During the five weeks in which the class ran its course, I was able to pick out insightful information with regard to inclusion in the classroom and strategies used in the promoting of social acceptance guaranteed to influence my teaching. Initially, I was ignorant to all the…
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Running both programs simultaneously might present challenges to both students and their instructors; however, it is crucial for special needs students to attend regular class so that they can familiarize themselves with the new environment. Moreover, integrating these students with their colleagues helps to create situations where students with special needs feel inadequate (Mastropieri & Scruggs, 2010).
As a teacher, I will use the information learnt throughout the course to think about ways that my teaching techniques and strategies will best meet the needs of all my students without sidelining any of them based on their unique needs. An issue close to heart entails the specific needs of culturally and linguistically diverse students (CLDs). CLDs fall under the category of students with special needs; whereby, their cultural or linguistic backgrounds impede their learning speed and ability to learn in general. Sheltering these students by limiting their exposure to native students their age does little to improve their fluency; however, it functions to undermine their self-worth. As a teacher, I would move to integrate both the concrete and abstract environment. Meaning, I would arrange sitting arrangements partnering students with unique needs with those without, whereas, I would incorporate examples from different cultural backgrounds while teaching concepts (Noll, 2013). This way, all students will be able to achieve their academic goals in an environment that recognizes their
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Blue Wall of Silence
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Ans. While there is a lot
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