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Need two comments in total on ‘Inclusion”. You can pick any two of the writings below.

1- Inclusion Original post: Sun 1/27/2019 at 11:54 AM

My understanding of inclusion is that it is the least restrictive environment for ALL students. Inclusion allows students with disabilities to interact with their typical peers in a general education classroom, while still receiving the supports they need to access the same curriculum as their peers. My understanding of inclusion is also that sometimes this requires general education teachers to collaborate and communicate with other supportive staff, such as paraprofessionals for special education students. In terms of my experience with inclusion, I have taught in a general education classroom for the last few years that was considered to be an inclusion classroom. I have taught students with various disabilities such as autism, blindness, paraplegia, ADHD, ODD, and specific learning disabilities. I have worked with support staff in my classroom to ensure that ALL of my students were accessing the curriculum with the appropriate accommodations and supports they individually required. I work really hard to build a strong classroom culture, so that every student feels accepted, welcomed, comfortable, challenged, and inspired. I would say that inclusion was beneficial for my students. It gave my special education and general education students opportunities to work with their peers, where as if my special education students were in a sub-separate classroom, they would miss out on those opportunities. My classroom is a place where we all learn the same thing, but in a variety of ways. Inclusion has pushed me as an educator to think outside the box to scaffold material and assess students in how they learn best. Successful moments with inclusion has been seeing some of my special education students grow in their confidence and step outside of their comfort zone and take on leadership roles and not feel any different because of their disability. I have also seen some of my general education students growing in their mindsets of being more understanding and open to certain disabilities. Challenges that I've faced with inclusion is working with some paraprofessionals who were not always supportive to students they were working with. I have worked with some amazing paraprofessionals who did their job excellent, but some I have worked with and did not always have the students' best interests at heart, which was disheartening. Overall, inclusion has been an experience that has benefited not only ALL of my students in the classroom, but myself as an educator. It has made me more well-rounded with my delivery of instruction and my creativity for teaching and assessing ALL of my students.

2 - Inclusion Original post: Fri 1/25/2019 at 12:45 PM

The TED talk really opens your eyes to how unconsciously we can judge or dismiss people based on differences and the comfortableness we have with those similar to us. About 2 years ago I subbed in an inclusion classroom for about 3 months and it is what made me want to pursue a career in teaching.  In this classroom it was eye opening to the difference levels that could coincide in one classroom. We had a couple of students who could not read and were at beginner books and some students who were ready to start a chapter book early. I feel like having an inclusion classroom gives a chance to those to gain social skills. There is flexible seating available for those who need it and we have specialists come in to help in groups those who need extra boost to get along. The students who are on a lower level of reading get taken in a reading group by the reading specialist daily, which is helpful for them. Difficulties would include trying to make sure the lessons are inclusive of everyone no matter the level. Trying to make a lesson on writing when some kids can not and need to be helped along the way. It requires a lot of attention and readiness to help one on one. I think one thing I wish I could have done better was to not be as biased when it came to letting them volunteer. For example it was hard to make a choice of who I should pick to read out loud to the class. When someone who had a tough time reading and needed assistance would volunteer it would be easier to pick someone who was more fluent than someone who needed help. 

3 - Inclusion Original post: Fri 1/25/2019 at 9:25 AM

  Helen Turnball’s analogy describing an individual’s blind spot and inclusion is valid and precise.  Blind spots inevitably are taught at a young age and as educators it is indicative that we assist our students to actively see when they are engaging in preconceived biases that can be detrimental in their learning processes. Overall, blind spots correlate a lot with culture and gender roles. Education is not just about including students academically but including them socially and emotionally. There has been a huge shift to educate our youth in empathy etc. and I think this particular video emphasizes the importance of a teacher’s and a student’s insight.

Working in a high school there are definitive groups of students who are willing to include “new” students within their group, since they identify with one or more of their characteristics. The special education students I work with often identify and “cling” to other students they are familiar with when in the general education classes. Unfortunately, we are all guilty of wanting to be included in specific groups because it makes us feel comfortable and understood. I think it’s important for educators to recognize when certain students and or groups are not collaborating with others and ask why this behavior is being exhibited. I always have tried to introduce kids to other students when in the classroom because it helps eliminate the stress that comes with introducing yourself to a new group of people. I often will help the students I work with by telling the other students one thing they are talented in. Inclusion within in the classroom is imperative to growth, since different perceptions can lead to new ideas eliminating ignorance. It is difficult if students have to be pulled out of the classroom for testing etc. but it is the educators and support professionals job to assist the other students’ perceptions of why and how to respond to students who may require certain accommodations. 

4- Inclusion Original post: Fri 1/25/2019 at 8:19 AM

Inclusion is an extremely important part of the education of students with disabilities.  There are many benefits that come from including them in the general ed setting, for not only them but also their general ed peers and teachers. I currently work in 7th grade and my experiences with inclusion have been really positive.  My students are able to attend all core academic classes with their peers, and they really benefit from viewing the other learning styles in the classroom and being immersed in the general ed setting.  Their classmates tend to be really helpful if they are struggling and can lend a hand. I find that the successes I see come from when my students feel comfortable enough to advocate for their needs to their general ed teacher.  At the beginning of the year I tend to be the one they seek help from, but my goal is to help them find the confidence to ask their general ed teacher for help or realize what they are struggling with and find a solution independently.  One part of inclusion that has been challenging is when other students are not accepting of special ed students in the classroom  Although some behaviors of my students can be challenging or atypical, it is frustrating when other students stare or make fun. In the future I'd like to be able to work with all students in the classroom on ways that they can regulate their emotions and support their mental health, as well as teaching them that everyone is different and everyone shows their frustrations differently.  Overall, inclusion is beneficial to all students and educators in the end and should be embraced as an opportunity for all to learn.

5- As an intern in my school, I have been in many different classrooms throughout the school, and have spent a lot of time in our Achieve classrooms. We have one Achieve classroom in grades 2-5 that is a co-taught classroom with a general education teacher, a special education teacher, and a full time intern. There are typically 6 or 7 kids on IEPs for specific learning disabilities or communication disorders in each classroom.  I think that if done correctly, and how it was designed it can be very effective for all students in the classrooms, not just the students with disabilities. Our second grade Achieve classroom to me is very effective, and all students in the class seem to be benefiting from it. Most of the time, all of the students are in the classroom, and learning together, however, when needed, the children who need to be pulled for small group instruction are pulled and work together with either the special education teacher, or the intern, and the children also get pulled for whatever services they may need outside the classroom. While this classroom setup can work very well, it can also have its downsides. One of our classes this year has several kids who are not on IEPs, and cause a lot of behavior problems that really take away from the class. The students in the class are not learning to their fullest potential because the teachers are constantly interrupted by the bad behavior, and at times the room is so loud and chaotic nothing can get done, and because of this the children who need more assistance and attention are not getting it, and are either not doing anything, or are completely lost.  I think that to have this classroom be more successful, the teachers in the classroom need to focus on finding a way to end the disruptive behaviors so that there is more of a focus on the students learning.

Need two comments in total on ‘Discipline”. You can pick any two of the writings below.

1- Discipline Original post: Tue 2/12/2019 at 5:14 PM

Behavior issues and discipline are pieces of special education that I am still learning about each day.  The population of students that I work with have minor behavior problems, such as calling out in class or testing boundaries with teachers.  My school has separate programs for students with more severe behavior problems, and their staff is trained on behavior and safety every year. Although it is encouraged for all teaching assistants and paraprofessionals to take the training, it is not a requirement unless you work in one of the programs that work with students with more severe behavior issues. I think that everyone, including general education teachers, should be trained on the laws and regulations regarding behavior of students in both general and special ed. 

Improving classroom management while also meeting all students’ needs, while complying with the law can sometimes be difficult.  In order to do so, educators need to make sure that their classrooms have set rules that ALL students are aware of. It would be helpful for the special educator or general ed teacher to go through these rules explicitly with their students, and make sure that they understand what they are and what behaviors they effect or consequences they have.  Making sure the student is aware and understands is a key component to this being successful. In the article Disciplining Students With Disabilities, Kevin P. Dwyer talks about how some students may react different to certain types of discipline.  It is important to stay consistent but also be aware of how individual students may respond. I also think it is very important for the general educators to be aware of the rules and regulations that go along with a special ed students and discipline.  They need to know that some behaviors may be a manifestation of their disability, so consequences are still necessary, but may look different for them. Also, keeping data in the classroom will help teachers combat behaviors that may be arising.

I think by using a behavior improvement plan and having behavior goals in an IEP, things will be laid out for the student to become successful at targeting these behaviors in a more manageable way that also follows school rules. This will allow them to stay in school and receive FAPE while also following their IEP and goals. BIP also allows for the team to be on the same page, making sure the plan is being followed and the student is protected.  Overall, the number one thing that needs to be done in schools whether behavior is an issue or not, is keeping students in the LRE while providing them with FAPE and keeping them all safe.  If there is a circumstance where they have to be removed, they must still be provided FAPE.  If it is made known that student’s behavior is due to a manifestation of their disability, the team and parents need to be aware of their rights and which regulations to follow. Although the behavior cannot be totally ignored, educators must make sure they are disciplining in a way that is laid out in the IEP or behavior plan.

2- Discipline Original post: Wed 2/13/2019 at 7:13 PM

I couldn’t connect more with the aide in the article Discipling Students with Disabilitiesby Kevin P. Dwyer. I absolutely love the school I work at however there is a misconception on how to discipline specific students who have been identified as Special Ed. Due to the number of lawsuits my school has been faced with I believe that the administration and staff like to tip toe around the appropriate disciplinarian system that should be emplaced for all students. Needless to say, I am completely empathetic to Special Education Children. They are my favorite students to work with since they teach me about myself every day and the intrinsic reward they give me is irreplaceable. 

One particular time I saw an injustice done to staff and a student was last year. The staff member became aware that a Special Education Student diagnosed with Cerebral Palsy had been making false accusations against staff members. The accusations were egregious and had not been student continued to make accusation after accusation. After the student made a third accusation the staff member told the appropriate administration in order to make sure that she was following specific protocol regarding the student’s behavior. The administration launched an investigation and the staff member that was accused was cleared within an hour since the student stated that she lied and now that the staff member was no longer assigned to her that the student lost her best friend. The staff member suggested that the administration emplace a certain protocol regarding the behaviors of this child. After certain stipulations were designed and supposedly emplaced the administration decided to not follow through since the student was Special Ed. I understand that the administration was trying to be empathetic to her diagnoses, but her behavior should have been addressed since her disability is not cognitively related. This is not the first incident of misbehavior. The student also made a Snap Chat to discuss another one of her friends behind her back and insinuated that the other student had suicidal ideations. Needless to say, the student was not disciplined for that behavior as well. There comes a time when staff must question whether avoiding discipline is actually hindering the student’s progress. I agree with Dwyer’s that “In fact, some would say that, by not addressing these dangerous behaviors, the student with special needs is not receiving an "appropriate" education.”(Dwyer). I actuality the school was not incompliance with FAPE.

I think that it is imprimitive that Behavioral goals be emplaced by the IEP team and the parents are aware of the specific behavior that is expected of their child. I think that having a clear outline of what is expected, and the consequences of the child’s actions will only allow the student to progress and become a responsible member of society. Unfortunately, the student discussed above may have a hard time in society since the world is not as forgiving as school. A behavioral plan would have been ideal for this particular student since it would outline what is considered appropriate behavior and what the consequences would be if she did not follow they expectations. A behavior plan only be considered fair if they consequences are appropriately adjusted and set according to FAPE. If the child doesn’t abide by the standards emplaced and the rules are not based upon the child’s disability then the BIP is fair.

Dwyer, K. P. (n.d.). Disciplining students with disabilities. National Association of School Psychologists. Retrieved February 13, 2019.

3- Discipline Original post: Wed 2/13/2019 at 7:58 PM

In order to improve behavior and classroom management, meet students' behavioral and academic needs and comply with federal regulations, educators need to be prepared, and set the year up for success from the first day of school. Rules and expectations of the classroom, specials, lunch, recess, and anything else need to be clear to all to the students in the classroom from day one. It is always more difficult to backtrack and make rules later in the year when students have gotten away with the same thing they can no longer do for months. Also, when rules or expectations are not followed, students need to have logical consequences, and this needs to be followed through with.This needs to happen for each and every student in the classroom. At my school, I often see children with disabilities not being faced with logical consequences for rules they have broken, or expectations that they did not follow. As stated in the "Disciplining Students with Disabilities" article, “a child with a disability whose dangerous misconduct is find to be unrelated to his/her disability and whose IEP, program and services are appropriate to address the child’s needs, may be subject to the regular discipline code of consequences, provided that the child continues to receive FAPE”.  This is a very important point, and something that I don’t always see happen. The article also mentioned that when children with disabilities get away with things,  and not being disciplined, that they are “not reviewing an appropriate education”. In order for children to learn, they need to be faced with logical consequences each and every time that this occurs. 

Also, teachers need to work with the aides or BTs that are in their room, and vice versa. There needs to be open and frequent communication. This way, they are aware of the expectations of the classroom, and as the teacher, you are also aware of the different strategies that the aide or BT is using with the student that they work with. If a student has a behavior improvement plan, it is also important that the teacher has a part in the process, and knows everything that is in it so that they teacher isn’t going about something the student is trying hard to work on, or a behavior that a student cannot control due to their disability.  This way,  Having open and frequent communication is imperative to the success of the classroom, and the students as well. 

4- Discipline Original post: Thu 2/14/2019 at 11:59 AM

5- Discipline Original post: Sun 2/17/2019 at 6:41 PM

In my experience as a substitute teacher/paraprofessional, I have only observed how other teachers and staff discipline the students. In the special education classrooms, there are not many ways to effectively discipline the children from what I have observed. Certain students with behavioral problems may become violent when trying to enforce a rule or take away something that is a distraction for the student and the other students in the classroom. If the problem student doesn’t cooperate, you are also putting yourself and other students at risk. I have witnessed these instances often arising to involve CPI and restraining of the student. This is obviously not the ideal outcome but it is quite difficult to get involved with students who are displaying harmful and extremely disruptive behavior when you are not CPI certified. Behavioral plans and IEPs are made for these instances specifically, but as a non-permanent staff, I seldom have access to them. Another example I have witnessed is a student in the strand classroom who often yells profanity at teachers and staff. He is diagnosed with Autism and Schizophrenia and as stated in the article, “Obscene language may violate the discipline code, but in this case, it is out of the student’s control.” When he begins to act out and disrupt the class they simply remove him out of the room and wait for him to calm down. There is no consequences implemented and he comes back in as if nothing has happened. Behavioral plans are implemented for each of the students but I am unsure of how often they are updated. In this case, I feel a meeting should take place between the staff in his classroom, his parents the school’s BCBA to accurately design a plan to meet his needs. As also stated in the text, frequent review is imperative. To improve behavior and classroom management, all staff involved with this student need to stay in constant communication and accurately keep track of all behavior, positive and negative. I have often witnessed multiple students displaying harmful and disruptive behavior such as hitting and biting, but the teacher and paraprofessionals did not record any data on the instances. I believe it is imperative to keep accurate track of each displayed behavior, new and old, to ensure the problem behaviors are not being ignored and influenced to be repeated. 

6- Discipline Original post: Sun 2/17/2019 at 7:24 PM

Please share your experience involving discipline and students with disabilities.  

I have had some experience involving discipline and students with disabilities over the last few years in my classroom. As I read the articles, I found myself agreeing with the challenges that come along with disciplining special needs students. In the past, I remember I had one student with autism who would always take out his gaming device during class and sneak it under the desk. His paraprofessional would get upset with me when I would redirect him to put it away and stay on task with the classwork. She would always say it helped him focus, when in reality he would be far behind the rest of the class. One day, I told him to put it away, and if I saw it again that he would have to stay after school with me for 15 minutes. Our school policy is during class, there are no cell phones or any electronics allowed, or students get a detention. Later on in class, he took it out again and was playing it instead of working on the task at hand. I told him he had to stay after now for that as his consequence. His paraprofessional then pulled me aside and said he has transportation services, and cannot and will not stay after school. She also said I had to allow him to use it, and I continued to refuse. I did not think it was fair that he had no consequences when all the other students would have normally received a detention. This was a constant battle I faced with this situation. I took it upon myself to take his device away myself for the rest of the year. When he was in my class, I held onto it in my desk drawer until the end of the class. Nowhere in his IEP did it state that he had to use a gaming device during class time to assist him in focusing. All in all, my experience has been that it is harder to navigate disciplining students with IEPs.

How can educators improve behavior and classroom management , meet students' behavioral and academic needs and comply with federal regulations?                          

Educators can improve behavior and classroom management in their classrooms, while meeting behavioral and academic needs that comply to federal regulations in a variety of ways. In “Disciplining Students with Disabilities” by Kevin Dwyer, he mentions how there is a set of principles to increase positive behavior and reduce behavior problems. First, it is crucial to maintain a safe environment that is conducive to learning. Next, it is our job as educators to teach the code of discipline to all students. This is important because all students should still be held to the same behavioral expectations. Another important principle he mentions is that it is vital for us to address and prevent behavior problems. The IEP team needs to address any issues that come up right away and take action, which may include coming up with ways to create new/improved behavior goals and/or behavior plans. In the TED talk video by Sooinn Lee, she mentioned how learning can be painful for students with disabilities. Therefore, by incorporating activities such as the one she designs that are creative, engaging, and fun for students, if it is still allowing them to access the curriculum, educators should utilize such resources. Similarly to Dwyer, in the article “Discipline of Students with Disabilities: A Review of the Rules and Practical Implications” by Julie Weatherly, she mentioned how it is important to maintain clear and compliant discipline procedures applicable to students with disabilities. Therefore, there is a common theme of significance to making sure all students are exposed to and understand the discipline code at their school. Chapter 4 in the book also mentions how educators can improve their classroom management. When the chapter discusses the importance of differentiating instruction, it is because when lessons have multiple avenues accessing the same content and objectives, students are more engaged, more motivated and more successful in a way that meets their individual needs. In addition to differentiation, the chapter also discusses some other classroom adaptations that may aid in classroom management, such as assigned seating, additional time, alternative ways for evaluation, technological support (such as apps that Sooinn Lee creates that can be great interventions), and hands on manipulatives. 

How can a behavior improvement plan (BIP) help to ensure that the student is treated fairly in the discipline process?

 Dwyer mentions how an IEP team can ensure fairness when taking action in a discipline process. He mentions that when a team addresses a behavior problem (such as creating a BIP), there are certain things the team must do in order for it to be effective and treat the student fairly. Having a BIP can help students have it written explicitly in their IEP that certain behavior interventions are needed. Once a BIP is legally and officially set in stone, then it the IEP can be modified to reflect certain protocol to help the student. Overall, a BIP can help a student be more conscious about their behaviors and actions, reflect and be accountable for their behavior. Also, if it is modified within their IEP, the student will be treated fairly because there will be a required protocol to ensuring the student is being supported in ways that reflect their needs.