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Video Case
Response Brittnee
Dolphin Liberty
University
Support learning
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A variety of inclusions from this elementary school teacher supports her class to ensure the
success of all students. The teacher walks around facilitating the class of each individual or
group, to help keep on task and give different instructions to complete their own task. She knows
each students disability and what instruction they need to be successful. One tool used to help
students with their executive function were the graphic organizers. Some students with a lot of
ideas need a lot of help and structure to keep focused on their task. Children with non-verbal
learning disabilities know a lot of information; however, they focus more on one topic. This
teacher then provides support for these students to use that skill to keep going with another task
and remembering to connect to what is going on in the classroom. She uses the graphic
organizers for the support which helps separate their thoughts, use their five senses and to help
them categorize. The next support tool is preferably utilizing the help of another teacher in the
classroom, if an adult is not available, technology is another support option. In the video, it was
shown of her providing one of the students the task of finishing his assignment on the computer.
She set specific expectations and framework for him to be successful. The last support tool this
teacher used which was terrific, was the support of peers in a classrooms discussion. This
support was to help all students understand each other and the support they are getting. The
teacher gave the option to those students with a disability if they wouldn't mind sharing the kind
of support they were getting. This in return is hopefully helping all students to understand the
different types of needs each individual might require. Restating that, it might not always seem
equal, but it is fair.
Inclusion Setting
I would offer a fun example they would understand, as the teacher did in the video about
being fair. She stated, “If we watered a cactus as much as we watered a geranium the cactus
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would die. So even though things don’t always look equal, that they are fair” (“Video Case”,
2014). Support may look unequal, but it is fair and what is determined by each individual. Each
child is unique, with their own gifts God bestowed them. Our job as a teacher of inclusion, we
will help them along with their struggles and turn it into something positive for their education.
Information about the students with disabilities should be done carefully and enough for the
other students to understand what they might be doing differently for an assignment or class
activity. For instance, using a computer to help a student who requires extra help. Another way
to help students understand the support needed is through classroom discussions. The teacher
and students can discuss different learning support offered to them and what each will be doing
to complete that assignment. She also asks the high-incidence students if they feel comfortable
beforehand sharing with the class about the style of help they receive. This could be a time to
clarify any confusion or questions. It is great for the students also with non-disability to be more
understanding of other students who require more learning support and attention. "It is not the
disability that we're teaching, it's the kid" (“Video Case”, 2014).
Biblical Approach
“Open your mouth for the mute, for the rights of all the unfortunate” (Proverbs 31:8, New
American Standard). This should be a scripture all Christian educators should remind themselves
of when teaching students who are different. I feel as educators we are advocates for all children,
and especially children who might not speak up for themselves. A proper discussion of
information regarding the reasoning behind the differentiation of support and instruction is
important. Allow your students to know they are cared for through the inclusion of support and
instruction. Help those students who are not receiving the extra learning attention to be patient
and understanding to others around them. Allow your students, as this teacher proficiently
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displays, have compassion and understanding for all their peers no matter their disability. “Start
children off on the way they should go, and even when they are old they will not turn from it”
(Proverbs 22:6, New International Version). God made us all in his image, not all the same but
with himself in mind and spirit.
References
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Kirk, S., Gallagher, J., Coleman, M. (2014). Video Case: Including Students with High-Incidence
Learning Disabilities: Strategies for Success. Retrieved from
https://ng.cengage.com/static/nb/ui/evo/index.html?
deploymentId=48901117213102209932817091&eISBN=9781305266780&id=46194321
5&snapshotId=1131881&
