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.
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?
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.
Bob's absolutely right. The Individual Educational Planning Committee determines the child's objectives, etc.
Behler and Gregg's plan of action should include the following key components:
1. Communication with parents: As you mentioned, sending a letter home to parents is a crucial step. This letter should explain the full inclusion program, introduce the two students with severe disabilities, and encourage open and respectful discussions with their own children about accepting and supporting their fellow classmates. It is important to foster an inclusive and empathetic environment both at home and in the classroom.
2. Classroom introduction and orientation: In order to create a smooth transition, Behler should plan an introduction session with the entire class. This could involve sitting in a circle and facilitating a discussion where students can get to know each other better. It is important to provide opportunities for questions and address any concerns the students may have regarding their new classmates. Through this exercise, you can encourage acceptance, understanding, and empathy within the classroom community.
3. Collaboration with the aide and specialist: Given the unique needs of the two students with severe disabilities, Behler should work closely with the full-time aide who has a special education background. This collaboration is essential for creating an inclusive and supportive learning environment. Together, they can develop instructional plans and strategies that cater to the individual needs of the two students, making sure they have equal access to the curriculum.
4. Continual support and evaluation: The plan should also include regular check-ins and support from Bill Gregg, the inclusion specialist. Behler and Gregg should collaborate on observing and evaluating the progress of the two students in the inclusive setting. They can then make any necessary adjustments to ensure their individual needs are being met effectively.
5. Ongoing professional development: In order to enhance Behler's ability to meet the needs of the two students with severe disabilities, it is important to provide ongoing professional development opportunities. This could include attending workshops, participating in training sessions or conferences, and staying up-to-date with relevant research and best practices in inclusive education.
6. Building a supportive network: The plan should also include strategies for building a supportive network within the wider school community. This could involve reaching out to other teachers who have had experience with full inclusion, seeking guidance, and creating opportunities for collaboration and sharing of resources. Engaging parents, administrators, and other school staff in this network can contribute to the success of the full inclusion program.
Overall, the plan of action should focus on creating an inclusive, accepting, and supportive classroom environment for all students, including those with severe disabilities. Regular communication, collaboration, and ongoing professional development are essential for ensuring a successful implementation of the full inclusion program.