Inclusion: He's Just A Goofy Guy, Time 1 Hour The Contents O

Inclusion Hes Just A Goofy Guyest Time 1 Hourthe Contents Of This

Inclusion: He’s Just a Goofy Guy Est. Time: 1 Hour The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

Activity Objective: Learn about and discuss some of the issues related to inclusion, accommodations, behavior management, and collaboration. Scenario Jake is an energetic third-grader with a learning disability. Although he is considered “one of the gang” by his classmates and is excelling academically during the two hours he is included in a general education class, Betty, his general education teacher, feels he just “wouldn’t fit in” a full-time classroom. Sharon, his resource teacher, sees no reason why he would not be successful. Betty Armstrong’s classroom is meticulously organized. There are twenty desks, arranged in four rows of five, with various classroom materials neatly arranged. Everything has its place – except sometimes.

At 10:00 a.m., during reading, Jake and David enter and proceed to their desks as usual. Jake noticeably disrupts the order by bumping his desk, playing with his papers, and fidgeting. During the lesson, Jake shows typical signs of difficulty with organization and impulse control, such as spilling crayons and losing his glasses. Betty observes Jake's behaviors but struggles with whether his behaviors are sufficient reasons to exclude him from the full-time general education environment.

Betty’s classroom, although well-maintained and orderly, is a structured environment that emphasizes high expectations and organized routines. The teachers are committed to meeting curriculum goals but differ in their perceptions of Jake’s readiness for full inclusion. Sharon, the resource teacher, advocates for full inclusion based on Jake's academic success and social integration, whereas Betty expresses concerns about his behavioral challenges affecting classroom management and learning environment. They discuss whether Jake’s behaviors—like difficulty with organization, distractibility, and playfulness—are barriers that justify his placement in a specialized setting.

Sharon suggests that integrating Jake fully could be beneficial and that support strategies might help him succeed. Betty contemplates this, acknowledging the importance of collaboration, and considers whether additional services or accommodations could facilitate Jake’s integration. The dialogue questions whether Jake's organizational and behavioral issues are surmountable with appropriate supports, and how to involve parents and professionals in decision-making.

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Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or disabilities. The case of Jake exemplifies the complexities involved in making placement decisions for students with learning and behavioral challenges. The debate between Betty and Sharon highlights critical issues in inclusive education, primarily balancing academic success with behavioral and social integration.

Betty’s resistance to full inclusion seems rooted in her concerns about classroom management and the potential disruption caused by Jake’s behavioral tendencies. Her meticulous organization and high expectations, although beneficial for many students, might inadvertently create a rigid environment less adaptable to behavioral variability. Conversely, Sharon’s support for inclusion is based on the belief that with appropriate supports, behavioral issues can be managed effectively, allowing Jake to benefit from the full social and academic experience in a general education classroom.

The decision to include Jake full-time should not be based solely on academic performance, which appears strong, but must also incorporate assessments of behavioral readiness. According to research, students with disabilities or behavioral difficulties can succeed in inclusive settings when appropriate accommodations and strategies are implemented (Keefe, Moore, & Duff, 2004). These include behavioral interventions, organizational supports, environmental modifications, and explicit teaching of self-regulation skills.

Collaborative teamwork between general educators and special educators is essential. Developing a comprehensive behavior management plan that includes positive reinforcement, clear routines, and visual supports can help students like Jake. For example, visual schedules and checklists, as suggested by the U.S. Department of Education (2004), can help students improve their organizational skills and reduce distractibility. These tools provide structure, predictability, and a sense of control, essential for success in inclusive classrooms.

Involving Jake’s parents and other professionals in decision-making is pivotal. A team approach ensures that all perspectives—academic, behavioral, social—are considered. Parent input can provide insights into Jake’s strengths, interests, and effective strategies used at home. Moreover, consistent communication between home and school fosters a supportive environment conducive to positive behavioral changes.

To facilitate a successful transition into full inclusion, targeted interventions must address Jake’s specific needs. Behavior intervention plans based on functional behavioral assessments (FBAs) can identify triggers and develop proactive strategies. Teaching organizational skills, such as color-coded folders and assignment notebooks, as recommended by the U.S. Department of Education (2004), can enhance his independence and reduce frustrations. Social skills training and peer modeling further promote positive social interactions, which are crucial components of inclusive education (McLeskey & Waldron, 2000).

Teachers need ongoing professional development focused on inclusive practices, classroom management, and differentiated instruction. Effective collaboration and a shared understanding of the role of each team member foster a cohesive support system. Administrators play a critical role by providing time for planning, coaching, and resourcing accommodations necessary for inclusive success, as emphasized by Beckman (2001).

Overall, successful inclusion hinges on a proactive, collaborative approach that emphasizes strengths, provides necessary supports, and continuously monitors progress. For Jake, this might mean a gradual transition with consistent behavioral and organizational support, ultimately aiming for full participation and belonging within the general education environment. The goal is not only academic achievement but also fostering social-emotional development, independence, and confidence—cornerstones of inclusive education.

References

• Beckman, P. (2001). Access to the general education curriculum for students with disabilities. ERIC Digest #E615. ERIC Clearinghouse on Disabilities and Gifted Education.
• Keefe, E. B., Moore, V., & Duff, F. (2004). The four “knows” of collaborative teaching. Teaching Exceptional Children, 36(5), 36–42.
• McLeskey, J., & Waldron, N. L. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: Association for Supervision and Curriculum Development.
• U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2008). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. Washington, D.C.
• Keefe, E. B., Moore, V., & Duff, F. (2004). The four “knows” of collaborative teaching. Teaching Exceptional Children, 36(5), 36–42.
• McLeskey, J., & Waldron, N. L. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: ASCD.
• U.S. Department of Education. (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices.
• Smith, T. E., & Tyler, N. (2011). Inclusion Strategies for Students with Behavioral and Emotional Disorders. Pearson.
• Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Pearson.
• Morningstar, M. E., & Noell, G. H. (2013). Positive behavioral interventions and supports in inclusive classrooms. Journal of Behavioral Education, 22(3), 123–141.