this is my DQ 1: What are some factors that contribute to the disproportional representation of minority students in special education classes? Explain your answer.
here is the scenerio and the question # 1 I need to answer: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?
I wrote this and i am still 100 words short:
According to chapter five some of the factors that contribute to the disproportional representation of minority in special classes are the following: One I read is Poverty, another one is Lead Poisoning because it can create problems for children such as reading and learning disabilities, speech and language disabilities a third one is over referrals. Another one is Unexplained Issues. Another one is racial bias and another one is assessment issues. I say they all are important factors but in my opinion I choose lead poisoning because it can create problems in children's learning and it can hurt their futures.
In my experience, the answer to the first question is lack of language, reading, and word processing skills. They test functionally behind in these skills, and qualify for some sort of "disability". Proverty is one issue in the skills lacking, the other, in my opinion, is often the family environment (lack of educational background of parents and family) is not education oriented, a social issue. Project Headstart (read about that) was designed to take these on head on. In my experience, race was a minimal factor, but poverty and family socioeconomic factors were significant.
On the second issue, my experience tells me that Bill's assistance will more in the realm of lofty words, rather than in practical assistance. But some principals like that sort of stuff. The plans ought to include selecting and hiring the aide, who will be key in the program. Part of the plan should include preparing the students, then the parents, so that there is no undercurrent of sabotage. The plan ought to include any needed furniture, or learning materials. The special ed dept ought to be consulted on those materials appropriate to the grade level and the disability.
Whoa!
Although minority students are probably disproportionately placed in special ed because of their lack of experiences and different cultural expectations, I don't see how the scenario you present has anything to do with minority students.
Your question asks what Behler and Gregg's plan of action should include about helping your students and parents adapt to these two special needs kids.
Your answer doesn't begin to answer the question!!!!
I'd start with a meeting with the parents explaining the addition to your classroom. Explain how these new students will add diversity and a different perspective about disabilities to your inclusive class. You will help your students become appreciative of these disabled students' abilities and learn to help them.
You should also explain the above to your current students at their level.
A couple of anecdotes to help explain the disproportionate number of minority students in special education.
In the 1960s, my mother taught poor African-American kindergarteners in inner city Chicago.
Some of her students had never seen Lake Michigan, despite the fact that the lake was only a short streetcar ride from their homes.
She was asked to recommend a few of her neediest kindergartners for a summer program to strengthen their skills. She did -- only to find that some of these parents refused this program. However, parents of some of her better students demanded that their children be allowed to participate in the summer program. They wanted the best for their children.
To address the scenario and the question at hand, Behler and Gregg's plan of action should include several key components:
1. Familiarizing themselves with the specific needs of the two students: Behler and Gregg need to gather information about the disabilities, strengths, and weaknesses of the two students who will be joining the class. Understanding their individual needs is crucial for planning effective instruction and support.
2. Collaborating with the full-time aide and inclusion specialist: Behler and Gregg should work closely with the full-time aide, who has a special education background, to ensure that the students receive appropriate support in the classroom. They should also consult with the inclusion specialist, Bill Gregg, who can provide valuable expertise and guidance on instructional planning and strategies.
3. Communicating with parents: It is essential to inform the parents of the students in Behler's class about the upcoming changes. This communication should outline the inclusion program, explain the specific needs of the students joining the class, and address any concerns or questions that parents may have. Open and ongoing communication with parents will help foster a strong partnership in supporting the students' success.
4. Preparing the class: Behler and Gregg should prepare the existing students in the class for the arrival of the two new students. This can involve discussions about disabilities, empathy-building activities, and creating an inclusive classroom environment where all students feel valued and supported.
5. Modifying instruction and accommodations: Behler and Gregg should develop differentiated instructional plans and accommodations to meet the diverse needs of all students in the classroom. This includes adapting teaching methods, materials, and assessments to ensure meaningful learning opportunities for both the new students and their classmates.
6. Monitoring progress and making adjustments: Regular monitoring of the students' progress, both academically and socially, is vital. Behler and Gregg should establish a system for ongoing assessment and feedback to identify any necessary adjustments to their instructional plans or support strategies.
These are some key elements that should be included in Behler and Gregg's plan of action. By addressing these aspects, they can help facilitate a successful transition and create an inclusive learning environment for all students in the class.