Running head: VIDEO CASE 2 RESPONSE
Video Case 2 Response
Sterling Harrison
Liberty University
VIDEO CASE 2 RESPONSE
Video Case 2 Response
The video begins with an interview with the classroom teacher giving a detailed
discussion about the different high-incidence disabilities that appear in her class. What caught
my attention was her mentioning 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 both the learning environment and 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 (Kirk, Gallagher, & Coleman, 2015). Disabilities such as ADHD involve what is
known as executive functioning, referring 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).
There were a variety of supports that the inclusion teacher provided to meet the needs of
both her disability students, and her general education students. One support that was
implemented 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. A second support that the teacher implemented to
accommodate the high needs of her students is a second teacher. This support is extremely useful
so that the students who need additional attention are able to receive the attention they need. If
she is preoccupied with a task, there is another adult in the classroom to assist the children. A
third very useful support implemented in the class is the use of technological advances.
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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
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, my first priority would be to try to establish a
good relationship with every one of my students. I would have both individual and class
discussions to ensure that every student is aware of the fact that each individual student is
important regardless of individual differences that may exist.
I feel as if clear expectations must be set from the start of the school year, in order to
properly control the learning environment. I would like to accomplish this in a manner that
When students are using technology as a tool or a support for communicating with others,
they are in an active role rather than the passive role of recipient of information transmitted by a
teacher, or textbook. The student is actively making choices about how to generate, obtain,
manipulate, or display information. Technology use allows many more students to be actively
thinking about information, making choices, and executing skills than is typical in teacher-led
lessons. Moreover, when technology is used as a tool to support students in performing authentic
tasks, the students are in the position of defining their goals, making design decisions, and
evaluating their progress.
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complements each individual student and reminds the student of his/her responsibility in
accomplishing this goal.
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, there are certain aspects that
cause me to be a bit apprehensive or nervous. I am in fact, in the middle of working on my
masters in special education, and I have a full time teaching job starting this fall, so this is
beyond a thought, but soon a reality. Often times when I converse with other educators, they
mention special education and inclusion as if it is their worst nightmare.
I have decided to make special education personal to me. I understand that I have a duty
as a Christian to reach this group of individuals. I will not allow myself to fall short of this. I
have used the following verse as my personal voice as I follow this challenge, I feel as if it
exhibits how a teacher should convey themselves in any setting, but especially in a classroom
full of students who need additional care and attention. “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 NIV.
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Holy Bible: New International Version. (2011). Grand Rapids, Mich.: Zondervan.
References
Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating exceptional children. Stamford, CT:
Cengage Learning.
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