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Articulate:
1. Inclusive Classrooms are fairly recent in our history. The first schools only accepted boys
and instilled only Protestant values. Its main purpose at the time was to help with issues
of vagrancy or crime. Its interesting to think that schools still consider themselves to be
preventive measures for crime. I dont think simply being in a school is enough to guide
students in the right direction. The early schools were also very segregated. There was no
allowance for diversity for those with disabilities. We have come a long way since then.
However, the school systems of Canada are still in need of much improvement, and that
that prepares them for their careers. An educated teacher who knows how to maintain and
learned about inclusive classrooms and apply it. Obviously I cant start issuing IEPs, but
I can treat all my students with respect and equity. In my future career I hope to establish
rapport with my students to help them succeed. Likewise, I can help them with any
Identify:
2. An IEP program is put into use when a student needs differ significantly from what the
curriculum can provide. An IEP goes beyond the curriculum to assist those who need
special educational or have learning disabilities. An IEP is also for those who have
responsibilities of the Department of Education, the School Board and the school in
providing services for students. Teachers, support personnel and parents come together to
address the needs of the student, and decisions made by these people are based on the
students performance. The IEP is essentially a student specific program that helps
students focus on their academics and/or life skills. When creating an IEP everyone
involved must take into consideration the students strengths, interests, hobbies and
needs. The IEP serves as a written record of the programs and services to be provided to
the student. All those who are involved with the IEP are held accountable and must
follow the plan. In my practicum I can help follow any IEPs that may be set in place for
the students of my practicum teacher. In my future career I intend to seek out help
planning IEPs from various sources like: resource teachers, school counsellors, the school
developing and implementing adaptations, modifications and IEPs for students who need
them. Members of the group may include: the school administrator, Learning Assistance
Teacher, school counsellor, parents, Student Support Services staff, community agencies,
and the teacher requiring assistance. In my practicum I may investigate more as to what it
is like having students who need adaptations, modifications and IEPs. I could find out
who is in the school-based service team and ask them questions. In my future career I
Respond:
4. Adaptations are made when a teacher observes that their student is struggling with their
learning and/or behavior. The teacher and the parent/ guardian of the student make minor
changes to the way the teacher teaches, as well as changes in the home to intervene and
support the students learning. If these changes work, there will be no need for
modifications or IEPs. Adaptations are documents of any changes in the teaching formats,
instruction strategies, and assessments made on behalf of the student. Adaptations still
allow the student to participate in the curriculum and in the classroom, providing for an
inclusive environment. The student still receives a full credit but the adaptations are kept
on their file, providing for useful transition information when the student moves up a
grade or changes schools. Students should be aware of the adaptations being made a why,
this allows students to self-advocate. Students will no doubt become more independent
when they can explain to others why adaptations need to made. Adaptations are usually
done covertly in that they fit well into the curriculum and classroom. The other students
usually do not notice these adaptations have been made, and often they also benefit from
the adaptations. In my practicum I will assist students by maintaining any adaptations that
have been made for them. In my future career I will observe my students to make sure
that they are succeeding in my classroom. If one or more of my students are struggling I
will go through the adaptation process, and I will make any changes so my students can
succeed.
5. Modifications are made after adaptations are implemented but do not seem to be
effective. Modifications are appropriate when the student needs considerable changes
made to the outcomes of the curriculum. However, unlike adaptations, modified courses
do not provide the same credits as other courses. This means teachers and parents have to
be sure they need to modify courses for the student. Likewise, the student is often
considered to be in a general stream instead of an academic stream when modifications
take place. After a consultation with the student, parent and school-based team, the
teacher will make appropriate modifications to the goals and objectives for the
curriculum of the student. Methods of instruction and assessment are also modified for
the student, but only the most necessary changes are made. This allows the student to still
participate in the class and it allows the classroom to remain inclusive. Additionally, the
modification process is irreversible. If the student shows that they have caught up with
the curriculum they may be allowed back into the academic stream. During my practicum
I will assist my practicum teacher by adhering to any modifications that have been made
for their students. When I am a teacher I will only make modifications when they are
absolutely necessary.
6. Differentiated instruction means tailoring your instruction methods to meet the individual
needs of your students. If the teacher is differentiating the content of the instruction they
are using various methods to deliver content to their students. The knowledge, concepts
and skills the student needs to learn can be delivered through videos, readings, lectures or
audio. The teacher can use graphic organizers to display the information or they can use
jigsaws to break down the information into more manageable chunks. When the teacher
is differentiating the process they are differentiating how students make sense of the
what they understand and what they still need to work on. Differentiating the process of
instruction essentially allows your students to engage in reflection. The teacher can also
differentiate the product of instruction, like allowing students to create their own final
assignments. Likewise, the teacher can differentiate the learning environment providing
Teachers should plan with the learning process in mind and not just the curriculum, this
will help the students reach a deeper level of thinking and understanding with the content.
Inquiry-based teaching is about what we are thinking and why. Teachers should innate
thought provoking questions and collaborate with their students, letting the learner take
the lead in attempting to answer the questions. Also, teachers should get their students
aspect to consider when teaching, however, it can also be one of the hardest things to do.
In order to keep a positive atmosphere teachers and students can work together to create
classroom rules. Also, teachers should reinforce good behavior, this helps to establish
trust within the students. If discipline is needed, teachers should handle the situation
calmly, this helps to maintain the dignity of both the teacher and students. Additionally,
teachers should be neutral not accusatory. When teachers ask open ended questions when
problems arise, like what happened?, students can then open up instead of shutting
down. I will remain positive in my practicum and in my future career. It might be difficult
teachers. By collaborating with other teachers I can learn from them, and quite possibly
they may be able to learn from me. I must also collaborate with my students, their parents
or guardians, and the administrators of my work place. In my practicum and beyond I
plan to take initiative and seek out advice, wisdom and assistance from other more
observation of others so that I can emulate them in an attempt to figure out my own
teaching style. I will also consult parents about their students, and I will also work with
my students to understand what they need from me. Before I try new ideas I will look to
my colleagues for advice. The biggest lesson I learned from this course is that Im not
alone, and that its ok to ask others for help. Additionally, in my first years of teaching I
will seek out assistance from my colleagues if I need to make adaptations, modifications
and IEPs for my students. As time goes on I also hope to provide assistance to other
assumptions or has believed in stereotypes that are not factual. One of the most important
question and examine any notions I may have about who people are or where they come
from. Assumptions can be made so easily, due to popular media, but it takes courage and
would like to act as a model of awareness and appreciation of human diversity for my
students. I would also like to start challenging assumptions my students may be making
about others. One way I could do this is by getting my students to write reflections based
on the course content and respond to them. Also, when sharing real world examples in the
classroom, I will show examples from a variety of cultures. Similarly, I will strive to
examine myths and stereotypes in the course content with my students. I will also get
student impute on any examples they may want to share to increase content relevance.
The issue of assumptions and stereotypes has a lot to do with establishing an inclusive
gender, sexual orientation, religion, socioeconomic status, and political beliefs are
accepted. Maybe this is impossible, but if there is a chance to challenge assumptions and
Next Steps:
strive to be the best teacher I can be. The class gave me a lot of useful information on the IEP
process and also how I can try and help each of my students succeed no matter what obstacles
they may face. That being said, I will have to get over the fact that not everyone will graduate. In
the next five years I am going to have to learn a lot. It has become apparent to me that the
Education program will not necessarily provide me with all the information I need. When Im on
happen anytime and anywhere. I will learn a lot when I become a teacher, but I can also do a lot
of personal research to further my skills. Knowledge is power, and there are many online
resources available to teachers. Also I will attend educational conferences and workshops.
Likewise, I will be constantly observing other teachers, even after my practicum is done. I will
be looking to my coworkers and other teachers for help as well. In conclusion, I wont be afraid
to take risks. Sometimes Im scared to be a teacher, because it is a tough job. However, I dont
want to be scared to try new teaching techniques and new teaching environments. Throughout