Running head: VIDEO CASE RESPONSE 2
Video Case Response 2
Eric Hamilton
EDUC 521
Liberty University
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Video Case Response 2
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Supports in the classroom
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) Using graphic organizers help students organize their
thoughts from their brain to paper. When student can see and read what
they are thinking, it helps them use their thoughts to write on paper. The
educator tries to have another adult in the classroom, if available, to
help students if she’s not available, i.e. “helping another student”. Having
another adult in the classroom ensures that all students get the help they
need and receive quicker assistance by doing this it is more likely they will
stay on task. When the teacher and another adult are not available to help a
student, she tries to make modifications to help each kid with the help of
today’s technology.
Different Strategies to teach
After watching this video, the teacher shares her view for inclusive
classroom settings. She is basically saying that what may not seem
equal, can still be fair. I think teaching in an inclusive classroom I would
establish a good relationship with every student. I would have
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individual and class discussions.
I also, feel that having clear expectations must be set in place on day
one of the school year, in order to properly manage a learning
environment.
Biblical Approach
When I think about teaching in a full- inclusion classroom, one may be
nervous or excited. I can see both perspectives after reading about
transition from separate to inclusive classes. “I think you show yourself
respect to be a good role model of good works, and in your teaching
show integrity, and dignity.” (Titus 2:7)
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Reference:
Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating
exceptional children. Stamford, CT: Cengage Learning
