The Role of a Teacher
![Picture](/uploads/3/8/4/9/38490693/3222074.jpeg?259)
Inclusion
An inclusive environment is a classroom where students with exceptionalities are taught along side typical students, as opposed to being put into a special program. In an inclusive classroom, all students are treated the same, have equal opportunity to learn, experience success and in all aspects of school. In fact, it is the BC Ministry of Education policy to ensure equal access to education to all students in the province: “All students with special needs should have equitable access to learning opportunities for achievement, and the pursuit of excellence in all aspects of their educational program… to include meaningful participation and the promotion of interaction with others,” (BC Ministry of Education, 2013). It is incumbent upon the classroom teacher to create this environment for the classroom and instill the principles of inclusion in the students. Some ways of creating such a classroom is by setting up classroom rules and modeling behavior that does includes all people in all school settings. Often the classroom teacher is involved in school based team (SBT) meetings that discuss the various needs of exceptional students in their classroom with other professionals that may include: resource teachers, special education assistants, speech and language pathologists, behavior interventionists and from other outside agencies. Furthermore, similar meetings are set up to develop individualized education plans (IEP), which are then implemented to support the student with exceptionalities in and outside of the classroom.
Ministry Designation
The BC Ministry of Education (2013) has produced the most current special education services document to assist in designating and support students with exceptionalities. Students that fall below a certain level of IQ and show limits to adaptive behavior are considered to have an intellectual disability. In BC, the threshold for the designation K, mild intellectual disability, is two standard deviations below average. In addition, these students must show limitations in two areas of adaptive behavior, norm referenced to age appropriate behavior. Note that the tests to establish intellectual disability does not fall on the classroom teacher, though they may have recommendations based on observations. With the designation, an IEP can be developed with the assistance of a team that may include the above mentioned professionals as well as the student’s parents.
Adaptations and Modifications
In BC, the principles differentiation in instruction and assessment guide the accommodations needed for some students to succeed in school. Accommodations are defined as multiple means of representation, of expression, and/or of engagement. These accommodations in the classroom are called adaptations and modifications. Due to the range of diverse needs of students, some students may need only minor adaptations, while other may need adaptations to achieve the learning outcome. Students that work on individualized programs and goals separate from the curriculum are considered modified.
In order for some students to achieve the curriculum goals, some alternative strategies for teaching and assessment are needed. These are not considered unfair advantages, but rather they are put into place to apply to learning and assist in a students’ output. Some examples of adaptations are computer for written output, larger print for visually impaired, other ways to demonstrate knowledge (orally, visually), extra time or learning assistance blocks. Any use of adaptations should be recorded and made note of in the student’s IEP.
When education goals and outcomes are different from the learning outcomes of the course or grade level, modifications are made to individualize their education. This is based on the same principle of adaptations, that every student has equitable access to education. Special needs students that exhibit limited awareness, severe mental and/or physical health concerns, and medical and/or cognitive challenges need to have the curriculum modified. Some examples of modified goals are learning to use the mouse on a computer, while the class is learning typing skills, assessing only what the student is capable of performing if it is only part of what the rest of the class are doing, or learning the safety hazards in a workshop.
Tip for Classroom Teachers
· Begin at the end. Align your end-of-the-year classroom goals with the IEP student’s goals.
· Universal Design. This approach is inclusive for learning.
· Consider Multiple Intelligences. Give your students many different opportunities to show their knowledge.
· Teach Life Skills. Health and Career planning is helpful to all students.
· Have an Open Door Policy. Collaborate with other professionals and people in your community.
· Develop an Inclusive Classroom Management Style. This will suit the diverse needs of your students.
An inclusive environment is a classroom where students with exceptionalities are taught along side typical students, as opposed to being put into a special program. In an inclusive classroom, all students are treated the same, have equal opportunity to learn, experience success and in all aspects of school. In fact, it is the BC Ministry of Education policy to ensure equal access to education to all students in the province: “All students with special needs should have equitable access to learning opportunities for achievement, and the pursuit of excellence in all aspects of their educational program… to include meaningful participation and the promotion of interaction with others,” (BC Ministry of Education, 2013). It is incumbent upon the classroom teacher to create this environment for the classroom and instill the principles of inclusion in the students. Some ways of creating such a classroom is by setting up classroom rules and modeling behavior that does includes all people in all school settings. Often the classroom teacher is involved in school based team (SBT) meetings that discuss the various needs of exceptional students in their classroom with other professionals that may include: resource teachers, special education assistants, speech and language pathologists, behavior interventionists and from other outside agencies. Furthermore, similar meetings are set up to develop individualized education plans (IEP), which are then implemented to support the student with exceptionalities in and outside of the classroom.
Ministry Designation
The BC Ministry of Education (2013) has produced the most current special education services document to assist in designating and support students with exceptionalities. Students that fall below a certain level of IQ and show limits to adaptive behavior are considered to have an intellectual disability. In BC, the threshold for the designation K, mild intellectual disability, is two standard deviations below average. In addition, these students must show limitations in two areas of adaptive behavior, norm referenced to age appropriate behavior. Note that the tests to establish intellectual disability does not fall on the classroom teacher, though they may have recommendations based on observations. With the designation, an IEP can be developed with the assistance of a team that may include the above mentioned professionals as well as the student’s parents.
Adaptations and Modifications
In BC, the principles differentiation in instruction and assessment guide the accommodations needed for some students to succeed in school. Accommodations are defined as multiple means of representation, of expression, and/or of engagement. These accommodations in the classroom are called adaptations and modifications. Due to the range of diverse needs of students, some students may need only minor adaptations, while other may need adaptations to achieve the learning outcome. Students that work on individualized programs and goals separate from the curriculum are considered modified.
In order for some students to achieve the curriculum goals, some alternative strategies for teaching and assessment are needed. These are not considered unfair advantages, but rather they are put into place to apply to learning and assist in a students’ output. Some examples of adaptations are computer for written output, larger print for visually impaired, other ways to demonstrate knowledge (orally, visually), extra time or learning assistance blocks. Any use of adaptations should be recorded and made note of in the student’s IEP.
When education goals and outcomes are different from the learning outcomes of the course or grade level, modifications are made to individualize their education. This is based on the same principle of adaptations, that every student has equitable access to education. Special needs students that exhibit limited awareness, severe mental and/or physical health concerns, and medical and/or cognitive challenges need to have the curriculum modified. Some examples of modified goals are learning to use the mouse on a computer, while the class is learning typing skills, assessing only what the student is capable of performing if it is only part of what the rest of the class are doing, or learning the safety hazards in a workshop.
Tip for Classroom Teachers
· Begin at the end. Align your end-of-the-year classroom goals with the IEP student’s goals.
· Universal Design. This approach is inclusive for learning.
· Consider Multiple Intelligences. Give your students many different opportunities to show their knowledge.
· Teach Life Skills. Health and Career planning is helpful to all students.
· Have an Open Door Policy. Collaborate with other professionals and people in your community.
· Develop an Inclusive Classroom Management Style. This will suit the diverse needs of your students.
Created by Shawn Lau
References
Makofsky, S. (2015). Special Education Guide: The General Ed Teacher’s Guide to the Inclusive Classroom. Retrieved from http://www.specialeducationguide.com/pre-k-12/inclusion/the-general-ed-teachers-guide-to-the-inclusive-classroom/
Ministry of Education, Province of British Columbia. (2013). Special Education Services: Category Checklists. Retrieved from https://www.bced.gov.bc.ca/specialed/special_ed_policy_manual.pdf#page=48
Ministry of Education, Province of British Columbia. (2009). A Guide to Adaptations and Modifications. Retrieved from https://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf
Zeiger, S. (2015). The Role of a Special Ed Teacher in an Inclusion Classroom. Retrieved from http://work.chron.com/role-special-ed-teacher-inclusion-classroom-8734.html
References
Makofsky, S. (2015). Special Education Guide: The General Ed Teacher’s Guide to the Inclusive Classroom. Retrieved from http://www.specialeducationguide.com/pre-k-12/inclusion/the-general-ed-teachers-guide-to-the-inclusive-classroom/
Ministry of Education, Province of British Columbia. (2013). Special Education Services: Category Checklists. Retrieved from https://www.bced.gov.bc.ca/specialed/special_ed_policy_manual.pdf#page=48
Ministry of Education, Province of British Columbia. (2009). A Guide to Adaptations and Modifications. Retrieved from https://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf
Zeiger, S. (2015). The Role of a Special Ed Teacher in an Inclusion Classroom. Retrieved from http://work.chron.com/role-special-ed-teacher-inclusion-classroom-8734.html