After reviewing all the information in Module 1, I found that the video, text, and
presentation all had the topics of inclusion, collaboration, and the idea that all students have the
right to a fair and equal education. Both general educators and special educators must ensure
they are understanding of the strengths and weaknesses of the children, using differentiation
techniques and being intentional about understanding the exceptionality of each student while
being proactive in the students every day learning. Being positive is also a huge factor of success
regarding inclusion. Mastropieri & Scruggs states “One of the most important determinants of
inclusion success is the attitude of the general education teacher toward accommodating students
with disabilities” (2014, p.21). If a teacher has a child with special needs in their class, it’s the
teacher’s responsibility by law that the accommodations from the child’s IEP are met, and that
constant communication with the special education teacher, and the rest of the child’s team is
occurring. Differentiation is not only needed to allow kids with special needs to learn but also
the kids with no disabilities because disability or not every child learns different, has different
learning styles, and has strengths and weaknesses that should be evaluated and put into play for
academic achievement.
I have worked in the school system as an instructional assistant for a few years before my
new position and my role was to go with my student to his general classes as well as sometimes
be in the special education room for resource. I would assist my student with different
accommodations like read-aloud, or assist the student in small group work when paired with
students, as well as reminders to write homework down etc. Some classes had a special
education co-teacher in the room who worked directly with the general education teacher to meet
the needs of all students. Some classes didn’t and it was my role to assist the student because the
main teacher couldn’t focus on the needs of the class as well as m student with autism in the
class. These forms of assistance are very common and were mentioned in the required material
of module one.
The video mentioned the challenges that students with special needs may face, and
working directly in that role I have seen it firsthand. The Christian’s role is vital when reaching
out to students with disabilities. The Christians guideline to caring for every child especially
students with disabilities is pleasing to God and more personal than a secular teacher whose
approach can sometimes be fueled by testing and a lack of true understanding and genuinely.
Luke 14:12-14 states “when you give a luncheon or dinner, do not invite your friends, your
brothers or sisters, your relatives, or your rich neighbors; if you do, they may invite you back and
so you will be repaid. But when you give a banquet, invite the poor, the crippled, the lame, the
blind, and you will be blessed.” In the biblical approach, we are concerned with those that are not
strong. Teachers are to not automatically assume students with disabilities as a burden, or too
much work but instead bring out each child’s gifts from God, embrace them, train them, and
genuinely believe that each student can be successful. Christian educators should hold a mind
like Christ, God uses everyone and everyone has a gift.
References
Mastropieri, M. A., & Scruggs, T. E. (2014). The inclusive classroom: Strategies for effective
instruction. Upper Saddle River, N.J: Merrill.
The Holy Bible
