Double Enry Journal #1

Inclusive Classrooms

     Inclusive Education: What is it? This is one thing my Intro to SpEd teacher (Dr. Moroose) said many, many times (probably so we get it through our heads). "The laws designed for special students' needs include 'least restrictive environment,' 'most integrated setting possible,' and 'not separate or different.'" These are all stated in Inos and Quigly's research review I was tasked with reading.

     Inclusive education is learning, understanding, and participation in a variety of subjects to all student, no matter what. This includes people of all ethinicities, backgrounds, religions, SES, mental or physical health, intelligences, or special needs. Effective inclusive education makes sure that all students get the opportunity to learn just as much as everyone one else in the classroom, in the least restrictive means possible.

What kinds of students does "Inclusion" mean to benefit? All students, if they are meaning to be educated in some way, they are included.

3 types of students "Inclusive Education" is meant to serve?

•  Students from different cultures- These students may have their own way of learning, or their own language they are comfortable with, and need special attention to help them be comfortable with their culture and to embrace their heritage, rather than let them settle with being different for the wrong reasons. They may need help with learning the language of the classroom (most commonly English or Spanish).
• Disabled Students- These are very diverse individuals. No two disabilities or handicaps are different, and thus, they need their own specialized help with learning  and understanding material. Special teams are developed for each student that includes the classroom teacher, the parents, the student's doctors and other professionals.
• Students from different SES- These students need their own attention in the classroom because they probably are not receiving the proper attention they need from home. They may not have the motivation to even learn the information typical classroom teachers are teaching, because they would rather do something that they want to enjoy, to get away from trauma or the problem home.

2 characteristics of inclusive schools?

• Parents as partners- This is the most important characteristic, in my opinion, because the parent knows the most about the child's habits, learning curves, activities, interests, and the best ways the child learns. It is also important because this makes the parent feel like they are a part of something that is really helping the child learn, and thus, can help bring the attention from the school, back to the home environment.
• Students as problem solvers- This is a great idea I learned from the research article mentioned above. I never thought to use peers to help students be their best. If a friend or acquaintance is helping someone with something and giving real world examples that students understand, they can do a lot to help the learning process.

A strategy that helps students become more responsible and effective in the learning process

• Using other students in the classroom seems to be a great one. As stated directly above, students can be the most help in certain situations when it comes to learning. They are like a huge group of little helpers that know what they are doing and willing to help others.

 

The above picture is of a band called "The Kids of Widney High" a group of either alumni or current students who participate in the school's songwriting class. The kicker- the class is open only for the special ed students in the school. The band members are all disabled in some way, either physically or mentally. Most of the songs are all songs written by the students, as well as performed by them. This band was featured in the 2005 movie "The Ringer" and they perform very frequently. I like this concept, because as a musician I hate not having the opportunities I strive for, and the fact that these students get the chance to perform makes me very happy. (Snusgrop, 2009)

Inos, R. H., & Quigly, M. A. (n.d.). Research review for inclusive practices. Retrieved                                          from http://www.prel.org/products/Products/Inclusive-practices.htm 

Snusgrop, D. (2009, March 09). [Web log message]. Retrieved                                                                              from http://monkeybastardsv20.blogspot.com/2009_03_01_archive.html