Title of Scenario: Elementary educator in need of feedback and/or professional development

Setting of Conversation: After school

Conversation:
Me: Good afternoon, Ms. Donna! How was your day to today?
Paraeducator Donna: The day was a bit long, but overall things were good. How were things for
you today?
Me: Very well and thanks for asking! I know it has been a long day and I really appreciate you
meeting with me this afternoon. Your dedication to our students is simply outstanding! Anyway,
I wanted to let you know that the purpose of our meeting today is to visit about our students. I
also want to discuss any concerts you may have at this time as well.
Pareducator Donna: Well, I really dont mind at all. I realize that you are required to provide
your paraeducators feedback, so I guess that is why we are really here, right?
Me: Well, that much is true, but I know that you share our pride in making improvements for our
students in the classroom. In thought You know as I passed by the classroom today, I noticed
that you had Susie in your lap.
Pareducator Donna: Yes, she is very comfortable being with me and seems hesitant to participate
with the rest of the class. The last time I walked her up to the front of the class, she became very
upset and threw a temper tantrum. I decided that it was best to keep her with me so that she
wouldnt become upset.
Me: You know Donna, as teachers, we have some of the biggest hearts when it comes to children
and we are definitely compassionate. Tell me a little more about what happened with Susie, if

you dont mind. I know that we had only a brief overview of the mandate concerning privacy act
and student rights. Since we are meeting here this afternoon, I thought we could discuss these
areas as they apply to Susie to see if we might be able to come up with an alternate activity that
could possibly get her engaged in learning and participating with the rest of the class. We must
take care and see that Susie is included with her peers. This could have huge implications for all
of us is this does not happen. Lets take a minute to review the mandates, and I would like to
share some ideas with you to make some improvements in this area.
Paraeducator Donna: Of course! I would like to hear some of your ideas.
Me: Okay, but will you take a minute to review the mandates with me?
Paraeducator Donna: Of course!
Me: . Reviewing mandates with Donna So you see, according the mandates, when Susie is not
with her peers or participating in the classroom, she potentially becomes the target of jokes and
embarrassment as well as receiving the same opportunity to learn as with her peers.
Paraeducator Donna: Well, what can I do if she doesnt want to participate with the rest of the
class? I cant leave her screaming while others are trying to learn!
Me: I understand your concern, but lets look at the situation another way. The good news is that
there are options for getting Susie engaged in the classroom. Could we look at paring her up
with a single student? Another option would be to have you move up to the front of the
classroom with Suzie and as soon as she seems to find her comfort level, begin to move away?
Im not saying drop Suzie off in the front of the class where she perceives everyone to be total
strangers and leave her, but you could definitely lead and assist her. I think if she were to see you
lead, she would definitely follow. I will be sure to leave some of these suggestions in the lesson

plans, but do keep me posted and let me know how things go. It is important that Susie begins to
experience success in the classroom.
Paraeducator Donna: Of course! Thanks for sharing your ideas! I am eager to get moving on this
tomorrow.
Me: No problem! And again, thank you for taking the time to meet with me! Have a great
afternoon!
~~~~~~~~~~~~~

~
Title of Scenario: General educators physical classroom environment
Setting of Conversation: Teacher workday
Conversation:
Me Concerned Good morning everyone! I wanted to meet with all of you briefly to discuss the
matter of inclusion of students with special needs in our classroom. Moore importantly, I wanted
to discuss what it like for all of us and ways we can improve on what we are doing.
General Educator: (offended and grumpy) Well I have been teaching for well over 12 years, and I
have always had students with special needs in the classroom! When they dont understand, the
paraeducators (well assuming thats why we have them you know!) are around to assist these
students in the classroom
Paraeducators: all chime in Thats right, we work hard at what we do too (another paraeductor,
thats right, we do!.
Me: I know and I dont want anyone here today to think that this is some kind of attack on your
professionalism. I was hoping that we could all re-examine what inclusion looks like compared
to what it should look like. Once we will truly discover some of the best practices for our
classrooms. Currently, Fred sits in the back of the classroom. I know that all of you share my
desire in having Fred feel like he is the rest of the class. But if he is part of the class, can
someone tell me what that should look like?

General educator: I have always wanted my students with special. needs to feel welcome in my
class. And the paras here today can attest to my willingness to make all of my students feel
welcome in the classroom!
Me; I know that you do. But since we are talking about inclusion, I would like to share with all
of you some comparisons according to the latest research and discuss where we are with our
classes as well. After looking at the comparisons we can ask ourselves are we doing what is best
for all students. Finally, are we really making these students and parents feel as though that they
really, really part of the class. I wonder if we might try paring up Fred with a general education
student. Also, is it possible that we can sit him up closer to the front of the classroom? And could
our para educators take on a proactive approach for ensuring that Fred is fully participating in
games and or story telling time, if any? Paraeducators, what are some of the ways we can
promote higher levels of inclusion in the classroom?
Paraeducators: We can think of a lot of ways! There are some many strategies available
according to the research you just shared. Having some professional development will assist us
in this area.
General education teacher: Of course! We truly want all of our students to feel as they are part of
the classroom. I will try a few of your suggestions.
Me: Thank you!