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?
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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.
Behler and Gregg's plan of action should include several key components to ensure a smooth transition for the students with severe disabilities into Behler's general education classroom. Here are some elements that should be considered:
1. Preparing the Classroom: Behler and Gregg should evaluate the physical environment of the classroom and make any necessary modifications to accommodate the needs of the students with disabilities. This may include rearranging furniture, creating quiet spaces, and adapting materials for accessibility.
2. Individualized Education Plans (IEPs): Behler and Gregg should gather information about the specific needs and abilities of the two students with disabilities. They should review the students' IEPs and consult with the students' other support professionals to understand their goals, accommodations, and strategies. This will help them tailor their classroom instruction and support to meet the students' individual needs.
3. Collaborative Instruction: Behler and Gregg should collaborate on instructional methods that will best support the students with disabilities in the general education classroom. They should brainstorm strategies to promote engagement, participation, and learning for all students in the class. This might involve using visual aids, providing assistive technology, implementing differentiated instruction, and providing additional support or accommodations as needed.
4. Communication with Parents: Behler and Gregg should reach out to the parents of the two students with disabilities to establish open lines of communication. They should schedule meetings to discuss the students' individual needs, goals, and progress. This will help build a partnership between home and school and ensure that parents are informed and involved in their child's education.
5. Social Integration: Behler and Gregg should plan activities and strategies to promote social integration among all students in the classroom. They should develop opportunities for peer interactions, collaboration, and support. This can include structured group work, class projects, buddy systems, or inclusive classroom activities that foster acceptance and understanding.
6. Ongoing Professional Development: Behler and Gregg should seek professional development opportunities to enhance their understanding of inclusive education and support strategies for students with disabilities. They should stay up to date with best practices and research in the field and continuously reflect on and improve their instructional methods.
By addressing these components in their plan of action, Behler and Gregg can create an inclusive and supportive classroom environment that caters to the unique needs of the students with disabilities while promoting the learning and growth of all students in the class.