Culturally Inclusive Classroom Assessment

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 on Helpwriting.net ...
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
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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

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 content on Helpwriting.net ...
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

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

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

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.

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

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
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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.

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

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

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

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

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's individualized 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

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,

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
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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

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

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

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

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

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

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
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"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

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

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 on Helpwriting.net ...
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

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

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

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

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. The special 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

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

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

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

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.

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 ... Show more content on
Helpwriting.net ...
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

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 level Social communication Restricted, repetitive behaviors Level 3
"Requiring very substantial

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

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

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:

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

Culturally Inclusive Classroom Assessment

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