Including Students With Physical Disabilities: Best Practices
1. Teacher Lisa
Kelleher describes her role as a teacher in an inclusive classroom as being quite multifaceted. Are there any aspects of her role that surprised you or made you envision your future role as a teacher differently? Explain.
While watching the video clip it was interesting to me that the main classroom teacher wasn't dedicating more of her time to
MaryAnne. I realized that even though your classroom might contain a student with special needs the teacher still needs to divide the time and effort evenly. She used the teacher aide in order to have
MaryAnne succeed as much as the other children in the classroom. When I become a teacher I feel like I will try to get to know the children with special needs and try and plan lessons around their abilities. Trying hard to make them an equal in my classroom, and being able to supply all the support and adaptations they may need.
2. What skills does elementary classroom aid Danielle
Doucette bring to her work with
MaryAnne, the child who has
spina bifida? How does Danielle take
MaryAnne's academic and social/emotional development into account when planning activities?
Each day elementary classroom aid
Danilelle Doucette brings her knowledge of working with children with special needs, and how to use
assistive technology in order to help
MaryAnne learn just as well as the other children in the classroom. Danielle takes into account of
MaryAnne's academic and social and emotional development. When sitting in the classroom listening to the teacher, she had
MaryAnne sit on a bolster which worked her muscles while she was learning. She also let
MaryAnne stand in her special standing table in order for her to be at the same level as the other children.
3. What questions has this video raised in your mind about your own familiarity with adaptive technologies for children? How can you take action on Lisa's suggestion that teachers familiarize themselves with how the equipment works (e.g., an electric wheelchair) even before you have your own classroom?
When watching this video I was impressed with all of the
asstive technology and equipment that can be used by children with special needs. I realized that i do now know how to use or operate any of those things, and should be learning and familiarizing myself with them even before I have my own classroom.
4. In the bonus video, "Encouraging Social Interactions in an Inclusive Classroom," Lisa explains how she makes sure that all students have opportunities to play together, typically through music or art. Can you think of any activities you've used successfully to engage a full range of learners? If not, what types of activities do you plan to add to your repertoire?
I have witnessed that both of these types of activities engage a full range of students. Even though I have not yet experienced it in a classroom, I have seen it at my place of work, A summer recreation camp. We have several children with special needs who have aides with them at all times. It seems evident that the kids get excited about arts and crafts time and are fully engaged with the other students.
5. The classroom artifact entitled "
MaryAnne’s Schedule" blocks out
MaryAnne's schedule for the day in words and illustrations. How could a chart like this be used more generally to help students with other types of learning challenges (such as
ADHD)? Explain.
The important aspect of this chart is that it provides structure and organization. This could be helpful for kids with other learning challenges such as
ADHD because it is structured and would be able to keep them on task and more focused.
Assistive Technology in the in the Inclusive Classroom: Best Practices
1. Kindergarten teacher Tony Byers describes his responsibility to teach Jamie, a girl in his classroom who has cerebral palsy, so that she can feel like an equal participant. Have you had any experience in working with children who are physically challenged? If not, how can you gain experience before you have your own classroom?
Unfortunately I have not had the experience in working with children who are physically challenged. I can gain experience before having my own classroom by doing research on different types of disabilities and different adaptive and
assitive technologies that help them out. I can also ask other teachers who have had the chance to work with children with physical disabilities.
2. Inclusion facilitator Sara
Woodruff is an advocate for
assistive technologies. She explains that there are many ways to help children access their voices and their minds as best they can. What
assistive technologies--either high-tech or low-tech--have you seen or read about? How and when would you be likely to incorporate them into your teaching?
There are numerous
assistive technologies used in the classroom daily. High-tech devices such as voice machines and low tech devices as little as bigger print, bigger sized lined paper etc can help for the student to communicate a little easier with the classroom teacher. I would be likely to use these in my classroom if i had a student with a physical disability or one who had trouble communicating with me and the other students.
3. As you watch Jamie complete an activity using a speech output device, what do you notice about the way Sara interacts with her? What can you learn from Sara's approach in general, and the way she describes her goals for Jamie?
Sara seems very experienced in the way she interacts with Jamie. She is extremely patient and knows the abilities Jamie is capable of. She allows for Jamie to be slightly independent by letting her pick a certain color for her math project. I can learn from Sara that it takes
alot of patience and dedication in order to work with children with special needs. You need to respect the goals of the children and know what they are capable and what they can be capable of.
4. According to Tony, having Jamie use
assistive technology "helps show the other children that there's a wide range of communication capabilities in our population as a whole. Children are shown an alternative way of communicating that is different rather than better or worse." What questions about your own understanding of the potential of
assistive technologies has this video raised?
I have realized there is
alot more
assistive technology out there then i am aware of. Its amazing how technology can really help children with special needs feel equal in the classroom. I think it is cool that other students can see how advancements in technology can allow for everyone to have an equal opportunity for success.
5. In the bonus video entitled "Adapting the Curriculum: Mr. Byers' View," Tony describes the tension he feels between teaching spontaneously and the need to slow down and adapt every lesson for all students. Can you think of any experiences you've had that have created a similar tension? Explain your ideas.
The learn and serve that i am currently at involves
alot of this on my part. Since I am placed in a containment classroom it is a different pace then an inclusive or general classroom. I had to get used to the slow pace, and more of the one on one work the teacher and the classroom aide had to give. More specific directions needed to be given, and
alot more
assistance on class work was needed. This was an eye opening experience and i learned that every classroom, and every student is different, and requires different amounts of attention and instruction.
