Essay On Inclusion Support

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

Following literature I have reviewed to find out the answer and also to understand the concept of the co-education of other people: The report which was published in 1970 and also in 1980 by BAYFIELD School. It stated that:

Collaboration between the two teachers begins with a mutual goal. Co-teaching is defined as a "service delivery model in which two educators . . . combine their expertise to jointly teach a heterogeneous group of students" (Friend 118). Team teaching is one way to co-teach. In teaming, the two teachers need to have built a strong collaborative relationship. In doing this they will share the instructional responsibilities of the entire class. Teaming has the potential to influence and include all the students and does not categorize the students into groups based on their ability. Teaming is a great method but generally needs to be combined with another co-teaching method. In some cases teaming could be paired with the One Teach, One Observe method. These can be paired because the teaching could go either way depending on the population of children with special needs in that specific classroom. In the one teach, one observe method of co-teaching, the general education teacher will be able to take control of the entire class, while the special education teacher takes notes and documents what is going right and what is going wrong. In doing this each teacher can hold the other accountable and work together in deciding how to better educate the class as a

There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been

Chapter 5 pg. 132 refers the fact that both general and special educators teach during the same instructional period. The general educator will be instructing the class as a whole while the special educator works with smaller groups of students at a time. In addition, the article mentions the six approaches and variations of co-teaching that are based on student needs and instructional intent. The six approaches include: One teach one observe, station teaching, parallel teaching, alternative teaching, teaming, and one teach one assist. With these approaches, teachers are able to address the IEP goals and objectives of students with disabilities while meeting the needs of the other students in the class. Chapter 5 pg.133 touches upon the co-teaching models by stating, “Teachers can implement a variety of co-teaching models based on instructional goals and the individual needs of students within the classroom.” Before choosing an approach or model, general and special educators need to decide on what lesson or unit will be taught that day. Many instructors use more than one approach during a week if found to be beneficial for the unit being taught. Having two professional educators within a classroom is the best way to meet the increasing needs of students. Through the use of co-teaching, professionals are able to formulate options within the system of education that is suitable for the diversity found in today’s

With this collaboration whole classes began to be taught by both general education and special education teachers. The problem many co-teachers face is the general education teacher tends to have a majority of the power inside the classroom and work with a majority of students. This leads to the special education teacher playing a subordinate role and only working with small groups of children with exceptionalities. Co-teaching is not an intervention for learning, but rather a framework so the imbalance of power limits the effectiveness of the model. Also, many times there is a belief special educators do not know the content matter. This can cause general educators to protect their lessons from people they feel do not know what

The meaning of this experience has led us to want to improve our current co-teaching practices and not just settle in a rut with the same Lead and Support structure day after day. With the goal setting activity, we decided what we want to change about our current co-teaching situation, and then we made a plan for how we would achieve our goals.

Adapt the extent to which a learner is actively involved in the task.For example:In geography, have a student hold the globe, while others point out locations.Adapt the goals or outcome expectations while using the same materials.For example:In social studies, expect a student to be able to locate just the states while others learn to locate

Co-teaching is a service delivery model in which two educators-one typically a general education teacher and one a special education teacher or other specialist-combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day (Friend, 2011). Co-teaching can be thought as a marriage, it can be beautiful and inspiring to watch, but can be scary and not always work out. There are several issues that can affect co-teaching such as planning time, roles and responsibilities in the classroom. Yet, co- teaching can work with the right approach and hard work.

According to Mercer, Mercer and Pullen (2011), for inclusion to be successful, teachers must be committed to meeting the needs of all students in the general education setting by incorporating instructional practices that promote the learning of all students. This requires an extensive amount of time to plan and consideration of the needs of his/her diverse learners. One popular arrangement of an inclusionary classroom is co-teaching. In the co-teaching environment, general and special education teachers work together to meet the needs of all students. In the cooperative teaching or co-teaching environment, the general education teacher is responsible for teaching the content, and the special education teacher is the strategist who comes up with different ways to teach the content in order to reach all different types of learners and provides specialized assistance to the students (Mercer, Mercer & Pullen, 2011). According to Friend and Cook (2016), there are six approaches to co-teaching: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. Co-teaching is a service delivery option designed to meet the educational needs of diverse learners, and teachers are given flexibility and options of how co-teaching may be implemented in the classroom based on which of the six approaches are put into

You have provided some great strategies. When teachers meet in their team meetings, not only are they disagreeing or agreeing with each other, they are collaborating with each other to creating student-centered decisions, which is the main purpose for co-teaching. It is important for teachers to share their findings with each other to helping provide a learning environment that is suitable for all students within the classroom. I agree with you if teachers do not collaborate with each other in a co-taught classroom, the students will demonstrate with poor academic achievements and the learning environment will be challenging with poor behaviors. Furthermore, when co-teachers do not collaborate with each other, the structure will be

Co teaching is important to implement in special needs children education plan. it's imperative to begin devising and building positive co-teaching strategies. Inclusion, or the integration is a key component to addresses the need for individuals with disabilities to receive support in the least restrictive setting or

Priority one is to establish the meaning of co-teaching and then establish what it is not. According to Honingsfeld & Dove (2008) co teaching was a traditional collaboration between the general education teacher and the special education teacher. Susan Cushman (2004) describes co teaching as a shared responsibility for teaching students in an assigned classroom. “It is a fun way for students to learn from two people who may have

In the city of Anaheim, many students have an opportunity to receive higher education which not only prepares them for life but for life itself. Students should take advantage of the help they are being offered, resources available, and the chances that are given to them. Not all students participate in their education but those who do have a higher chance of becoming successful. Success is sticking with what matters the most, living a life you feel excited about, but mainly it’s a difficult journey. In order for students to succeed, schools need to play a major role. For instance, schools should manage additional time into a student's school year, motivate students to be outstanding, and lastly push students to participate in extracurricular activities. Once a student accomplishes their goals, they have learned how to succeed even in their most difficult times.

Along with keeping the students on task, teaching an inclusion class comes with keeping the parents informed on their child’s performance in the classroom. In order to keep parents involved; Mrs. Gonzalez informs them daily if possible, if not weekly about assignments that their child is working on and any specific issues their child may have with learning objectives. She is able to communicate effectively on a daily basis with her student’s parents by having them read their child’s school planner each day and signing their initials each day to ensure the effective parent/teacher daily communication. Mrs. Gonzalez also provides parents with different strategies to help their child in areas that need strengthening as well as specific tools or software’s they can use to facilitate learning. As a prospective teacher, I can see myself using these strategies to keep my student’s parents involved in our classroom