inclusion can be explained as
an acknowledgement, acceptance and respect of all people, regardless of culture, language, beliefs, socio–economic background, and a plethora of other
influences in life. Within a school context, an inclusive school must accommodate all children, whether they are physically or intellectually impaired,
gifted, or come from a marginalised ethnic or cultural minority (UNESCO, 1994). The role of the teacher in ensuring classroom practices is of most
importance

The Three Classroom Settings For Micah
After reviewing the three classroom settings for Micah, I believe the appropriate setting would be inclusion. Within an inclusive classroom Micah
would receive the added support he needs to reach educational goals. An inclusive setting would also provide the least restrictive environment for
Micah while allowing him the social activity he enjoys. Any accommodations are able to be added without signaling him out in front of his peers. Most
classrooms have student computers to use during class time. Micah's computer can be set up ahead of time with extra app's that will allow him to have
such things as spell check, talk to type, read back, thesaurus and dictionaries, and calculators if needed. Micah could use headphones if needed. Often
student

Inclusive Classroom Response Paper
There are two types of questioning, lower–level questioning and higher–level questioning: Lower–level questioning involves use of repetition or
restatement of information that was previously covered. It is what is used for basic skills instruction in the early stages of learning. An example of a
questions asked in this type of questioning are; (what is? and what are?) (Mastropieri and Scruggs 2014).
Higher–level questioning require people to use more in–depth thinking. Their responses require intense thinking and reflection and are processed at a
slower rate and may not require simple short answers. An example of higher–level questions asked are; (why do you think? and would this be true if?
(Mastropieri et al., 2014).
I can use the following Utah Core Standard Lesson Plan in an Inclusive Classroom: ... Show more content on Helpwriting.net ...
What activities do we do and what holidays do we celebrate in summer?
4. What activities do we do and what holidays do we celebrate in fall?
The lower–level questions are very effective because they teach the children the name of the season and things that are used as representation of the
seasons. It helps the child remember the season better when they can connect objects and things to that season. The higher–level questions also teach
the children the name of the season and provide representation of the season. The higher level questions also provide connections between season and
what happens in them. Both types of questions teach the children and provide information about the materials being taught. The difference in the
lower–level questions from the higher–level questions is that the lower level questions are one words answers whereas the higher–level question require
some thinking and reflection. The lower–level questions are basic and the higher–level question are not, they are harder and require the students to
maybe do some research or ask questions themselves. The higher–level question could also be personalized, while the lower–level questions

Can The Regular Inclusive Classroom?
"Many students who are gifted require differentiated programming and supports to meet their exceptional learning needs" (Alberta Education, p.172).
Can the regular inclusive classroom, a heterogeneous program, be enough of a challenge to stimulate the thinking to reach the gifted learner? Or, is a
homogenous classroom, comprised of only gifted individuals, be the best academic solution for these exceptional students? As of June 2014, in the
Catholic District School Board of Eastern Ontario, there were only 40 exceptional students identified as gifted (CDSBEO, p.6), which is only 2% of
students of all exceptional learners. With a limited portion of the exceptional students being gifted, educators may find it difficult to provide a balanced
... Show more content on Helpwriting.net ...
"The homogeneous grouping is typically one that is usually consistent with the idea of accelerated learning" (Department of Psychology, p.3). In this
setting, you may find that the expected curriculum content is achieved quite quickly, it may even mean skipping grades (Department of Psychology,
p.3). The heterogeneous grouping would refer to students who have the gifted identification, and those who do not. In these classrooms, teachers can
use forms of differentiated instruction, flexible groupings or problem–based learning which would challenge and promote critical thinking skills in all
the learners in the classroom. There are advantages and disadvantages to both settings. Although many advocates of gifted education are hesitant with
the push for full inclusion, this is likely a common practice in many smaller boards across the province. In a heterogeneous program, gifted students
would have social benefits, engaging learning opportunities and exposure to diverse classroom settings. Jacques St–Arnauld, an elementary teacher
teaches in an inclusive school, where he feels that their, "inclusive approach may have some social advantages. I've never seen the gifted [students] be
ostracized by other [students] in the school – they're treated the same as everyone else." (Educational Leadership). In our board, there is a gifted
program which can be provided by resource teachers at schools, but the youngest

Differentiating Within An Inclusive Classroom
Section 1:– Rationale
This paper will be about differentiating within an inclusive classroom. Differentiating in the classroom today is basically that "students have multiple
options for taking in information, making sense of ideas and expressing what they learn" (Woodcock, Dixon, & Tanner, 2015, p. 62). And inclusive
classroom is basically a classroom where students have and fair and equal opportunity to learn. As inclusion is basically about the school adapting to
the students, and not the student adapting to the school, which is defined as integration. Teachers today need "to find more constructive ways to
collectively respond to and take responsibility for helping our children and youth" (Ellis, Hart, Small–McGinley, 1998, p.142). I ... Show more content
The Disability Standards for Education (2005, s. 3.3) states that adjustments is "a measure or action (or a group of measures or actions) taken by an
education provider that has the effect of assisting a student with a disability in relation to an admission or enrolment (to apply for the admission or
enrolment), in relation to a course or program (to participate in the course or program), and in relation to facilities or services (to use the facilities or
services)." I know this first hand as to my condition doing university, because I knew I was struggling because of what was happening to me, so I went
to the university to help, and they provided me with Reasonable Adjustment (RA) to assist me in my education at university. These adjustments were in
the range of attendance to lectures to extension to assessments and special conditions for final exams.
Section 2:– Implementation of the Strategies
The case study I have chosen is Michaela Richardson, who is six years old and is in Year 1 (Stage 1). From the data supplied, I have found out that
she likes rhyming words, and is very independent in her problem solving, she also works well with other students. But she prefers to struggle with
difficult work on her own, even though the teacher gives her guidance and instructions. She searches blindly for answers and battles her way to

The Benefits Of Inclusive Education In The Classroom
Many people frown upon the fact of inclusion in classrooms. They say, "the disabled student might be disruptive" or "the other students might get upset
when the teacher has to slow down for the disabled student." All students have their right to an education, whether it be inclusive or not. If a student is
disruptive, the teacher should be able to handle it. Although people think inclusion has many disadvantages, there are far more advantages and benefits
for all students, teachers, families and even for communities. Therefore, we as society should make schools, and communities inclusive. Better social
skills are just one of the many benefits for a student with disabilities. The student gains these by talking to students that are different from them and "by
feeling happy for being part of a regular community" (Inclusive Education: A Renaissance with Umpteen Benefits to all). Students get to interact with
all types of students, which helps them with their understanding of the world they live in. Social skills are important for all students, and being able to
communicate with all different types of people will be crucial when it comes time for employment. The students are also able to observe how the other
students in their classroom communicate with one another and eventually pick up on those skills.
Students with disabilities also benefit academically, because they are given higher expectations by their peers and teachers. Since the students' peers
and teachers have

Importance Of Communication And Collaboration In An...
1. Understand the importance of communication and collaboration in creating effective inclusive classrooms.
Communication and collaboration are so important in creating effective inclusive classrooms. Collaboration and communication between professionals
is believed to help the effectiveness of inclusive programs. (Salend, 2016, pg 159) Communication and collaboration also help to create a sense of
community, in which problems can be solved and strategies can be made to help students. According to our textbook, communication and collaboration
also helps create ways to implement solutions that prevent and address learning and behavioral difficulties. (Salend, 2016, pg 159) Inclusive programs
will have many students with different needs. Some will have different types of learning disabilities while other may need more challenging material.
Working in an inclusive classroom, teachers need to plan differentiated instruction and materials that address different learning needs and styles.
Inclusive classrooms usually consist of the general education teacher and the special education teacher. The two teachers work together to provide
instruction to all students while also providing the supports needed for the students with disabilities to succeed. Teachers from inclusive classrooms
may seek communication with professionals and families to find strategies to help struggling students or adjust curriculum to meet the needs of all
students. They may also seek help with a problem or

Teacher And Student Behaviors In Inclusive Classrooms By...
Each fall, both teachers and students look expectantly toward the new year as a time of excitement and optimism. Will I be able to help my students
learn as much as they can as fast as they can? Will the teacher like me? Will my students like me? With or without research or theory, each member of
the class community knows the importance of the teacher–student relationship. As an administrator in an elementary school with both the highest
gifted percentage in the count and a visually–impaired cluster unit, it is important that I understand the scientific data surrounding forming
relationships to support teacher understanding of its impact on their classroom climate and to encourage methods of class community building. The
problem, therefore, is twofold – what is the impact of Exceptional Student Education (ESE) students on teacher–student relationships and what
preconceived notions do teachers have that impact their relationships with their students. This is important to the field of education as we transition
from the old model of secluding ESE students in self–contained classrooms to the newer model of inclusion. As teachers better understand the research,
their behaviors affecting relationship building will be of greater import and, thus, a priority. In "Teacher and Student Behaviors in Inclusive
Classrooms" by Nevin Guner Yildiz, teacher and student behaviors were observed and recorded on a data collection form designed according to the
time–sampling method.

Creating Inclusive Classrooms For Elementary Education
November 22, 2015
To:Elementary Education Teachers
From:Jill Hansen
Subject:Creating Inclusive Classrooms
Teachers have the challenge of providing the best education for all of the students in their classrooms. Students in the classroom are increasingly
diverse and differ in language, culture, social backgrounds, talents and cognitive skills. As the movement grows to include special educational needs
students in the general education classroom; teachers need to carefully structure the classroom and curriculum to meet the needs of these students.
In this report, I will explain how, why, and what teachers will need to do to accomplish this task.
The Teacher's Role
Teachers should be well versed in the terminology of the special educational needs. The teacher should be aware of each student'sindividualized
education program (IEP) and adapt the lesson plan to strengthen the weakest student; however provide the gifted student with a challenge (Stanberry).
The needs of the gifted student are often overlooked. The reasons are the lack of professional knowledge of the needs of the learner and because there
is a misconception that these students "can make it on their own" and thus have much less need for support (Armstrong and Richards 131–132). Thus it
is a balancing act that needs help in developing and the teacher needs support from administrators and paraeducators (if available).
Teachers Lesson Plans
Differentiate instruction by using groupings, providing

Inclusion In The Inclusive Classroom
Inclusion has been a term stated several times in the past few years in the school system. However, do you really know what this word means and
what inclusion looks like in a classroom? According to the book, The Inclusive Classroom, "The term inclusion has been used to describe the education
of students with disabilities in general education settings" (Mastropieri, pg. 6). This term simply means it is the child's right to participate and the
school's responsibility to accept the child in the general education classroom. Furthermore, mainstreaming differs from inclusion because mainstreaming
is something students earn by demonstrating their skills were sufficient. "A critical difference of inclusion is the view of the general classroom as the
primary placement for the student with disabilities, with other special services regarded as ancillary" (page 7). Inclusion plainly means integrating
students' with disabilities into a setting ... Show more content on Helpwriting.net ...
It should go beyond that in the classroom and it is the teacher's goal to further the meaning in the classroom. Inclusion is not simply about physical
proximity, it is about intentionally planning for the success of all students. The following quote elaborates past the context of inclusion. When
including students in the classroom the teacher needs to consider the individual first. Full inclusion is seeing the whole child in all aspects of life. It
involves taking the genuine time to have conversations with the students still professionally but on a personal level that is caring. Additionally, it is
taking the effort to reach the diversity of students in the classroom and making everyone feel welcomed when coming to school. Full inclusion allows
the students to create personal relationships with everyone and to be treated equally. They have the opportunity to be in the classroom setting all day
with the assistance of special education teachers coming to the room if

Culturally Inclusive Classroom Assessment
Today, Ms. Laura Garner did a professional development on Differentiation. It was amazing! I've read professional articles and books on this topic,
but never actually saw it up close as a participant. I was not just a participant but I was an active participant. I was engaged in the learning process. In
fact, every teacher in the room was actively engaged in the learning process. Everyone was not doing the same activity, but the topic at hand was the
same for all participants. Thus, instruction, in a classroom, should not be one size fits all. It should be catered so the needs of each student that enters
into a classroom to learn are met and more importantly, students' weaknesses are not highlighted for everyone in the classroom to... Show more content
All students are involved in the process. Today, we used varied text to learn about homelessness and poverty. There were narratives, pictures, and
videos to teach these two concepts. With my struggling readers as well as with my stronger readers, I can play a BrainPOP video to teach many
science concepts and use leveled texts to teach science concepts. In addition, there is the National Geographic for Kids which has pictures and articles
that can be used in science classrooms. Furthermore, there are books to conduct Read Alouds in the classroom. Students can be placed in groups
according to reading levels and assigned various texts to read. These activities keep students' attention and ultimately improve their

Inclusive Classroom Model
Is the Inclusive Classroom Model Workable? According to Koonce (2014), "...the Individuals with Disabilities Education Act (IDEA) has spawned an
inclusive schools movement..." (p. 187). The issue is whether or not the inclusive classroom is a workable model. Proponents say that inclusion is
necessary to prepare all students for life in our diverse society while dissenters say inclusive classrooms actually deter from learning for everyone,
including those it is supposed to help. The Martin County School District has policies in place to protect students' rights to a free and public education
(FAPE) in the least restrictive environment. District employees must adhere to these procedures when creating and implementing individualized
education plans. These procedures give guidance to staff and parents so that students receive the education to which they are entitled under FAPE. In
the Koonce text (2014), Mara Sapon–Shevia indicates that one positive aspect of the inclusive classroom model is that the model fosters a sense of
community for all students in the classroom. Students come from many different backgrounds and embracing those differences within the classroom
builds a sense of community among students. When students learn that they are all important contributors to the whole classroom, and all bring a
unique perspective to the learning environment, a sense of belonging ensues. The inclusive model allows this to happen as students are
heterogeneously grouped with

Inclusive Classroom Model In The Classroom
When asking the question, is the inclusive classroom model working, the answer is yes. Inclusion is the right direction to go; however, the model that
is in place is not the most effective for education. The Education Law for All Handicapped Children Act of 1975 mandate that schools provide free
public education to all students with disabilities. The Individuals with Disabilities Education Act of 1990 ended the idea that a free public education
meant segregating students with special needs in separate classrooms or wings of the school, and thus began the "inclusive classroom" movement.
What does the law actually mean in regards to "inclusion"? All learners between the ages of 3 to 21 with handicaps, defined as students with hearing
impairment, visual impaired, physically disabled, emotionally disturbed, or having special learning disabilities, will be provided a free public
education. Furthermore, each of these students will have in place an Individualized Educational Plan where the educator and parent decide on the least
restrictive environment possible (which in most cases is the regular classroom) as well as set educational, behavioral, or social–emotional goals for the
student. Teachers need to receive training specific to inclusion for the model to be successful. Students without disabilities can learn from students with
disabilities. However, if teachers do not know how to provide those opportunities or create an learning environment where this type of learning is

Mrs. Boyd's Fifth Grade Inclusive Classroom Study
Mrs. Boyd's Classroom Study
The first article "Mrs. Boyd's Fifth–Grade Inclusive Classroom: A Study of Multicultural
Teaching Strategies" by Brown (2002) explored the relationship of the environment created by Mrs. Boyd, a fifth grade teacher who "[nurtured]
academic excellence" (p.127). The objective of the study was to see what strategies Mrs. Boyd used to encourage success in the classroom. The
population was elementary school kids in grades 4–6 whose ethnicity was varied from African American to Asian and biracial. The examiner observed
six of Mrs. Boyd's morning and afternoon sessions and interviewed her after about the strategies used to educate their students. The study found several
key elements to providing a comfortable environment, ... Show more content on Helpwriting.net ...
The researchers focused on groups that are at a higher risk for obesity; Hispanic and African American 4th and 5th graders, and their engagement
in physical activity. Studies have shown "that emotions following an acute bout of physical activity are predictive of...participation up to a year in
healthy, sedentary adults (Lochbaum & Stevenson, 2014, p. 202). The task was to dribble a basketball with different goals set by the examiners.
These goals were mastery, performance approach and performance avoidance. After the task was completed four emotions: pride, frustration,
shame and success were assessed. A mastery goal is defined as learning a task to improve ones self while the performance approach is based on
trying to outperform others (Darnon et al., 2007). However, performance avoidance is the need to avoid performing more poorly than others (Darnon
et al., 2007). Under the mastery goal, children were asked to see how well they could dribble the ball. While the performance goal conditions was to
dribble the ball and compare the quality to children in another city. Both performance groups were told they would be video taped, however the
avoidance group was told their errors would be pointed out and shown to other city students.

Essay on Creating a Supportive Learning Environment
As teachers we should focus on the importance of creating supportive learning environments which instil the notion of inclusivity of all students, with
or without disabilities. As students enter the classroom they bring a mixture of cultural, academic and behavioural diversity with them (Watkins, 2005).
As teachers we need to embrace the unique qualities that each student holds and make the most of this diversity to enhance the learning outcomes of all
students. This critical reflection aims to identify how teachers can set up the learning environment to specifically maximise teaching and learning for
all. In correspondence to each idea mentioned, I will also reflect on some potential advantages and challenges that beginning teachers may... Show more
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As beginning teachers, even though we cannot change whole school policy and practice, does not mean we cannot reflect our ideals and beliefs within
our classroom and model our behaviour for others (Ashman & Elkins, 2008). As teachers we are particularly in a significant position where we can
influence our students' attitudes and have the opportunity to ultimately facilitate the change towards more inclusive communities and schools.
Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for
this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman
and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all
students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that
collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of
the students and their families.
Successful communication is particularly crucial when forming supportive and respectful relationships with our students and their respective parents.
During my practical experience I noticed a number of collaborative initiatives that were implemented

A Successful Inclusive Classroom For Children With Autism
What is Autism Spectrum Disorder In order to create a successful inclusive classroom for children with autism, it is important to know more about the
disorder and its characteristics. Every person with autism has different characteristics. "Children diagnosed with autism spectrum disorder display a
range of specific characteristics such as: (a) impairments in communication and interactions with others; (b) restricted, repetitive and stereotyped
behaviors, interests and activities; (c) delays in either 'social interaction, language as used in social communication or symbolic or imaginative play'
with onset before the age of three" (Deris & Carlo, 2013). "A child's profile along the continuum of Autism Spectrum Disorders dictates the severity of
impairment in language engagement, social connectedness, sensory integration, and cognitive skills" (Friedlander, 2009). Each person is very unique.
"They include autistic disorder (sometimes referred as "classic autism"), Rett syndrome, childhood disintegrative disorder, pervasive developmental
disorder–not otherwise specified (PDD–NOS) and Asperger syndrome" (Autism Speaks). The table below shows three different levels of severity of
autism. The data focuses on the level of severity, the social communication, and the restrictive, repetitive behaviors
Table 2 Severity levels for autism spectrum disorder (Autism Speaks).
Severity levelSocial communicationRestricted, repetitive behaviors Level 3
"Requiring very substantial

What Are The Importance Of Inclusive Education In The...
Educators face increasing concerns and challenges in providing equal opportunities for all students especially students with special needs. A classroom
should be an environment that individually accepts, motivates, engages and challenges students, while the curriculum is presented in multiple ways to
meet diverse students' needs. Education authorities recognise special needs as a wide spectrum of special educational needs often inter–related in the
areas of communication and interaction, cognitive and learning behaviour, emotional and social development and sensory and physical impairment
(Florian 2004, 13). Barriers to inclusion such as teacher's negative discriminatory attitudes and practices, lack of support to facilitate inclusion and
adequate professional development result in failing children to realise their full potential. More importantly, educators are legally obligated to practice
inclusive education and provide an education equal to any other student as reflected in the Disability Discrimination Act 1992 and Disability Standards
for Education 2005 (Forlin, et al. 2014, 20). Clearly, a shift in teacher's attitude, instruction delivery and materials, assessment and evaluation, and
accommodation are demands that need to be met to successfully implement inclusive education. The effective integration of technology provides
teachers multiple ways to address the diverse demands students including students with special needs. Therefore, the application of technology

Inclusive Education : The Benefits Of Inclusion In The...
A lot of people do not agree with inclusion in classrooms. They say, "the disabled student might be disruptive" or "the other students might get upset
when the teacher has to slow down for the disabled student." All students have their right to an education, whether it be inclusive or not. If a student is
disruptive, the teacher should be able to handle it. Although people think inclusion has many disadvantages, there are far more advantages and benefits
for all students, teachers, families and even for communities. Since everyone can benefit from inclusion, we as society should make schools and
communities inclusive. Better social skills are just one of the many benefits for a student with disabilities in an inclusive classroom. The student gains
these by talking to students that are different from them and "by feeling happy for being part of a regular community" (Inclusive Education: A
Renaissance). Students get to interact with all types of students, which helps them with their understanding of the world they live in. Social skills are
important for all students, and being able to communicate with all different types of people will be crucial when it comes time for employment. The
students are also able to observe how the other students in their classroom communicate with one another and eventually pick up on those skills. In a
study conducted by Wiener and Tardif, they found that students in an inclusive setting "were more accepted by their peers, had

Inclusive Classroom Behavior Study
M. Smith and K. Smith state (2000) that the six teacher in their study felt that they were not prepared in college as preservice teachers to instruct in an
inclusive classroom. This line of thinking was also discovered by Bruns and Mogharreban (2007) when they found that preservice teachers' beleifs
about inclusion were positive they not as confident of their abilities to plan, instruct, and manage an inclusive classroom. It was also stated that many
Head Start teachers do not hold state certification and may not receive the same types of instruction related to young children with disabilities as do
professional completing a state certified early childhood program (Bruns and Mogharreban, 2007). Professional development opportunities need to ...
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The Support and Technical Assessment through Relationships and Skill–building (STARS) Needs Assessment was developed from existing early
childhood education and early childhood special education literature about effective practices with young children (Bruns and Mogharreban, 2007). In
the project results it was discovered that early childhood education professionals overwhelmingly believed that all young children can learn and that
children with and without disabilities are more alike than different, and young children with disabilities should receive services alongside their peers
without disabilities (Bruns and Mogharreban, 2007). The results discussed being able to adjust the classroom environment to meet all students' needs.
This can be done through universal design, giving a wide range of options for students when making adaptations, and modeling relationships rather than
just including the children. The results did show that one area teachers felt that they were lacking was alternative forms of communication and
adaptations for students with motor impairments or hearing impairments (Bruns and Mogharreban, 2007). This is where collaboration helps fit all the
pieces of the puzzle together. The speech pathologist will be able to

Creating A Welcoming And Inclusive Classroom
Creating a Welcoming and Inclusive Space. In education, physical space of the classroom matters, but more importantly the impression imposed by the
instructor and interactions determines how the space is perceived as. Creating a positive space is displayed as welcoming any student to the class, and
every student can benefit from such an effort. International students come to the institution with overwhelming fear and stress, hoping to be able to
connect with their instructors and colleagues. When first stepped into the classrooms, it is important for instructors to create a welcoming and
inclusive space, to provide a positive impression of the classroom building a sense of belonging. To achieve such setting, Crose (2011) introduces
step–by–step teaching methods, starting from understanding international learners to the ways of creating an inclusive, internationalized classroom to
overcome the challenges of language barriers. Crose (2011) suggests starting the first lecture with an engaging activity like an ice–breaker to introduce
the instructor and to provide opportunities for students to meet their colleagues. While jumping into talking about the content materials can pressure
the students from the first day, introduction session of each other can create a non–threatening environment to encourage student participation. Even
students struggling with language barriers will have something to engage in conversations with their colleagues. They may be shy to speak up in class

I Am A For A Boy Diagnosed With Down Syndrome
Unlike my last verbal essay which I was not very passionate about. The topic that I chose for today is very close to my heart and I am very
passionate about it. Why I chose this topic is because I am a one on one aid for a boy diagnosed with Down Syndrome. His name is Justin and
helping Justin is one of the main reasons I decided to major in social work. I have personally seen Justin blossom from being placed in an inclusive
classroom. An inclusive classroom is when children with and without disabilities participate and learn together in the same classes. Research shows
that when children with disabilities attend classes alongside peers who do not have disabilities, good things happen (Stout). When placed in inclusive
classrooms, Down Syndrome students blossom academically and socially from experiencing regular, daily contact with their nonclassified peers.
Academically, Down Syndrome students have the opportunity to blossom and learn more when placed in inclusive classrooms. Down Syndrome
students benefit from being in these classrooms because they have an equal opportunity to learn the same material as nonclassified students. When
placed in an inclusive classroom every student is taught the same material, but Down Syndrome students are able to receive a little extra help if needed.
This helps the Down Syndrome student to blossom because they have the opportunity to grow more than they would in a special education classroom.
Peers help Down Syndrome students to blossom by

Inclusive Classroom Practices In Australia
Within today's school environment, educational authorities require all teachers to implement a holistic and inclusive curriculum into their daily
classroom practices. Teachers must make regular adjustments, modifications and differentiate pedagogical content and practices, in order to ensure that
the needs of each individual child are met. Through implementing inclusive practices within the daily classroom setting, teachers are ultimately creating
a positive effect on learning outcomes for all students. There are various factors that can influence as well as hinder the educational performance of
students with a disability and additional learning needs, including, policies, frameworks, guidelines and school staffing arrangements. This report will
present findings from a situational analysis conducted to identify and evaluate issues impacting on student learning from a selected school context. The
school's historical, political, structural and contextual factors have been examined in order to highlight improvement areas to enhance and further
develop outcomes for all students with identified learning difficulties.
The School Context
The target school is a ... Show more content on Helpwriting.net ...
Both were used as a reference in order to gain staff feedback regarding the effectiveness (or ineffectiveness) of inclusive practices within the school.
Questions were develop using the notion that schools must not classify students with learning difficulties into a specific group, but rather ensure all
students are part of an inclusive education with equal access to the curriculum (Melbourne Declaration, 2008). These questions were aimed to discover
any improvement areas where the perception is that learners with special needs must be segregated from mainstream classes (please refer to Appendix
B for results from

Discussing Diversity And Diversity On Campus Through Your...
Discussing diversity and inclusivity, specifically in the context of a university, is an extremely hard subject to broach. It can be sensitive for
some, or even difficult to acknowledge for others. However, it is one of many subjects that, while difficult, is also equally as important to discuss.
And when it is discussed in a manner that acknowledges its importance while being conscience of its sensitive nature, it can be truly beneficial and
enlightening to the reader, which I believe you've accomplished extremely well. I would first like to take a closer look at how you refer to
diversity on campus through your article. You describe it as something we as a society view only as a number or statistic, as a way for an
organization to be able to make the claim that they are not "involved with the specter of racism." You also make the claim that because of diversity
being viewed as a number, it gives organizations a way to avoid combating circumstances and actions of racism by presenting a statistic of diversity
that, upon closer inspection, really has no correlation to racism. I think these points a very legitimate. Collegefactual.com lists SIUC as being above
the national average of ethnic diversity, yet this tells us nothing about instances of racism occurring on campus. However, you focus a lot on how this
view of diversity being reduced to a number affects organizations and how these organizations may incorrectly use this perspective to combat the idea
of racism existing

The Seven Deadly School Sins At An Inclusive Classroom Essay
This article is about the seven deadly schools sins to in an inclusive classroom. The first deadly sin is teachers having negative perspectives about
inclusive program. Teachers have negative perspectives of the inclusive program because it is "difficult to achieve a high level of success" (Worrell
2008, p.44). Worrell states teachers can avoid negative perspectives by starting the day off by stating something positive creating a positive
schoolwide climate. Teachers can make a positive environment by reading a passage of an inspirational book or having a time for students to write
their feelings focusing on the positive. The second deadly sin is teachers having a lack of knowledge regarding special education terminology, issues
and laws. Most general education teachers do not know much about special education program. Teachers can avoid having a lack of knowledge about
special education, by being vocal, and communicating with Exceptional Student Education administration and to not being afraid to ask for help. The
first step is to understand a student's specific needs is to read the student's IEP, the IEP states everything a teacher needs to know about the student. In
addition, there are always district local workshops to attend. The third deadly sin is having poor communication. Teachers have to have an interpersonal
collaboration approach with teachers and school administration. All members have to communicate and have a common goal and plan effectively for
student's

Full Inclusion Vs Inclusive Classrooms
These two article were great to read. The first one by Ford, provides a synopsis of various approaches used to address the LRE for students with
disabilities. It is helpful to teachers, administrators and other stakeholders in the educational system to read the authors study and comparison of the
differences in how programs approach inclusive classrooms. The article goes on to define the concepts of 'full inclusion' classroom verses the
'inclusion' and how important it is to understand these as they relate to the needs for the most effective education for students with disabilities. As an
educator understanding the various co–teaching methods: one teacher, one assist; station teaching; parallel teaching; alternative teaching, and team
teaching ... Show more content on Helpwriting.net ...
The second article, "A Place for Learning: The Physical Environment of Classrooms" (Phillips, 2014), is a great resource for teachers to use as a tool
for understanding and supporting how the classroom environment can promote "human interaction," "student morale and ...learning" (Phillips, 2014,
para 16). As an interpreter and observer of what is conducive for learning for DHH students the article is a fantastic resource to share with other
educators. The author furthermore, provides solid evidence related to common sense of classroom arrangement and offering a warm, supportive, and
positive learning environment. Then Phillips adds more supporting evidence and resources for educators to investigate further. This is a helpful blog
post that is easy to follow and read. The learning environment is an important component for motivating students, which adds to overall learning.
Ford, J. (2013). Educating students with learning disabilities in inclusive classrooms. Electronic Journal for Inclusive Education, 3(1). Retrieved from
http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1154&context=ejie
Phillips, M. (2014, May 20). A place for learning: the physical environment of classrooms. Retrieved from Edutopia.org:

It 's Important For Educator For Foster Diversity...
Venassa Simpson
October 27, 2015
It's important for educator to foster diversity education and create inclusive classroom that honor the multiplicity of identities and knowledge different
students bring into classroom.
Students and faculty in schools today are becoming increasingly diverse in their backgrounds and experiences, reflecting the diversity observed in our
broader society. The center for teaching is committed to supporting diversity mostly as it meets with the wide range of teaching and learning. There are
no specific rules for responding to ethnic, gender, and cultural diversity in the classroom. Furthermore, making your classroom inviting and comfortable
to help with ideas and resources will benefit student success appropriately. Perhaps the usual value is to be thoughtful and sensitive.
Creating a physical environment of classroom also reflect expectation of student, if students are perceived to be lacking, the education environment may
reflect as plain. If students are perceived as intelligent and motivated as having interest in the world around them, the education environment tends to
reflect an intellectually and academically, a place where learning is considerable comfortable and confident as learners. The environment is classroom
are not cared for when they become neglected and the ideal and real is lost on the students
Additionally, to create a physical environment in class room is by adding bright posters, organized spaces and supportive learning.

Preparing Teachers To Work In Inclusive Classroom Analysis
As we have learned this week, the meaning of the term diversity has evolved throughout the years and has a plethora of different definitions. Diversity
can include students that are exceptional learners; multiple intelligences and learning styles; different ethnicity, race, and culture; different gender and
religion; and even different socioeconomic status ("Notes On Diversity," n.d.). According to Florian (2012), "the increasing cultural, linguistic, and
developmental diversity of today's classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared
for inclusive education". The articles' findings that I read, Preparing Teachers to Work in Inclusive Classrooms: Key Lesson for the Professional

Behavior Management In Inclusive Classrooms
The article under review is titled "Behavior Management in Inclusive Classrooms." The article describes just how important this issue is going to be to
the future teacher and the ones already in the classroom. The ratio of special education students in a traditional classrooms are rising. Before entering
into my observations hours I was unfamiliar with a collaborated classroom setting. Although this is one of the most challenging settings to face using a
proactive behavior management program like the one described in the article can make learning undisturbed.
The authors selected research articles and other writings from the field for review and analysis. There methods were thorough. There intent was to
integrate the findings that had already

Benefits Of The Inclusive Classroom Model
Inclusive classrooms are general education classroom in which students with and without disabilities learn together. It is essentially the opposite of an
isolated special education classroom, where students with disabilities learn only with other students with disabilities. Inclusion represents the
philosophy that students with disabilities should be integrated into regular education classrooms whether they can meet traditional curricular standards
or not. This philosophy brings diverse students, families, educators, and community members together to create schools and other social institutions
based on acceptance, belonging, and community." The inclusive classroom model is a result of the Individuals with Disabilities Education Act and
the No Child Left Behind Act. Both pieces of legislation set out to provide a general education classroom in which all students are able to learn. This
paper will examine the pros and cons of the inclusive classroom model. Pros Social Advantages One of the most obvious advantages of inclusion is the
fact that students with disabilities are integrated socially with their peers. This interaction can create long–lasting friendships that would not otherwise
be possible. These friendships can also give the students with disabilities the skills to navigate social situations and relationships later on in life. Their
peers act as role models by displaying appropriate social skills through their interactions with each other, whereas the

Chapter 1 Of Creating Inclusive Classroom
Inclusive Education
Linda Mullen, Executive Director of The Sparkle Effect once said, "The idea of belonging should be considered a privilege available to only some
students. It should be considered a basic human right." Inclusive education is a child's right, not a privilege. The Individuals with Disabilities Education
Act states that all children with disabilities should be educated with nondisabled children their own age and have access to the general education
curriculum. I have seen firsthand the benefits of inclusion through my position as a 5th Grade ASD NEST Teacher. The ASD Nest Program is New
York City's inclusion program for students with autism spectrum disorders. "Nested" within supportive neighborhood schools, the program helps
students with autism who are able to do grade–level work learn how to function academically, behaviorally, and socially in school and in their
communities. The benefits of inclusive education are numerous for both students with and without disabilities. These include positive educational,
social and emotional outcomes. ... Show more content on Helpwriting.net ...
Salend describes four principles of effective inclusion in Chapter 1 of Creating Inclusive Classrooms: Effective and Reflective Practices. Using
Salend's four principals, I would like to reflect on my experiences and discuss the benefits of inclusive education. The first principle states the
importance of providing all learners equal access. The ASD Nest Program model strives to create, within a grade–appropriate academic framework, a
therapeutic environment in which the requisite supports are provided by a transdisciplinary team of specially trained educators and therapists. Essential
to the success of the program are a variety of strategies and classroom modifications designed to meet the specific needs of students with

Importance Of Inclusive Classroom

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