Inclusive Classroom Behavior Study

The case study will focus on the partnership between St Andrews Primary School and the Special Educational Needs Co - coordinators from the national health services. I undertook my placement at St Andrews Primary School and worked closely within the special educational need team, which provide support in relation to children with additional needs. As being on placement and having the opportunity to work alongside the early year’s team, I experienced that a few children were much slower in terms of their learning and development.

How can an Early Years Setting Support the Needs of Children with Speech Language and Communication Needs

This article was found using a search on EBSCOhost through the College of William and Mary’s library database. Watson and Bellon-Harn clearly lay out specific steps to begin a journey of collaborative teaching between speech-language pathologists (SLPs) and classroom teachers. The intended audience of the article is primarily two groups—SLPs and kindergarten classroom teachers. It offers many detailed examples and suggestions as to how an SLP can contribute to the early readers learning experience. First, the article explains Response to Intervention (RTI). Then it transitions into the six steps SLPs and kindergarten teachers must follow to find success as a collaborative team. The article concludes with specific steps for planning lessons

The article discusses the important role of staff development in full inclusion settings. The study was conducted in three kindergarten classrooms during the 1991-1992 school year (Pankake & Palmer, 1996). Each kindergarten class fully included a student with severe multiple disabilities. Pankake and Palmer (1996) aimed to discover the concerns of the kindergarten teachers and if these concerns could be met with the help of a special education specialist. The method used for this study were informal interviews, notes on each case, staff reports and observations (Pankake & Palmer, 1996). The findings showed that professional development should meet the teachers’ immediate needs because it is a reassurance that their concerns are being met with

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

We believe that our Head Start classrooms is the ideal place for children with disabilities to begin to socialize with their peers in a setting of acceptance and inclusion. We recognize that parents are their children’s primary teachers and nurturers. The Disability Services Coordinator will work closely with the early childhood education and family

General Education teachers may have biases towards certain disabilities which could affect the way they treat certain students. When this is realized, teachers may be more inclined to find more information/ resources to better teach students. When teachers associate a disability with their own experience with it, it can greatly impact their attitude towards inclusive classrooms.

I think that all the strategies mentioned in the readings are very important, they are design to help the students in their learning process in very unique ways. However, one of the strategies that I would use within the inclusion classroom is accommodations and modifications. Many students have different needs in the classroom and doing the necessary accommodations and modifications to help them reach their full potential is one strategy that as an educator I will use. For example, making sure the student who has hearing loss be sitting in the front aisle close to where I will be standing, keeping the door close to reduce extraneous noises. The use of technologies such as the FM system and remote microphones also will help have a better communication

In an ideal education system all teachers would receive inclusion training during their masters’ program or teacher certification process. These trainings would focus on teaching prospective teachers theoretical principles and how to apply them to real-life situations, how to analyze difficult situations and manage them, how to use assistive teaching strategies, student assessment, and curriculum modifications for students with disabilities (Almog & Schechtman, 2007; Buell, Hallam & Gamel-McCormick, 1999). Research has shown a positive relationship between teacher self-efficacy and pre-service training (Brownell & Pajares, 1999; Buell et al., 1999; Center & Ward, 1987; Lancaster & Bain, 2007; Scruggs & Mastropieri, 1996). Teachers who have had pre-service inclusion education have positive attitudes toward inclusion and students with disabilities (Bennett, Deluca, & Burns, 1997; Larrivee, 1981; Stoler, 1992).

According to Bruns and Mogharreban (2007) there is a gap between the beliefs and practices of early childhood practitioners that work in a full inclusion setting. Other research has shown that practitioners do not implement recommended practices nor fully train the staff (Bruns & Mogharreban, 2007). The purpose of this study was to determine the areas of needs for preschool teachers. There were 38 programs which consisted of 120 teachers that responded to the The STARS (Support and Technical Assistance through Relationships and Skillbuilding) Needs Assessment (Bruns & Mogharreban, 2007). The findings showed that most teachers strongly believe in full inclusion, whereas, children with disabilities can learn from typical peers. The results noted

Working as an assistant teacher at a head start program allows interaction with students as well as other stakeholders within the community. It is an excellent position to learn the socialization process of the surrounding environment as well as those within the school. Within the professional interactions, there is little socialization because there are no social setups that are given precedence within the institution. However, due to the amount of diversity that a school provides, there are so many levels of interaction between the staff, the students, and the teachers. Unlike any other institution, the school demands that all stakeholders engage constructively to give the best to the students. There emerge so many levels of interactions from this point of view to dictate the management of the school as well as make sure the community is well represented in the school dealings too (Brinkman, n.d.). The most

Participants in this program are preschool teachers who teach in inclusive classrooms located in public elementary schools in Metro Nashville, Davidson County, Wilson County, and Williamson County. These school districts were selected because of their locations in both rural and urban areas. Target numbers for teacher involvement are n=100 because this is a number of participants that is often achieved in teacher professional development studies with similar designs (CITE). Particular schools will be recruited by selecting underserved school districts that have comparatively high rates of suspensions or expulsions. School board members will be contacted and there will be meetings scheduled with members and principals. Of the schools that choose to participate, there is an aim for 100% participation of preschool teachers because this will have the greatest impact on subjective norms and normative beliefs.

Would you be surprised to learn that in today 's classroom children sometimes aren 't learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again.

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.

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.