Teacher/Student Climate
The students in inclusion need consistency in teaching and cooperation by all in the learning process. The teachers in inclusion form relationships with parents and the school community (Gafoor, 2010). The school staff provides leadership and cooperative teamwork (Petriwskyj, 2010). This kind of support and cohesion maximizes student development (Henderson, 2007).
To create a flexible and stimulating place to learn, the teacher must connect with the students. The pupils need to be seen as contributors in the classroom first. This begins with communicating and being relaxed around the students with disabilities (Henderson, 2007). Treating the students with disabilities the same as regular students means that they are challenged the same and held to the same high expectations as the rest of the class (Henderson, 2007).
Meeting the needs of the students is imperative in their learning, and it is the teacher’s job to do this (Gafoor, 2010). The teacher provides equal opportunities and gives them multiple opportunities to participate (Gafoor, 2010). The learning the pupil experiences should be meaningful and engaging to the students (Gafoor, 2010). The teacher uses different strategies to accommodate the learning styles of the students (Gafoor, 2010). "Neither teaching to the test only nor relying on a single delivery method reflects effective instructional practice" (Yell, Shriner, & Katsiyannis, 2006, p. 8). Those who believe in inclusion are adapting and utilizing teaching strategies that will allow students to be successful in learning (Henderson, 2007). They know what methods to use that will maximize their academic, social, and behavioral progress (Loiacono & Valenti, 2010). Behaving in a way that exudes confidence in inclusion is significant in learning where there is a community “…demonstrating on a regular basis how ordinary it can be for students with disabilities to participate successfully in a wide range of activities with their peers” (Henderson, 2007, p. 12). Sharing common goals and finding creative ways to reach unique learners should be familiar in an inclusive setting.
Teachers need to make a connection to education for all students while making sure that they receive the services they need. "...special education programming must produce a meaningful education benefit, and the way administrators can ensure that this happens is by requiring and assisting their teachers to use what works" (Yell, Shriner, & Katsiyannis, 2006, p. 21). To make sure the students are getting their educational rights, teachers need to understand that they need to provide services to children with disabilities who need them to learn. Special education teachers need to understand research-based procedures and receive training to practice these procedures. Teachers need to know how to collect and use data to monitor progress and understand how to make an IEP. Teachers need to pay attention to the quality of the student's programs to achieve successful results for children with disabilities (Yell, Shriner, & Katsiyannis, 2006).
Conclusion
To create a flexible and stimulating place to learn, the teacher must connect with the students. The pupils need to be seen as contributors in the classroom first. This begins with communicating and being relaxed around the students with disabilities (Henderson, 2007). Treating the students with disabilities the same as regular students means that they are challenged the same and held to the same high expectations as the rest of the class (Henderson, 2007).
Meeting the needs of the students is imperative in their learning, and it is the teacher’s job to do this (Gafoor, 2010). The teacher provides equal opportunities and gives them multiple opportunities to participate (Gafoor, 2010). The learning the pupil experiences should be meaningful and engaging to the students (Gafoor, 2010). The teacher uses different strategies to accommodate the learning styles of the students (Gafoor, 2010). "Neither teaching to the test only nor relying on a single delivery method reflects effective instructional practice" (Yell, Shriner, & Katsiyannis, 2006, p. 8). Those who believe in inclusion are adapting and utilizing teaching strategies that will allow students to be successful in learning (Henderson, 2007). They know what methods to use that will maximize their academic, social, and behavioral progress (Loiacono & Valenti, 2010). Behaving in a way that exudes confidence in inclusion is significant in learning where there is a community “…demonstrating on a regular basis how ordinary it can be for students with disabilities to participate successfully in a wide range of activities with their peers” (Henderson, 2007, p. 12). Sharing common goals and finding creative ways to reach unique learners should be familiar in an inclusive setting.
Teachers need to make a connection to education for all students while making sure that they receive the services they need. "...special education programming must produce a meaningful education benefit, and the way administrators can ensure that this happens is by requiring and assisting their teachers to use what works" (Yell, Shriner, & Katsiyannis, 2006, p. 21). To make sure the students are getting their educational rights, teachers need to understand that they need to provide services to children with disabilities who need them to learn. Special education teachers need to understand research-based procedures and receive training to practice these procedures. Teachers need to know how to collect and use data to monitor progress and understand how to make an IEP. Teachers need to pay attention to the quality of the student's programs to achieve successful results for children with disabilities (Yell, Shriner, & Katsiyannis, 2006).
Conclusion