In the film, “Sean’s Story”, Sean Begg is an 8 year old boy with Down Syndrome. Him and his parents had been enduring a seven year fight to have Sean placed in a regular public school. Previously, he was enrolled in a contained classroom in a school for children with disabilities. Throughout the film, audiences are able to observe the controversial experiences Sean and his family withstood as well as compare his new life in a general education classroom to his former life in a special education classroom. Analyzing various aspects of communication, collaboration, and Sean’s improvements by the end of his first public school year allow viewers to critique the educational decisions made in Sean’s life. When considering these both effective and
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Audiences were able to witness several meetings between Sean’s teachers, administration, and parents where all parties successfully discussed Sean’s condition and needs. Once teachers began to look past Sean’s disability and develop flexible teaching styles, they were able to create systems that aided the progressing minds of not only Sean, but his classmates as well. During end of the year meetings and interviews, Sean’s teachers explained how they were able to adapt instruction and class activities to work for all of their students. They were also able to communicate with Sean’s parents in calm and clear ways through both vocal and visual cues. In turn, Sean’s parents realized the teachers wanted what was best for him, they were simply unsure of how to provide it. All involved were able to work together and discuss Sean’s future programs once they understood each other’s needs. This change over the school year demonstrated how important efficient communication and collaboration is for inclusion and that there are many aspects other than the student themselves that affect the success of an inclusion program. Sean’s year took many positive turns when those who cared about him ultimately agreed and …show more content…
First and foremost, Dee had wanted Sean placed in an inclusion program because she was afraid he was not getting the social stimulation and experiences necessary to live in the so called real world. She felt his former school did not pay enough attention to social skills. Also, Dee felt that Sean’s teachers had lower standards for his success at the contained special education school and prematurely determined what his future capabilities were. In the inclusion classroom, Sean’s academics were definitely lacking compared to the other children and remained lacking at the end of the year. If Sean had more pull-out or resource instruction available in specific subject areas such as reading and writing, that he would have improved more academically at the completion of the school year. Sean’s placement did not have an entirely positive effect on his academics, but with slight adaptations to the program, Sean could advance well. His inclusion placement was successful in its development of Sean’s social skills. One of his largest issues entering school was behavioral problems, but with other students as models, Sean was able to interact and make friends with his classmates throughout the year. When interviewed, the other children were glad Sean had been in their classroom for the year and looked forward to going to
Audiences were able to witness several meetings between Sean’s teachers, administration, and parents where all parties successfully discussed Sean’s condition and needs. Once teachers began to look past Sean’s disability and develop flexible teaching styles, they were able to create systems that aided the progressing minds of not only Sean, but his classmates as well. During end of the year meetings and interviews, Sean’s teachers explained how they were able to adapt instruction and class activities to work for all of their students. They were also able to communicate with Sean’s parents in calm and clear ways through both vocal and visual cues. In turn, Sean’s parents realized the teachers wanted what was best for him, they were simply unsure of how to provide it. All involved were able to work together and discuss Sean’s future programs once they understood each other’s needs. This change over the school year demonstrated how important efficient communication and collaboration is for inclusion and that there are many aspects other than the student themselves that affect the success of an inclusion program. Sean’s year took many positive turns when those who cared about him ultimately agreed and …show more content…
First and foremost, Dee had wanted Sean placed in an inclusion program because she was afraid he was not getting the social stimulation and experiences necessary to live in the so called real world. She felt his former school did not pay enough attention to social skills. Also, Dee felt that Sean’s teachers had lower standards for his success at the contained special education school and prematurely determined what his future capabilities were. In the inclusion classroom, Sean’s academics were definitely lacking compared to the other children and remained lacking at the end of the year. If Sean had more pull-out or resource instruction available in specific subject areas such as reading and writing, that he would have improved more academically at the completion of the school year. Sean’s placement did not have an entirely positive effect on his academics, but with slight adaptations to the program, Sean could advance well. His inclusion placement was successful in its development of Sean’s social skills. One of his largest issues entering school was behavioral problems, but with other students as models, Sean was able to interact and make friends with his classmates throughout the year. When interviewed, the other children were glad Sean had been in their classroom for the year and looked forward to going to