Assignment #6: Inclusion

As each of my grade four, general education students left for the days conclusion, my
principal approached me, bringing quite interesting news. He informed me that, as of Monday, I
would be joining Mrs. Jones, a fourth grade special education teacher, and her five students, in
an inclusive classroom environment. Although I had never worked alongside a special education
teacher in such a setting, I understood that, to assure the most successful experience for all
involved, I would need to prepare both myself, and my lessons, accordingly.
To assure that each of Mrs. Jones, as well as my own, students receive an equal
opportunity to excel academically, it is crucial that activities are planned in which promote
student involvement, and that a sense of community is always evident within this inclusive
environment. As well, to better meet the needs of each of Mrs. Jones students, I must learn each
of their individual disabilities as well as strengthsto better plan lessons in which accommodate
for each of their specific needs.
Along with accommodating for each students unique needs, in order to provide the most
successful learning environment for our students, a healthy, functioning, professional
relationship must be formed between Mrs. Jones and myself. This relationship can be properly
formed through positive meetings regarding our lesson plans, and through simply understanding
that the most important concept is our students success, and ways in which we can assist them in
achieving it. Furthermore, other relationships, especially ones involving parental involvement,
are crucial in assuring a successful educational experience for children. With this, I will, upon
meeting the students I will be working with, contact each of their families in hopes to begin
frequent a two-way, parental-instructor form of communication.

Although proper planning is key in terms of providing the most advantageous learning
experience for all children, it is also equally important that I, prior to entering this inclusive
setting, have specific strategies and accommodations in mind that I will use through instruction
to achieve this same goal. Throughout my research of effective techniques used within
inclusive classroom environments, I have discovered ones in which I particularly like, as well as
ones I do not fully agree with. Personally, as a visual learner, I prefer sensory techniques, and the
use of visuals and audio within a classroom. Additionally, to assure that each student is on the
exact same page, I will frequently repeat both directions as well as key concepts, while varying
my teaching methods generally to obtain each students full attention. Furthermore, a preview
method is effective in terms of giving children who learn at a slower pace an opportunity to not
fall behindthis method involves introducing specific students to material prior to it actually
being taught within a lesson. With this, it is important that, after learning each students specific
strengths and needs, I focus not on the disorder in which they have been diagnosed, but, rather,
their individual circumstance. For example, if a child is more successful through being tested
verbally versus written exams, then providing graded opportunities in which are said aloud
would be a way to meet that specific childs needs. As well, if a childs individual needs are
surrounding attention issues rather than examinations, techniques such as placing their desks in
the front aisle of the classroom or by my desk are among the many ways to prevent such
challenges from occurring.
As previously displayed, there are many strategies that I can bring to the inclusive
environment of Mrs. Jones fourth grade special education class, as ways to provide each student
with an equal opportunity to both learn and grow. However, with this preparation, it is also

important to remember that not all strategies are proven, and situations may arise where some
students simply do not learn in such a way that their diagnosis may infer that they will. It is for
these reasons that I must remain flexible through educating, while still efficiently preparing for
challenges I, and my students alike, may face.
As I incorporate many strategies and teaching techniques into each of my lessons,
Howard Gardners Multiple Intelligences is another concept that I must consider while creating
such lessons. These seven distinct intelligences, regarding language, logical-mathematical
analysis, spatial representation and visuals, musical thinking, use of body to solve problems and
make things, and the understanding of other people as well as ourselves, are key to involve in
lessonsespecially ones involving inclusive behavior. As an instructor now assigned to a setting
surrounding this idea, I will, through piecing together ideas of each of Gardners Intelligences,
formulate lessons that will, hopefully, pertain to each student in some fashion. For instance,
through incorporating word games and assigning students to create stories, their linguistic skills
will be improved. As well, through incorporating experiments, hands-on learning activities, and
group assignments, students are able to practice logical-mathematical analysis, use their body to
solve problems, and gain an understanding of others around them. Additionally, through
providing drawings, videos, and music, I can assist my students through solving problems, while
accessing both their musical thinking and spatial awareness.
In all, as my principal informed me that I would soon be working alongside a special
education teacher in an inclusive learning environment, I understood that this task would require
a massive amount of planning and dedication. However, through assuring that I arrive to the

classroom equipped with specific techniques to instruct each student efficiently, I feel that I,
along with Mrs. Jones, can truly make a difference to the lives of each student in our inclusive
classroom.