I think inclusion can be a great thing. Yes, it is extra work but it can benfit everyone involved. I have one class with several inclusion students in it. During this class an aide sits in to help with those students. It took me a littl enit to get used to a teacher talking in the back of the room while I was giving the lesson, but now its great because that particular student can stay on pace. When I do one on one with the student I spend a little extra time with my inclusion students and it helps me get creative. They don't learn like everyone else so I have to figure another way to teach them.
One thing I would like to start using is a getting ahead strategy. Several of my inclusion students have modified homework assignments. I would like to include with assignment a worksheet that will give them kind of a review on techniques we will need in our new lesson next time. This way they are coming in a little ahead of the game with a glimpse of the new material. (Casale-Giannola, 2012, pg. 37) I would also like to include more community building opportunities. It is said that teaching a concept to someone else is the best way to learn. I want to do more group activities with my students. That way the inclusion students get to interact and learn from a peer, therefore building confidence, and the other students can hone in on some skills by teaching their inclusion partner. (Casale-Giannola, 2012, pg. 39)
It took a while for me to connect to a couple of my inclusion students. They just didn't quite yet trust me enough to ask for help. I realized that the key to getting them both to open up with getting to know them. I know what most of my students are involved in and will ask how their lastest event went, but with these two students I needed to go further. I really needed to dig in and get invested with them. For one student it was my taking intrest in their book and for the other student, she opened up when I talked about her art. Now these students and I work great together and I can see things flowing much more smoothly.
Reference
-How to fix to child left behind
-Casale-Giannola, D. (2012). Comparing inclusion in the secondary voactional and academic classrooms: Strengths, needs, and recommendations. American Secondary Education, 40(2), 26-42. Retrieved from ehis.ebscohost.com
I really like the idea of giving students the getting ahead work sheet. Great idea! I don't have any inclusion students this semester, so I've had to draw from past observation experiences for insight.
ReplyDeleteI give my students modified tests, but I really like your idea of giving them a heads up worksheet. I guess with English I could do this by telling them to read ahead with whatever we are going over and provide notes to the reading. Thanks for giving me insight to make a light bulb go off in my head!
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