Creating Inclusive Classrooms
The Ability/Disability Continuum and the Health Dimension – read directions carefully – submit responses to questions 1 and 2
1. Can every student with special needs receive an individually appropriate education without having to be segregated in a special place? Using information about these conditions accessible via the Internet or other sources, suggest how a teacher might endeavor to accomplish this for:
a. Madeline, a 13-year-old middle school student, who is on the autism spectrum, displays difficulties in social interactions and sometimes in self-control, along with strong, although sometimes atypical, intellectual interests.
b. Marcus, age 7, who is one of a growing number of young children with a diagnosis of bipolar disorder and whose parents and pediatrician rely on his teacher’s communication in order to monitor his medication and guide the therapeutic counseling he receives.
2. How can Madeline’s and Marcus’s teachers make certain that these students’ classmates not only are not detrimentally affected but also derive benefit from their inclusion in regular education?
Chapter 13 Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning – question 1 – using your textbook, the internet, and/or other sources, answer question
1. How is rural poverty different from what you know about urban poverty?
2. How might tests be an impediment to effective instruction (i.e., instruction that results in student learning)?
3. A common criticism of multiple forms of assessment is that two teachers using the same assessment procedures may arrive at different evaluations of students’ achievement. Assuming that this criticism has some validity, how might conditions be set so that variation in teachers’ evaluations might be minimized?
