Friday, September 28, 2012
Inclusion in the English Classroom (6)
I am a part of the Adapted Physical Acivity minor and so I am constantly learning about a variety of different disabilities that students may have in the classroom. Although the minor is for physical education, I have tried my best to use what I learn and connect it with my interest in teaching high school English. I love working with people with disabilties and am very knowledgeable of different techniques in teaching kids with disabilities in the regular English Classroom. I am curious if my other classmates ever think about the kids with disabilities that will be in their future classrooms. Because this class is centered around being multimodal in the classroom, as teachers, how are we going to include and engage students with different abilities into the lesson? In my opinion, in our future classrooms, I think that is going to be a very important question to consider and I think that we should all have an answer.
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I think about this a lot. Inclusion is the law, and I think it's very important for teachers to do a lot of leg-work as far as finding ways to make sure they're educating each student the best they can. In my observations, I saw classrooms with no IED students and as many as 10 IED students. Now, keeping in mind I have no idea what said students IEDs were for, I'm assuming the rage of reasons was great- and that's all the more reason a teacher has to be adaptive and flexible in their methods. Teachers can do as much as they can but I think it's even more important for the parent of the student to make sure they are involved in making sure their child is recieving equal opprotunities and for privacy reasons, some parents do not include the teacher in knowing 'what's wrong' with the child (sorry for the terminology there). I think whether it's a physical disability or an exceptionality, a parent can better prepare a teacher by letting them know the situation so the teacher can better adapt to the circumstance. Also in observations, I had teachers tell me they had students with IEDs and no idea 'what for' so it made it very hard for them to find ways to connect with the student's situation.
ReplyDeleteYes, I definitely agree. I think that parents play a major role in planning a lesson for an inclusive classroom. My mom is a preschool teacher and she constantly "deals" with parents who are in denial that their child may or may not have some type of learning disability. As far as different disabilties are concerned, I think that are inclusive classrooms are going to mostly consist of students with ADHD and EBD(emotional behavioral disorder);however, I'm sure we will be introduced to more than just these two. Full inclusion can be a good thing or a bad thing and it all depends on the depth of the student's disability. Sometimes parents force their children to be in the regular English classroom when they shouldn't be. In situations like this, teachers need to try their best to search our and find the best way for that student to learn. Hopefully we can create parent to teacher relationships and will feel comfortable addressing problems to the parents. I know that this won't always be easy, but I definitely think that it is our responsibility to spend as much time teaching the children with disabilities as well the the children without disabilities.
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