Community Engagement Assignment
Cirstin Vest
EDUC 521-B01
Liberty University
Running Header: COMMUNITY ENGAGEMENT ASSIGNMENT PART 2 1
COMMUNITY ENGAGEMENT ASSIGNMENT PART 2 2
Textbook Synopsis
Feeling Included: Inclusion Teacher’s Guide gives teachers many strategies that have
been shown effective in the classroom from an experienced teacher. The book discusses the
element of inclusion on the classroom and where “students with disabilities are supported and
services in general education classrooms and settings with their same age peers without
disabilities rather than going to a separate classroom” (Landrum, 2020, p.481). Landrum stresses
the importance of accommodating students with disabilities in the general classroom and
provides a universal design that will help all students are different levels. As a special education
teacher, its important that collaboration goes on between teachers, parents, and other
professionals that might work with a student. Landrum states that as a group we should “be
cohesive with our peers so together we can accomplish that goal” of an inclusion classroom
(Landrum, 2020, p.482).
There are many different strategies that a teacher can take to have an inclusive classroom.
Teachers must remember “the key to this way-and only way-of instructing is to teach so students
of all learning styles can learn” (Landrum, 2020, p.486). It’s the teacher’s responsibility to find
different teaching strategies and to find out what works best for each of her students in the
classroom.
Landrum introduced many different strategies to be used in an inclusive classroom that I
plan on using in my own. When I have my own classroom, I plan on implementing an annual
plan, rewards and consequences, digital services, and scaffolding. “If we want to see students,
succeed, we must begin by each decision we make that will keep us on the path to attaining this
goal” (Landrum, 2020, p.483)
COMMUNITY ENGAGEMENT ASSIGNMENT PART 2 3
Case Study Response
Clark is a 12-year-old, 6th grader, with Selective Learning Disability (SLD). His
behaviors include loud outbursts in the middle of class, making inappropriate comments, and
failing his courses. He often makes comments about how he hates the school and his teachers
and he has made racial comments in the past. Clark and his teachers have constructed a behavior
plan, behavior contract that Clark has agreed to and signed. Teachers have had many
conversations with his father, that have led to Clark being admitted to a psychiatric facility and
his father placing the blame on the teachers.
I believe that the reward system that is put in place has shown to be too difficult for him
to achieve. His teachers should re-evaluate his reward and make smaller goals for him to
achieve. The teacher should have the behavior plan state “if Clark is able to not have an outburst
during class and not make any inappropriate comments, then he will be allowed a 10-minute
break at the end of class to pick an activity of his choosing.” Positive reinforcement is important
and should be delivered any time that he doesn’t make a comment, completes an assignment
and/or asks for help with his assignments. I would also suggest that Clark be provided with
therapeutic day treatment; therefore, he would have someone with him to help encourage him to
complete his work and not make inappropriate comments.
Clark would also benefit from intensive in-home, crisis stabilization, or outpatient
counseling. “We don’t want to label a student when there is another issue that should be helped
in other ways” (Landrum 2020, p. 524). It is documented that Clark has been evaluated by a
psychiatric team. Its important that as a teacher who has a student with a psychiatric problem,
that that’s taken into consideration with approaching this student in anyway. Clark could be
being triggered by something in the classroom that is causing him to have outbursts and make
COMMUNITY ENGAGEMENT ASSIGNMENT PART 2 4
inappropriate comments. “Depending on all of these possibilities, and which areas the disability
is affecting, the right strategies will have to be implemented to best help each individual student”
(Landrum, 2020, p524).
Personal Case Study
Adam Jones, a 7-year-old 2rd grader, has been diagnosed with Autism Spectrum Disorder
and ADHD. Adam has had a difficult time staying in his base school due to his behavioral issues.
Adam’s ability to attend to classroom instruction and participation are low. Adam can
communicate his wants/needs. He enjoys participating in activities that have to do with counting.
Adam’s behaviors often led to him becoming physical with staff. Behaviors are a result of staff not
doing what he wants them to do. Adam demonstrates strong skills for interactive play and sharing
with preferred adults. He struggles with taking turns, expressing his wants/needs, and
maintaining appropriate behaviors in the classroom. He struggles with transitioning between
activities.
Adam does have a behavioral plan that states that Adam is to have two staff with him
during the school day. The plan was consisted of self-monitoring management, which “involves
the process of operationally defining a target behavior and having students observe and record its
occurrence or absence while engaging in some activity or task” (Kirk et al., 2015).
Adam would benefit from having a visual schedule; therefore, this would ensure that he
knows what his day will be like. “You need to have visuals around your room of schedules, rules
and consequences, the daily agenda, the important vocabulary words, and any useful or helpful
reminders” (Landrum, 2020, p.520). Due to Adam being distracted by other students, not
wanting to complete his work, and his physical aggression, it would be best that distractions are
COMMUNITY ENGAGEMENT ASSIGNMENT PART 2 5
eliminated. Adam thrives when he is reinforced with positive sayings, stickers, snacks and
sometimes physical touch.
COMMUNITY ENGAGEMENT ASSIGNMENT PART 2 6
References
Kirk et al. (2020). Foundations of Exceptionality. Stamford, CT: Cengage. ISBN:
9780357500972.
Landrum, J. (2020). Feeling Excluded: The Inclusion Teacher’s Guide to Surviving the Inclusive
Classroom.
