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The Teacher’s Role in an Inclusive Classroom

Week Three

EPSE 177

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Identifying needs of special learners

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What do we need to know

To write an IEP About the student? About parents? About teaching?

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Parents and Teachers: Observers Identify low-

incidence at early ages

Teachers are usually informed before students enroll

Developmental disabilities

Blindness Deaf and Hard of

Hearing Physical Disabilities Chronic health

conditions

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High Incidence Disabilities Difficult to identify Greater challenge to

discern from diversity issues

Teacher plays a key role

Learning disabilities Attention deficit

disorder giftedness

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Making Classroom Adaptations and Keeping Records Document student behavior, outcomes Read student files Talk with Resource Teacher Get suggestions Contact the parents Make pre-referral adaptations Analyze your records

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Using the ADAPT strategy Accounts of Students’ Strengths and

Needs Demands of the Classroom Adaptations Perspectives and Consequences Teach and Assess the Match

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Figure 2.2: Addressing the Demands of Your Classroom

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Collaboration: Working with specialists Joint planning Decision making Problem solving Built-in support Includes

Resource teachers, special educators, rehab therapists, social workers, psychologists

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Research: Best Collaboration Practices

Plan thoroughly, be flexible

Use teaching methods that engage students

Use preventive and caring classroom management

Be positive Work as a team

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Classroom teacher and school-based team Identifies student needs Generates practical strategies Determines course of action Sets up evaluation plan Puts plan in writing: IEP

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IEP Process: Steps to take Pre-referral School-based team Parents’ role

Tips for parents Clarify your role

Preparing for and participating in an in-school team meeting

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Teacher and the Individual Education Plan Components of an IEP

Description of the child’s present level of functioning

Long-term goals Short-term goals Instructional strategies, materials and services Dates for review Identify case coordinator and participants’

responsibilities Evaluation procedures

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Terms and Concepts Goals and objectives are statements of

“intent” goal objective aim ends outcomes purposes

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Three types of goals Classroom: instructional/educational

learnings for the student to acquire Resource/SPED support

services provided by consultants (eg: speech therapist)

Behavior management planning, implementing, evaluating

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Using goals to establish The student’s needs The teacher’s responsibility

Rely on Integrated Resource Package (IRP)

Learning activities ADAPT

Ongoing evaluation

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Four Required Components to Goals and Objectives The student name The conditions,

or givens in the lesson plan Student Outcome Criteria for successful completion

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Student name Always remember

you goal is based on the

Description of the child’s present level of functioning

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Conditions Classroom Materials

Books, Art supplies, Recreational equipment

Group size Small, large, individual

Mode of communication Written, spoken, visual

Assistive devices Brailer, FM System Computer, Overhead

projector

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OutcomesStudent Work

Paper, drawing, art project, Behavior

Walk, run, jump Verbal response

answers questions Participates in

discussion Leads discussion Follows discussion

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Criteria Duration

Time in an hour, period, etc

Percentage 50% of the time Increases over year

Trials 9 times out of 10

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Develop Annual Goals and Measurable Short Term Outcomes

Annual goals need to Be measurable Tell what the student can reasonably accomplish

in a year Relate to helping the student be successful in the

general curriculum and/or address other educational needs resulting from the disability

Be accompanied by short-term objectives

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The teacher and the parents

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Parents and Teachers

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Impact on family and friends Diagnosis of disability is accompanied

by feelings of loss; Research indicates that

Parents go through stages of grief; Stages are not clearly defined; and They occur throughout the child’s years of

development.

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Adjustment periods involve: Shock; physical symptoms such as bodily

distress, tightness in throat, empty feeling, weakness;

emotional release; depression, sense of isolation; Guilt; panic or hostility; and difficulty returning to normal affairs .

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Feelings and purpose Research indicates that family members

have varying levels of response; Some will work more for the individual’s

needs; and Others will need to withdraw. Each set of feelings and responses has

A purpose and Its own manner and duration.

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Denial Offers the individual time to

Integrate information; Develop new expectations; Explore old expectations; Consider paths of action; Acquire the skills and knowledge needed

to support the disabled person; and To gather inner emotional strength.

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Guilt Occurs while the family and support

providers explore the causes and reasons for the disability;

Guilt relates to the question of: What is my part in this? Did I do something to cause it to happen?

Cultural and linguistic communities respond differently.

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Depression often called anger turned inwards; Occurs while the parent redefines competence.

Parents have a basic need to have an impact on their child, a sense of ability to cope; and often express helplessness during this period.

Ends when the parent finds that he/she has a way to take action.

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Anger Associated with the need to redefine one’s

sense of internalized justice: Why did this happen to me?

This question is turned to the outward world and the sense of fairness is disrupted.

Signs of anger are: Frustration, agitation, aggravation, and annoyance with others.

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Professional Responses Provide support to families when they

Explain and impart relevant information; Are involved in the ongoing and unfolding

nature of the loss; Provide support at all critical stages of

development; Advocate for the individual’s strengths; and Address their own grief response.

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Stages of grief Some researchers state that parents/family go

through stages of grief; Current views are that grief responses are intertwined

with other responses throughout the individual’s life's. Cultural; Religious; Social; and Individual perspectives alter these responses.

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Chronic sorrow Parents and family need to grieve from

time-to-time; Can be at any stage of individual’s life; Intensity varies according to situation; Normal psychological reaction; and Serves for the parent or family member

to “regather” internal and external resources.

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Critical stages include Infancy Pre-kindergarten Birthdays Elementary/Middle school transition Middle school/high school transition High school to adulthood Stages of adulthood Family celebrations: Marriages, Holidays, Holy Days

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Adjustment and readjustment Disability is not clear-cut; “Too often earlier professional

predictions are contradicted. “not knowing what fate to mourn,

parents face a thousand alternative scenarios.

“Parents looking for a diagnosis are frightened and immensely vulnerable.”