Justifications for Changes that Recommended - Example

Justifications for changes that recommended Introduction: The following paper seeks to look at the justifications for the modifications that have been recommended in the table attached above. The recommendations have been made after observing a class where autistic children were being taught. The basic premise behind the observation and modification related process is to improve study in an inclusive classroom. Inclusion is a process wherein students with disabilities-in this case the disability is autism, receive instruction in a regular classroom with non disabled peers with the help of supplementary aides and supports when needed. Also, can be defined as a process providing mainstream education to all students, with special education teachers providing support for those with mild to severe disabilities. In the process of observation there were a number of things that came to mind but in the following justification analysis I would focus on the core modification that I would like to make in an inclusive classroom. The classroom under observation had a number of autistic children with visible features and physical symptoms. It has to b remembered that if there is a large number of teacher in a classroom teachers are often found to feel overworked, underpaid, and under respected are unable to find the time or resources to deal with a large number of students with autism in a regular class setting. When class sizes are greatly increased because an excessive number of students with disabilities are placed in one class, the purpose of providing support is defeated (Hines & Johnston, 1996) Justification 1: Keeping this basic fact in mind, the class that I observed looked bored and surly, with hardly any vocal participation or interaction between peers. First by keeping the desks closer to each other, the teacher would ensure the arousal of natural curiosity about the neighbor in the child’s mind. This would lead to better interaction, cooperation and help. The idea behind this justification is simple. The recommended modification would mean that during assignments there would be better interaction and group assignments in groups of two and three would foster and lead to meaningful social Interaction thereby allowing the autistic ones to emulate effective learning practices. All students would benefit greatly from instructional plan such as cooperative grouping, peer tutoring, and consistent teacher monitoring of each student’s work. Students thereby would not have to leave the classroom to get additional assistance thereby removing the strains of stigmatization. Justification 2: The second recommended modification is with regard to an improvement in the overall mood and participatory tendencies of the classroom. The student teacher interaction was mostly written, there was an atmosphere of seriousness bordering on surliness in the class. The modification suggested is that he classroom be painted in brighter colors. There can also be the creation of different sections in the class for various activities that are to be carried out during the day. These can take the shape of learning centers. Learning Centers can be arranged by the students themselves thereby giving them a feeling of belonging and posessiveness. These can include the setting of computers, bookshelves, displays, posters and activity areas. These combined with an over all better physical outlook for the class would ensure to a certain degree that fact that there is a better mood in the class, students do not look of feel bored all the time. Students, irrespective of the fact of them being special needs based child or not, require and environment that is well planned and ordered, challenging yet comfortable so as to learn in an effective manner. The creation of an environment like that would mean making space for the arrangement of a practical physical layout, along with ensuring a supply of a diversity of stuff and aides which would encourage the students to have a sense of being in the right place and of ownership. Justification 3: The recommendation is the inclusion of more teaching aides and better use of teaching aides that are already available. The idea is that students should get used to the sound of their voices and to each other. They should also become more comfortable and familiar with teaching aides and should be able to associate each aide to its relevant subject. These aides could be films or movies, which can help in visual objects identification. There can also be practices included in the day to day activities where students read a lesson ouyt loud. Usage of techniques like performance of plays and singing groups can also help. Teaching aides can also take the shape of using simple flowers and objects like fruits and vegetables for smell and sight identification. The justification for the greater use o these aides would come from the fact that they can help in making teaching less abstract, less verbal. The emphasis is put on performance and action rather than just the implementation of instructions given. They help in making the students think and question thereby arousing interest. The idea is to put greater emphasis on doing and seeing and experiencing. These can be made use of in a successful manner as these aides would benefit not just the autistic children but every member of the inclusive classroom. Justification 4: The absence of support equipment in the classroom was a major problem especially with regards to the children with cerebral palsy. The importance of technology based interventions and its effectiveness has been the basis of many research works recently. Some technology-based interventions are designed for indefinite use as an assistive tool (e.g., voice-output augmentative communication devices, micro-switches, etc.) while others are introduced as a temporary instructional aid to be removed once the goal of behavior change has been met. Individuals with autism often need external stimulus prompts to initiate, maintain, or terminate a behavior. Commonly used prompts include vocal, gestural, physical, written/pictorial, and signed prompts, and each modality has been demonstrated effective for multiple purposes. There are also reasons that indicate the fact that auditory prompts can act as monitoring devices in off task behavior. There are also models of video modeling that can be utilized. Computer-based interventions are perhaps the most studied technology-based intervention for children with autism. Computers have been used to teach a variety of skills, including how to recognize and predict emotions Technology and support aides are important because of the fact that they help in the better and faster development of motor and sight skills. They would also help bettwr develop the spatial skills thereby restoring confidence and ensuring better participatory behavior. Justification 5: The final observation that was made that the interaction between the teacher and the students was at a bare minimum and the recommended modification was the inclusion of Learning assistance/resource teachers in order to promote one on learning and individual based attention. Their services would be inclusive of consultation, planning in collaboration with the teacher, and teaching. The justifications are that they would help the class in becoming more independent and resourceful learners who could better realize their own potential. This would also ensure that special individual based needs at met and dealt with, by setting of goals that are realistic and the devising of methods to achieve them. They would also help in increasing student confidence and the development of the belief among the student body that they could participate oin the learning process successfully by participating a lot more. Reference: Power-deFur L and P. Orelove F, 1997, Inclusive education: practical implementation of the least restrictive environment, Edition: illustrated, Published by Jones & Bartlett Publishers, p25-37 Dixon J A, 1999, A Description of instructional practices in inclusive classroom settings, dissertation, Faculty of Faculty of the Virginia Polytechnic Institute and State University Children and Adults with Deficit Disorders (CH.A.D.D.). 1993, The CH.A.D.D. 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A. 2003, Using video modeling to teach complex play sequences to a preschooler with autism, Journal of Positive Behavior Interventions, No. 5, p5-11. MacDuff, Krantz, & McClannahan, 2001, Prompts and prompt-fading strategies for people with autism. In C. Maurice, & G. Green (Eds.), Making a difference: Behavioral intervention for autism, Austin, TX: Pro-Ed.p37-50 Learning Assistance Teacher’s Association, accessed May 17, 2009, < http://bctf.ca/lata/lata/intro/lata_intro.htm> Lesson Plan 1: Autism Shore, Stephen M., and Linda G. Rastelli. 2006, Understanding Autism for Dummies. Hoboken, NJ: Wiley,. \ Defined by the Autism society of America, accessed May 17, 2009, < http://www.autism-society.org/site/PageServer?pagename=about_whatis Lord and McGeeE, 2001, Educating children with autism,Edition: 2, illustrated, Published by National Academies Press, p124-131 Teaching Students with Austism: A Resource Guide for Schools, 2000, British Columbia, Special Programs Branch, accessed May 17, 2009, < http://www.bced.gov.bc.ca/specialed/docs/autism.pdf Autism Genetic Resource Exchange (2004). Home page, accessed May 17, 2009 from www.agre.org Hileman, C. (1996). Computer technology with autistic children. Poster - Autism Society of America, National Conference, Milwaukee, WI, July, 1996. Princeton Autism Technology. (2003). PAT’s ExpertFind resource directory. accessed May 17, 2009, www.autismtechnology.org. 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