Running head: VIDEO CASE 2 RESPONSE
Video Case 2 Response
Caitlin B. Hutcherson
EDUC 521-B05
Liberty University
VIDEO CASE 2 RESPONSE
2.If you were a teacher in an inclusion setting, what information would you offer to all
students (with and without disabilities) about the different levels of support students
receive to help them be successful? Offer 2 points that can help students understand the
need for differentiated instruction and support.
In the video, the teacher shares with viewers her philosophy for her inclusive classroom.
It resonated with me deeply and I feel that it is a wonderful analogy for such situations. She
Video Case 2 Response
The inclusion teacher begins the video by mentioning different high-incidence disabilities
that appear in her class, noting that these disabilities are not always physically obvious (Kirk,
Gallagher, & Coleman, 2015). However, though the disabilities may not be immediately
apparent, they still exist and can highly affect the learning processes in children. For example, a
high-incidence disability known as ADHD causes students to have a high activity rate, especially
those who do not take appropriate medication to influence their focus. Such disabilities involve
what is known as executive functioning. This term refers to the organization of a child’s thoughts
(Kirk, Gallagher, & Coleman, 2015).
1.What are some of the supports that the inclusion teacher provides to students in her class?
Describe 3 different supports and how they help those students (1 example must support
students with their executive functions).
As a type of support, the teacher provides a way to help the students better formulate
their ideas and thoughts via graphic organizers. The teacher also acknowledges that children with
high-incidence disabilities need special, more in-depth attention at times. If she is preoccupied
with a task, she invites another adult into the classroom to assist the children who need help.
Additionally, the inclusive instructor believes in the technological advances available to us and
provides them to her students in her classroom.
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VIDEO CASE 2 RESPONSE
asserts, “If we watered a cactus as much as we watered a geranium, the cactus would die (Kirk,
Gallagher, & Coleman, 2015).” She is essentially saying that what may not seem equal, can still
be fair. If I were a teacher in an inclusion setting, I may share a similar view with my students. I
would be sure to make them aware that each individual student is important and they each
contribute to the prosperity of the classroom, although at times, one student may need more
assistance than others. As a teacher, I will need to constantly understand and be conscious that all
students’ emotional and social needs are met to ensure the classroom runs successfully. By
reminding all students that it is important to make known their needs and also that I sincerely
have their best interest in mind, I believe that their attitudes toward one another and myself will
be positive and encouraging.
3.Now consider the biblical approach to special education to inform your thoughts on this
topic. Consider a passage of Scripture to support the fruits of the spirit that would guide
your actions as you collaborated with other teachers.
When thinking about teaching in a full-inclusion classroom, one may be apprehensive or
nervous. I can admit I was surprised to learn that the transition from separate to inclusive classes
was occurring. However, I now feel that I can see from both perspectives. To me, the following
verse exhibits how a teacher should convey themselves in any setting, but especially in a
classroom full of students who need them. “Show yourself in all respects to be a model of good
works, and in your teaching show integrity, dignity, and sound speech that cannot be condemned,
so that an opponent may be put to shame, having nothing evil to say about us.” Titus 2:7-8 ESV
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