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AED 204

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Can anyone help me answer this question. I need it to be 200 to 300 words.
Riley Behler, a third-grade teacher at the Martin Luther King Elementary
School, has been asked to see the principal, Erin Wilkerson, after the students
leave. Dr. Wilkerson explains that the school is implementing a full
inclusion program in which children with severe disabilities will be fully integrated
into general education classrooms. Because Behler had been a nominee for the district’s
teacher of the year award two years ago and singled out for his outstanding
classroom skills, Wilkerson had decided that Behler would be a likely choice to be a
part of the school’s first attempt at full inclusion. “What this will involve, Riley, is
two students with severe disabilities. One is a child with Down syndrome who has
developmental disabilities (characterized by severe delays in the acquisition of
cognitive, language, motor, and social skills). He has some severe learning problems.
The other child has normal intelligence but is nonambulatory, with limited
speech and severe cerebral palsy.” Dr. Wilkerson advises Behler that while the district
had mandated the implementation of full inclusion, she is asking for teachers
to volunteer in her school.
“If you are willing to be a part of this program, you will have a full-time aide with
a special education background. In addition, Bill Gregg, the inclusion specialist, will
assist you with instructional plans and strategies. What is important is that you prepare
the students in your class and the parents so that a smooth transition can be
made when these students come into your class in January, in just two and a half months. If you agree to do this, I’d like you and Bill to map out a plan of action and
give it to me in two weeks.”
This scenario has been played out in schools across the country in recent years.
1. What should Behler and Gregg’s plan of action include?

This is what I think the plan should be:First of all send a letter home with the children for their parents to see and read about the two students with severe disabilities, so that the parents can sit down and talk to their children about not making fun of the two students with severe disabilities. Second, I would make a plan for when the children came back to sit down in a circle and talk about them so that everyone can get to know each one a little better. After that is done I would have the aid that I hired and the specialist to help the two severe students with things that they don't understand like for assistant math, science, reading, and ect. Third, if the plan is working than I would just stick with it for the rest of the school year and the rest of the time I am teaching.

  • AED 204 -

    This is good.

    You need to expand on your plan. What will you tell the parents? Do you plan to only talk to your students one time about disabilities? Why not include many references to different kinds of disabilities over the next couple of months?

    How about including the disabled students into classroom activities when they join your class? How will you do this?

  • AED 204 -

    Hmmmm. Have you forgotten about IEPs? The parents have to agree that incusion is appropriate for each child, and that the objectives, methods, and resources are appropriate.
    You nor the Principal can make your "Plan" on your own. Am I misunderstanding the legalities?

    I would be very cautious with letters home describing "disabled" students. You will find not all parents will be enthusiastic about the plan, and some will deride it and mock it in full view of the children. You would be much safer with a parent meeting, between the school authorities and the parents.

  • AED 204 -

    Bob's absolutely right. The Individual Educational Planning Committee determines the child's objectives, etc.

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