Midterm

1. The least restrictive environment promotes the placement of students with disabilities in classrooms with students without disabilities as much as possible. Several court rulings have contributed to providing rights for students with disabilities beginning with the civil rights movement. Brown v. Topeka Board of Education (1954) determined that schools could not be segregated by race. The idea of schools that are “separate but equal” was proven to be unfair and unconstitutional. This case stands by the idea that all children have the right to a free and public education. It also promotes the idea that students should not be prohibited from attending any particular public schools because this could result in a less adequate educational experience. These ideas can apply to students with all kinds of differences, not only race. Latter on the ideas will be applied to students with special needs.
In 1972 the case of Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania claimed that students with mental retardation have the right to a public education and should be placed in general education classrooms whenever possible. This case made it illegal for a public school to turn away any student because of an intellectual disability. It also implemented the idea of the least restrictive environment by stating that children with intellectual disabilities should be given the opportunity to learn in a general education classroom. Only if a student shows signs that they cannot succeed in a general classroom should they be placed in a segregated environment. The ruling of Mills v. Board of Education of the District of Columbia expands on the Pennsylvania Case and provides the right of a free public education to all students with disabilities. Now all children with disabilities of all kinds are guaranteed a right to a public education and in a general education classroom when possible. This case also requires that special education services be provided to students who need them.
Because of these court rulings, students with disabilities may not be turned away from a public school. And they should be placed in a classroom with students without disabilities when it is possible and provided with special services when needed. When making educational placements schools must consider the benefits for the particular child in a general education classroom compared to a separate special education classroom. Schools must consider the social and emotional affects of the placement. Schools must consider how placing the particular student in a general education classroom will affect the other students, the teacher, and instructional time. Also, schools must look at the resources and supplemental services required to help the student succeed in a general classroom. Students with disabilities should also be offered opportunities to participate in afterschool and extracurricular activities to receive the additional social and academic benefits that other students receive. Each student’s needs to be considered individually and the student should be placed in the least restrictive environment appropriate for his or her abilities.

Salend, S.J. (2010). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.

2. High-incidence disabilities are mild disabilities that appear much more often than low-incidence disabilities. High-incidence disabilities include learning disabilities, mild intellectual disabilities, mild emotional or behavioral disorders and speech and language impairments. These disabilities have many causes which can be biological, environmental, or experiential factors. High-incidence disabilities affect children differently as they grow and can sometimes be hard to recognize. As these children enter elementary school they begin to experience more difficulties and develop frustration, social challenges, and low self-esteem. Usually, students with high-incidence disabilities are in general education classrooms and it is the teacher’s responsibility to provide differentiated instruction and specific learning strategies to meet the student’s needs. Because this category is broad and many of the disabilities cause similar behaviors and characteristics, it is important that the teacher be aware of the different challenges students will face and how to provide extra support. High-incidence disabilities include language and communication difficulties, perceptual and motor difficulties, emotional disturbances, students with oppositional and defiant behaviors, obsessive compulsive disorders, depression, attention deficit disorder and speech disorders.
Low-incidence disabilities occur much less frequently and include physical, sensory, and significant cognitive disabilities. These disabilities have a wide range of effects and students affected by them need different levels of support. Some students have serious physical disabilities that require motor or locomotive assistance and some students have severe cognitive and intellectual impairments which require a lot of academic support. Because low-incidence disabilities are more severe, they are generally diagnosed early, so teachers should be aware of what kind of accommodations and services need to be provided for the student. These disabilities include cerebral palsy, spina bifida, asthma, allergies, Tourette’s Syndrome, diabetes, epilepsy, cancer, autism spectrum disorder, hearing and visual impairments. The type and amount of accommodations these students require can vary greatly and can be challenging for schools.
For a student with a high-incidence disability (such as attention deficit disorder) the classroom teacher will often recognize the problem first. The teacher will initiate the prereferral system or Response-to-Intervention process in which a team of professionals will help the teacher gather information about the student and the student’s difficulties. The team will then implement research based strategies and continue to closely monitor the child’s progress. If the child continues to experience difficulties or the team feels it is necessary, the child will be recommended for a formal evaluation. The school must notify and receive consent from the parents to formally evaluate the child for attention deficit disorder. The planning team will use both formal and informal assessments to determine if the child’s educational performance is impaired by an attention deficit disorder. If the child is affected by ADD and other health, learning, or emotional disorders he or she will be eligible for special education services under the IDEA. If the child is only affected by ADD he or she may be eligible for special education services under Section 504. If the child qualifies under either category the planning team will need to develop an individualized educational plan. The IEP for a child with ADD will usually recommend the child be kept in the general education classroom and it will clarify what supplemental services will be necessary for the child to succeed academically, socially, and emotionally.
The referral process for students with low-incidence disabilities is different because these disabilities are more severe and usually recognized before the child begins school. A parent will usually initiate the process and a planning team will be formed composed of school staff, family members, and related professionals. The IEPs for students with low-incidence disabilities will differ greatly depending on the disability. A student who is visually impaired will most likely be educated in a general education classroom and require accommodations and assistive technology. Since visually impaired students usually have average IQs, the focus of additional services is on making the curriculum accessible. Some families of students with low-incidence disabilities will choose to for the children to attend schools which provide specific strategies that cater to the child’s educational needs.

Learning Disabilities Association of America. (2005). Referral (Child Find). Retrieved from: http://www.ldanatl.org/aboutld/parents/special_ed/referral.asp
Salend, S.J. (2010). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.

3. In order to make the families feel valued and involved in their children’s education, I would begin to build a good relationship with the families at the start of the school year. I would hold an open house encouraging families to visit the classroom, as well as attend community events outside of the school. I would learn about the families of my students so I was aware of cultural values and attitudes that might affect their views towards their children’s education. I would give parents a way to contact me and encourage them to be in touch with comments or questions they have throughout the school year. I would provide information to the families about what we are doing in the classroom in various formats including paper letters, e-mails, pictures, work samples, and phone messages to make sure the information is accessible to everyone. When necessary I would find a translator to help communicate with non-English speaking parents. All the families should know that I want to work with them to give their child a good education.
When planning mid-year conferences, I would contact each family and find a time that would be convenient for them. I would also offer to meet with them somewhere other than the school if that would be better for them. The environment of the meeting would be calm and quiet so both the family and I could speak comfortably. It is important approach the parents with a positive attitude and listen to their concerns and ideas. I would address their concerns and respect their opinions. When talking about their child’s performance and behavior in school I would always mention their strengths first. I would show that I recognize the positive qualities of their child. I would address any difficulties or concerns sensitively and in understandable language being careful not to intimidate the families. Before the meeting I would organize my ideas about the child’s educational progress and find resources to provide for the family that will help explain any concerns I have. This way I will not bring up any problems without showing that I have thought about possible solutions. I would ask the parents questions and encourage them to express their worries. I would be careful not to interrupt or dismiss any of the parent’s thoughts because their concerns are just as valid as mine. We see the child in different settings so we may see different sides of them. After the meeting, I would encourage the parents to give me feedback about how they felt about the meeting and to follow up on any issues we discussed. It is important to keep communication open so we can continue to observe the child’s progress as a team.

Priceless Teaching Strategies. (2008). Effective parent teacher communication: Make parents your valuable allies.
Retrieved from: http://www.priceless-teaching-strategies.com/parent_teacher_communication.html
Salend, S.J. (2010). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.

4. The most important way to fight misconceptions and stereotypes is through educating children about individual differences. Instead of presenting a “norm” in the classroom I would include materials and texts that reflect diversity and represent all of the students. Students would be encouraged to express their own individuality through creative as well as informational projects. I would initiate conversations in which students discuss their differences in a way that shows how each child has unique strengths. I would model a good attitude by treating all students with respect and acknowledging their differences in an appropriate manner. Instruction would be differentiated so all students have opportunities to show their abilities and none feel incapable.
Disabilities would be discussed openly so students had an opportunity to learn the facts and to clarify any misunderstandings. Students with disabilities would have the option of sharing their personal experiences if they felt comfortable doing so. I would educate students about how disabilities affect people by using simulations when appropriate, inviting guest speakers to the classroom, reading books and watching films about individuals with disabilities. For example a class could learn about sensory disabilities by studying about Helen Keller. There is a lot of material available that describes her disabilities, the difficulties she faced, and how much she was able to achieve. Often negative feelings towards individuals with disabilities come from discomfort and a lack of knowledge about the disability. By discussing the disability and its effects openly, students will feel more knowledgeable and comfortable being around individuals with disabilities.
I would also encourage students to be understanding of differences of culture, race, and language. Cultural diversity would be a continuous part of the curriculum because all students have their own cultural background which they should value at all times. Materials that celebrate various cultures such as books, music, and artifacts would be available in the classroom. We would recognize holidays from different cultures as well as discussing how people from different cultures approach daily life in various ways. Children will be able to share information about their own cultures and tell about their personal experiences. Bilingual children will use their language knowledge as a tool in the classroom. Instead of being encouraged to speak only in English, bilingual children can share their expert knowledge with other students who can learn from them. Students who are native Spanish speakers and students who are non-Spanish speaking can work together and help each other translate their work into two languages. This shows children that speaking more than one language is a useful tool and that we can all learn from each other.
I would also confront misconceptions about gender, family differences, religion, and socioeconomic differences by including activities and discussions that encourage children to think critically about these issues. Male and female students will be placed in groups together and encouraged to participate in all activities and pursue their interests regardless of gender. Materials that portray gender bias and encourage stereotypical gender norms will not be present in the classroom. Religions will be taught about in with respect and factual information. No religion will be represented with greater preference than another. Books about children from all different family and economic backgrounds will be used to represent individuals with different backgrounds. Discussions will be used to confront misconceptions and view why differences can be positive.
Stereotyping and discrimination will be discussed to give students the tools to recognize and fight against these negative behaviors. I would ask students to recognize stereotypes they have observed in the community as well as in movies or on television. Students would discuss how these stereotypes affect people and how they would feel if stereotypes were held towards them. The goal in my classroom is to provide a community in which all the students feel comfortable and can learn. It is important that students understand what discrimination is and how it harms individuals. If children are able to create an accepting community they will carry these ideas beyond the classroom.

Salend, S.J. (2010). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson.