Amy Tuckwiller 3/24/2013 EDU 723 Teaching and Learning in Inclusion Settings University of New England Interview and

Reflection

Interview with Erin, Special Education Teacher 1) What do you think is the most important thing a teacher can do to create a welcoming environment in the inclusion classroom?

Clean, orderly, and organized. Not too much materials all over the walls. Ageappropriate charts, again, not too many. Something with the students name on it when they first come into the room to recognize that they belong.

2) Do you think using first-person language is something that should be directly taught to students, or just modeled by teachers and corrected when necessary?

I definitely think that the kids do not need to learn how to use labels, and it should definitely be corrected, and told that every kid learns in a different way, some people of strengths in some areas, some people have weaknesses in other areas. I dont think anybody or any child needs to put a label onto another child. Its hard enough for adults to do it when we go through the special ed. process, and we actually have to put a label on somebody, let alone having children do it, so no I definitely do not think that needs to be taught.

3) Considering the principles of Universal Design for Learning, what do you see most lacking from inclusion classrooms? What is limiting student access to curriculum that teachers should be more cognizant of when planning instruction?

I am a proponent of the exclusion model, actually, when it comes to ED. I used to work in a center where the students were grouped, and received an appropriate free public education and it was wonderful. The inclusion model is great, but its just not the best environment for those labeled as ED or with a high number of hours on their IEP.

*So is the biggest problem with accessing curriculum the lack of resources or time for support?

Well you can get enough time, if you spread yourself thin. Its more about the environment. There are too many distracters, people in the room, high noise level. Theres too much going on at once.

4) What mistakes do you see teachers making when attempting to differentiate instruction for students with IEPs? What are we doing right?

Id like to see a little more differentiation with the curriculum. I dont see a lot of differentiation with the curriculum right now. I think providing the students with a quiet space, we dont do that enough. Giving a student extra time to complete assignments, I dont see that enough. Id like to see more direct instruction of what theyre supposed to do, so were insured that the kids know what theyre doing, what theyre supposed to accomplish, because I think sometimes the kids are confused. What are we supposed to do? Where are we going with this? Id like to see the objectives stated at the beginning of every single lesson. And more of the traditional lesson plan, like, state the objective,

show what were doing, guided practice, and independent practice. I dont see enough of that.

*So you said differentiating with the curriculum. Do you mean that teachers are teaching students with IEPs too far below grade level or something altogether different?

Well yeah, and sometimes you have to. If you are working on reading, and their DRA level is this far below grade level, then thats where you have to teach them. But for example last year, I was retyping the social studies textbooks. I would sit and retype chapter by chapter, so that the kids that were on a lower reading level could still get the grade level information. I know that most dont have the time for this, but something has to be done, because they arent getting it.

5) How can teachers create environments where students with IEPs are actively participating in group work/learning with general education students?

I think you just have to break it down, step by step. I think that teachers, if they could, I know there is not enough time, but break it down into smaller steps, and go back to be sure that all the earlier skills they need have been learned.

6) In regards to classroom arrangement, what are the most important things to consider in the inclusion room?

I like all the kids facing the front if you dont have a carpet for direct instruction. You also need to be able to maneuver around the room, so you can readily get to the kids whenever they need help. You dont want them too far in the back. Access to the kids mainly.

*How do you feel about nooks? You were talking earlier about kids having a quiet space to work. Do you think setting up little nooks to have a quiet space is a good idea?

Absolutely. And some kids need their own desk away from the group at all times. And its not a punishment, its a focusing tool.

7) In regards to structuring lessons (including independent work), what are the most important things to consider in the inclusion room?

Step by step. The teachers got to structure the lesson so that there is a natural flow to it. Tell them up front what theyre going to do, and then follow it step by step. And structure it so that it is the same basic routine every day.

8) In regards to supporting behavior, what are the most important things to consider in the inclusion room?

Routine, repetition, clear concise directions. Firm limits. I do 123 Magic. Everybody is given a direction to follow, and if you dont follow it youre given a warning, next step if

you dont follow it again, youre given a 1. We just say 1. The kids instantly know that they are doing something they shouldnt be doing. If they continue with that unwanted behavior you say 2. Theres maybe a 30 second lapse in there. And if they keep doing it, we say 3, and they have to go sit in the back of the room, and they all are able to follow that. Along with that you can build in attends and rewards. You know for rewards, I like the way so-and-so is sitting, I like the way so-and-so is completing his work. Or you can do attends where you are just attending to the behavior, Joe is standing in line. And you can do this every 10 to 20 seconds if the class warrants it. You can build that in, and its positive reinforcement. And you know the rest of them will follow whoever you recognize. They thrive on positive attention. I mean, you have to know how to use positive attention. You have to do it to meet that kids needs. They all respond to different things. Its about taking care of behaviors before they even start.

9) Are there recurring concerns that many parents of students with IEPs seem to share? If so, what could we, as classroom teachers, do about this?

For the most part, parents Ive worked with have been pretty happy to have their student receiving services. I havent run into a lot of problems. Some parents act amazed when they hear about behavior in the meetings, What do you mean? He doesnt do that at home, or parents shaking their heads like its not happening. Classroom teachers could have more communication with parents so that theyre not shocked when they come to a meeting, and they know exactly whats been going on. With a behavior chart, everything is written on their every day and sent home, so theyre not shocked. I think more

communication, weekly communication. I dont know how we could do that, and I know its a tremendous amount of work. I wish we could have behavior progress reports like they do in high school, where it is just emailed to you every week or two, and they include assignments that are missing. I also dont think theres enough positive. Were always calling when something is wrong. We should call just to let them know that they had a great day.

Reflection Having taught in the inclusion room every year that Ive been a teacher, and throughout my student teaching, I have certainly developed my own ideas about best practice, and often considered my own views on most of these questions. In many ways (most even), I agree with what Erin is saying. I firmly believe that strong classroom management, heavily based on positive reward, routines, repetition, predictability, and concise clarity are imperative to have in place in the inclusion room. Without these, children easily become confused and unsuccessful which lead to poor behavior, which leads to more failure, etc., and the cycle just perpetuates. I think good instruction always begins with strong management. I agree with Erin, that positive rewards are very individual, and you really need to know your students to know what will work for them. Classroom management is a strength for me, but I still struggle with that debate about extrinsic vs. intrinsic rewards. I often talk with students about ways in which we can feel proud of ourselves even when no one is looking, or having a happy heart because we know we did something good. There are some students though, in first grade that really dont seem to get this yet. They really seem to need that tangible reward (which I just despise giving out, because I feel as though I am encouraging materialism or even greed at such a tender age). Id love to learn

some ways to address the needs of these students by somehow building a bridge from those extrinsic rewards to the intrinsic. Ive yet to figure that one out. Routine, procedures, repetition and predictability should also be found in instruction. At first glance, this may seem to some that this may quickly bore the students, but the kind of structure and routine Im referring to, and I think Erin was, too, is very broad. She spoke about stating objectives, direct instruction, guided practice, and independent practice as the basic repeated structure. There is a whole world of formatting and activity/delivery method options within each section that a teacher can choose from. This kind of repetition should by no means be boring for students, but should provide a structure in which the students can experience a wide variety of learning. Making the basic procedure of lessons predictable makes it less confusing for students, and easier for them to access. I was also interested to hear a special education teacher proclaim to be a supporter of exclusion for students with IEP for ED. I have worked with some violent students before, and I have to agree that sometimes the inclusion classroom is just not the place for them. Their needs are not being met. There is not that quiet space that Erin spoke about for them to calm down and be able to regain focus. It is not helping these students to be consistently agitated by the environment of a bustling classroom with many students in it. While strong management can help these problems immensely, it does not make them disappear. I do think that students ought to be given a chance. Im glad that Ive had the chance to work with and get to know every student Ive had, including (maybe even especially) those with some severe emotional problems, but I think its important that the system is setup to move these students to a better placement quickly (such as a center), should the need arise.

I was happy to hear from Erin that the parents that she deals with are mostly happy with the services that they receive from the school. Im glad to be in a school system where IEP committees are dedicated to serving students and including them in the general ed. classroom as much as possible. Our division focuses on professional learning communities, and places an emphasis on listening and learning from each other in respectful ways. Maybe this component of our school climate carries over to IEP meetings. Erin did mention that sometimes communication seems to be lacking between home and school, which I completely agree with. It is really difficult to find the time to communicate with parents on a regular schedule, however, this is an important part of working collaboratively with parents.