Directions: Read The Scenario Below And Then Respond To The

Directions Read The Scenario Below And Then Respond To the Questions

Directions: Read the scenario below and then respond to the questions/statements which follow. Scenario: Sally is a third-grade student with an identified specific learning disability in the academic areas of reading comprehension and math reasoning. Sally requires a resource level of support whereby she spends the majority of her school day within her general education third-grade classroom. Sally spends at least 20% of her school day receiving specialized instruction in the areas of reading comprehension and math reasoning (i.e., the academic areas where her disability manifests itself). Sally's specialized instruction may include small group instruction with the special education teacher outside or inside of her classroom.

Based on what you have learned about inclusion: 1. Are Sally's current special education services consistent with the inclusion model? You will need to state "yes Sally's instruction is consistent with the inclusion model" or "no, Sally's instruction is not consistent with the model in the first sentence. Then explain why/why not? 2. What could Sally's general education third-grade teacher do to help support Sally within the third-grade classroom? (Discuss at least 3 accommodations.

Paper For Above instruction

The scenario of Sally's educational support highlights critical principles of inclusive education, emphasizing the importance of integrating students with disabilities into mainstream classrooms while providing appropriate supports. To analyze whether Sally’s current special education services align with the inclusion model, it is essential to understand the core tenets of inclusion. Inclusion promotes the full participation of students with disabilities in general education settings, with accommodations and supports tailored to their individual needs. Given that Sally spends the majority of her day within the general education classroom and receives at least 20% of her instruction in specialized settings, her services appear to be consistent with the inclusion model. This configuration suggests a classroom environment that prioritizes mainstreaming and integrated support, ensuring Sally remains an active participant in the core curriculum within her general education context.

Inclusion values the idea that students with disabilities should benefit from the same academic experiences as their peers, with support structures to bridge any gaps. Sally's service model—receiving specialized instruction outside or inside her classroom—aligns with models of partial inclusion, which aim to maintain student engagement within the general education environment while providing targeted intervention. The allocation of at least 20% of her school day receiving specialized instruction indicates a commitment to this principle, fostering social integration and classroom participation, which are vital elements of inclusive education.

Nevertheless, the success of inclusion also hinges on the quality of supports provided, as well as collaborative teaching strategies. The general education teacher plays a crucial role in supporting Sally’s learning and participation. To enhance Sally’s experience within her third-grade classroom, the teacher could implement various accommodations. Firstly, providing preferential seating can help Sally stay focused and reduce distractions, supporting her reading comprehension and math reasoning. Secondly, integrating visual aids and modified materials tailored to her learning needs can make curriculum content more accessible, thereby promoting engagement and understanding. Thirdly, offering extended or flexible time for assignments and assessments can alleviate anxiety related to her disabilities, allowing Sally to demonstrate her knowledge without undue pressure.

Furthermore, collaborative planning between special and general educators can lead to the development of individualized strategies that support Sally's progress. Classroom peer support strategies, such as buddy systems, can also foster social inclusion and peer modeling. These accommodations demonstrate a comprehensive approach to inclusion, emphasizing not only academic adjustments but also social and emotional support, which are integral to an inclusive learning environment.

References

• Forlin, C. (2014). Inclusive education for students with special needs: From labels to learning. Routledge.
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• Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A review of the research. Topics in Early Childhood Special Education, 31(1), 3-12.
• Salend, S. J. (2016). Creating inclusive classrooms: Effective and reflective practices. Pearson.
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• Zirin, J. F., & Kane, R. A. (2019). Strategies for effective inclusion and collaboration. Academic Press.