Formative Assessment Of The Inclusive Classroom

The article goes into great detail over the fact that co-teaching, when implemented correctly, has the potential of really enhancing the learning of all students (Conderman & Hedin, 2014, p.359). Before any co-teaching can happen though the article elaborates on the fact that a teacher needs to know who their students are. And when differentiating instruction a teacher needs to be able to address a “students’ unique strengths, interest, skills, and readiness” (Conderman & Hedin, 2014, p. 353). After all helping each child learn, whatever that looks like, is the ultimate goal, and this article shows how teachers can do this with a co-teacher.

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

I spent the days leading up to the first day studying each student, reading case notes, and profiles to better understand identification number they were given. Ironically, five of my students were learning disabled and I knew exactly how they felt. I took my own learning experiences and developed lesson plans based around sports, music, and entertainment, creating an empowering curriculum relevant to their knowledge. The day quickly approached and before I knew it I was signed over the responsibility of over 80 students, each with a different personality, and each with different obstacles and barriers. Ironically, five of my students were learning disabled and I knew exactly how they felt. I took my own learning experiences and developed lesson plans based around sports, music, and entertainment, creating an empowering curriculum relevant to their

In this paper, I will reflect on my new knowledge and skills that I have acquired regarding teacher leadership, supportive communication and collaboration. I will also reflect on practical application of these skills, such as assessing the needs, problems or issues, and creating the action plan to address the issues. In the end, I will define how teacher leadership can positively affect student learning and achievement.

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.

Introduction This essay will attempt to highlight the importance of inclusive practice in the early years setting. As stated by (Hyder, T. and Jennings, J, 2009) ‘the best inclusive practice aims to build on existing good practice to create educational environments within which all children can develop and learn.’ Through evaluation of the various acts and legislation that are currently in effect to safe guard children’s well being. This essay will assess the impact upon children, if these legal requirements are not adhered too. There are many theories and key concepts that will be referred to in this appraisal, along with some examples of inclusive and non-inclusive practices.

Mrs. Kurz’s classroom is a mix of traditional and special education students. They are supporting the democratic guideline of having more adults in the school. She has a co-teacher Ms.Milton who specializes in special education. Both teachers were helping students and giving direction alternatively. Co-teaching allows these teachers to help all students who may need it as well as helping both learning and teaching to happen in the classroom. Many classrooms have this method to help all students get the most out of school as well as to help students with special needs, those who are learning English as a second language, or students who need more help. They also offer a tutoring session from 3:30-6 for any students who may be struggling in classes. Three teachers are there to help with English, math, and other general classes. Mr. Hester also talked about how the counselors help students with their futures’ as they are interested in the whole

2) I believe sharing support of ELLs and ensuring an inclusive approach relies greatly on the teachers themselves, specifically the classroom and ELL teacher. Fairbaim & Jones-Vo mention two things that I believe would work these are collaboratively planning lessons and co-teaching. By planning lessons together, both teachers are on the same page, They each understand the respected needs of their students and able to work together to create ways in which lessons are excited to optimize student success. I also think having another person perceptive is beneficial as their teaching experiences may offer you some guidance. In terms of co-teaching, I think this directly benefits the students. We all have different ways of teaching and I think students

“People need to know why what they are doing is worth the effort and how it connects to their personal and collective mission and values, or the endeavor will soon be stalled. We show that morality is often reflected in the work and used as a means to inspire others.” (Blankstein & Noguera, 2015). The teachers were organized, they ensured constancy and consistency through the teachers and students by having meeting and evaluating the work of the students in all classes. “Improving our school meant that we needed to improve instruction across the school. Quality instruction was the driver of our improvement. When we learned to teach differently, and focus on teaching our students the literacy skills they needed, the students learned the material better.” (Blankstein & Noguera, 2015). And this was the insight that inform my professional practice. In my school, we start working all the teacher as one team since last school year. This school year we are on the same path by improving our grading policy across the school and by helping each other to have a school of excellence. When something is new, fear is going to be there always, but it is our decision if we allowed fear to defeat use, or we can decide to fight our fears and conquer the

Working with grown-ups with learning disabilities, as a mentor, it is vital that I approach an efficient and inclusive learning environment where can ensure students differing qualities trusted. On the off chance that as a guide, I am ready to look the differing qualities of my understudies and grasp it, I can show others how it was done and advance and generic domain. This positive illustration can empower different student or partners to regard people contrasts and that their information and thoughts are esteemed. It can make a positive learning knowledge for all students and take into account better working connections and enhance student execution as they feel inspired and included. Actualizing correspondence and different qualities inside instructing can shield individuals from damage as a guide I can show others how done, and guarantee understudies esteem every other contrast as opposed to segregate as a result of those distinctions. Petty (2004) thinks that 'You will have extraordinary impact on students who appreciate and respect you. ' All associations or learning establishments have arrangements set up to promote

PUTNAM, RALPH T., et al. “Teaching.” Encyclopedia of Education, edited by James W. Guthrie, 2nd ed., vol. 7, Macmillan Reference USA, New York, 2002, pp. 2482–2492. Opposing Viewpoints in Context, link.galegroup.com.catalog.stisd.net:2048/apps/doc/CX3403200615/OVIC?u=j031916004&xid=22bb1e93. Accessed 2017.

Co-teaching can be compared to marriage in the sense of in the beginning it is like dating, where you start to get to know each other, when you reach the engagement level, everything is working great, and the final step is marriage where sometimes you run into problems but it’s okay, because you have each other. Effective co-teaching must maximize the benefit of having two individuals with different type of expertise working together (Kloo & Zigmond, 2008; Little & Dieker, 2009). Co-teachers should discuss their instructional set of beliefs, their own strengths and weakness as educators, their expectations for themselves and each other, and then their preparation for assuming co-teaching roles then it can be decided how to best use their talents in the classroom (Friend, 2011).

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.

Strong leadership is required in every building. Schools are very important to our future and the role of administration is a huge responsibility that should be taken with great care and effort. Leaders are agents of change who are actively looking to advance their staff and students. Leaders are more than managers, they are individuals who are seeking growth from every person in their building. To ensure growth, leaders must take the time to learn about their students, staff, and community. Every school has a different culture. There are not two schools that work the same way. For that reason, there is no set routine to manage a school. Leading a school is developed through understanding its population. The most important challenge a leader has will be creating a culture of belonging. Before students can learn, they must feel safe and comfortable in their environment. Lauri Barron and Patti Kinney said, “All human beings want to belong; we each have a deep-seated need to feel connected to others and to be a valued and accepted member of a group- whether it be family, friends, a class, or a school” (Pg.4). Student growth is found with those who feel happy with their teachers, friends, and school. They feel a sense of identity, respect, and care. A comfortable student needs a teacher who is well equipped to take them to the next level. Great leaders put a strong emphasis on training staff in areas of most need. The writer of this paper has been trained on working with English Language Learners considering the shift in demographics at his school. Every teacher is required to get an ESL endorsement. Different speakers have made their way to the school for cultural understanding and awareness. The inclusion of every teacher will play a significant role in the development of the school. Placing trust in everyone and including them

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.