Prompt 2
Forde
SPED 7077
Prompt 2
1a. The unique features of inclusive practices at the secondary level are that the general education teachers tend to focus on the content within the academics which impedes inclusive education at the secondary level since the inclusive students need more of the basic academic standards than the general education students. Another unique feature would be a number of time teachers spend with inclusion students which make it difficult to do remedial work.
1b. The design process recommended for use at the secondary level is to identify the problem or need; identify the purpose or function; develop design concepts and specifications and build, test and evaluate the system/design.
1c. This process needs “Support …show more content…
Teacher teams need time to collaborate with each other to implement the inclusive practice. The inclusion teacher needs his/her own workspace, which can be difficult depending on the size of the room and the number of students that are in that class. Documentation needs to be done, starting with the student’s IEP and continuing when and what type of services were provided. The team also needs to decide what type of documentation will be collected and how it will be collected. No matter how well people get along there is bound to be some type of conflict when you work such close quarters. Conflict resolution training is something that teacher’s need, we are trained in how to use it with students but educators could also use some training for themselves. Professional development designed for Special Education teachers is important. Most professional development is designed for general education teacher and special education teachers pick and choose what they can use with their students. Secondary education teachers do not generally make students referrals, but there need …show more content…
After reading this article I believe that if all teachers, especially inclusion teachers follow the “golden rule” and provide students with the supports the student needs, not the support the teacher thinks the student should have, these students will not feel so singled out in a general education classroom. In the article The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported the author gives an example of the art teacher who gives the instructions to the class and before she lets her student with special needs start the assignment she consults with her and the paraprofessional to see how much support is need. If the student says she needs support, the teacher lets the students decide what type of help she needs, the teachers, her paraprofessional or student help. If she says no help is needed, she lets her “go it alone” (pg.40). I believe that by giving the student a choose it is giving them ownership of their
Forde
SPED 7077
Prompt 2
1a. The unique features of inclusive practices at the secondary level are that the general education teachers tend to focus on the content within the academics which impedes inclusive education at the secondary level since the inclusive students need more of the basic academic standards than the general education students. Another unique feature would be a number of time teachers spend with inclusion students which make it difficult to do remedial work.
1b. The design process recommended for use at the secondary level is to identify the problem or need; identify the purpose or function; develop design concepts and specifications and build, test and evaluate the system/design.
1c. This process needs “Support …show more content…
Teacher teams need time to collaborate with each other to implement the inclusive practice. The inclusion teacher needs his/her own workspace, which can be difficult depending on the size of the room and the number of students that are in that class. Documentation needs to be done, starting with the student’s IEP and continuing when and what type of services were provided. The team also needs to decide what type of documentation will be collected and how it will be collected. No matter how well people get along there is bound to be some type of conflict when you work such close quarters. Conflict resolution training is something that teacher’s need, we are trained in how to use it with students but educators could also use some training for themselves. Professional development designed for Special Education teachers is important. Most professional development is designed for general education teacher and special education teachers pick and choose what they can use with their students. Secondary education teachers do not generally make students referrals, but there need …show more content…
After reading this article I believe that if all teachers, especially inclusion teachers follow the “golden rule” and provide students with the supports the student needs, not the support the teacher thinks the student should have, these students will not feel so singled out in a general education classroom. In the article The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported the author gives an example of the art teacher who gives the instructions to the class and before she lets her student with special needs start the assignment she consults with her and the paraprofessional to see how much support is need. If the student says she needs support, the teacher lets the students decide what type of help she needs, the teachers, her paraprofessional or student help. If she says no help is needed, she lets her “go it alone” (pg.40). I believe that by giving the student a choose it is giving them ownership of their