The Ability/Disability Continuum and the Health Dimension – read directions carefully - submit responses to questions 1 and 2
- Can every student with special needs receive an individually appropriate education without having to be segregated in a special place? Using information about these conditions accessible via the Internet or other sources, suggest how a teacher might endeavor to accomplish this for:
a. Madeline, a 13-year-old middle school student, who is on the autism spectrum, displays difficulties in social interactions and sometimes in self-control, along with strong, although sometimes atypical, intellectual interests.
b. Marcus, age 7, who is one of a growing number of young children with a diagnosis of bipolar disorder and whose parents and pediatrician rely on his teacher’s communication in order to monitor his medication and guide the therapeutic counseling he receives.
- How can Madeline’s and Marcus’s teachers make certain that these students’ classmates not only are not detrimentally affected but also derive benefit from their inclusion in regular education?
Chapter 13 Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning – question 1 – using your textbook, the internet, and/or other sources, answer question
- How is rural poverty different from what you know about urban poverty?
- How might tests be an impediment to effective instruction (i.e., instruction that results in student learning)?
- A common criticism of multiple forms of assessment is that two teachers using the same assessment procedures may arrive at different evaluations of students’ achievement. Assuming that this criticism has some validity, how might conditions be set so that variation in teachers’ evaluations might be minimized?
Full Answer Section
Here are some suggestions for how teachers can endeavor to provide an individually appropriate education for students with special needs in an inclusive setting:
- Get to know your students. Take the time to learn about each student's individual needs and strengths. This will help you to develop a personalized learning plan for each student.
- Create a supportive and inclusive classroom environment. Make sure that your classroom is a place where all students feel welcome and respected. This includes providing physical accommodations, such as ramps and adapted seating, as well as making sure that your teaching methods are inclusive of all learners.
- Use a variety of teaching methods and materials. Some students with special needs may benefit from visual aids, while others may need more hands-on activities. Experiment with different teaching methods to find what works best for each student.
- Collaborate with other professionals. Work with parents, special education teachers, and other school staff to develop a team approach to supporting students with special needs.
- Be patient and flexible. It may take some time for students with special needs to adjust to an inclusive setting. Be patient and flexible, and don't be afraid to ask for help.
Here are some specific examples of how teachers can accommodate students with different special needs:
- For students with visual impairments: Provide large print materials, use audio recordings, and make sure that all visual aids are clear and easy to see.
- For students with hearing impairments: Use sign language, provide amplification devices, and make sure that all written materials are clear and easy to understand.
- For students with learning disabilities: Provide scaffolding and support, break down tasks into smaller steps, and use different teaching methods to address different learning styles.
- For students with physical disabilities: Make sure that your classroom is accessible, provide adaptive equipment, and offer physical therapy and occupational therapy services.
- For students with emotional or behavioral disabilities: Create a structured and predictable classroom environment, provide clear expectations and consequences, and use positive reinforcement strategies.