Mr. Roberts was dealing with issues that we are special education teachers deal with on a routine basis. Even in the best circumstances, it is difficult to always have a proper “heads up” about a new student with special needs coming into your classroom. As I read Case Study #32, I felt that Mr. Roberts at the very least had the knowledge of Cory coming to his class before the student actually arrived. Many times over the years, I have no idea that a new student is coming to my class until he or
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Inclusion is now a controversial issue in the education of children with disabilities. There are three general reasons that inclusion in education has many supporters (Little et al., 2000). The first reason is that federal and state legislation calls for children with disabilities to be educated in the least restrictive environment. The second reason is the belief that inclusion results in social, behavioral, academic, and developmental benefits for children with disabilities and other, nondisabled
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Introduction to PHI Janine Roussell Grand Canyon University SPE-358 September 11, 2015 Beth Ann Sosa Students with physical and health impairments are diverse and vary for each individual. With the diversity of the disabilities, there will be some students that will be identified of having a disability. As for other students will be identified of having disabilities after they enter into the school district. “No single list of symptoms describes students with physical or health impairments;
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The Children Act 2004 , is to give guidance for practitioners to deal with different issues, as well as to promote equality, diversity and inclusion within children and young person’s setting. Within The United Convention on the Right of the Child ( UNCRC), there are several articles that are related to my theme and key factors which are Article 2, Article 3 and Article 12. In Article 2, the
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Circulate in the classroom and provide assistance as necessary. WRAP IT UP 8 MINUTES Discuss the
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every student has access to equal educational opportunities, and the duty of teachers to ensure that every student participate actively and freely in class. More important it is the teachers’ duty to meet the needs of disabled learners in their classrooms. Even if studying the needs of all the students who suffer from the disabilities listed above would have been great, in this learning reflection the focus will only be on the blind, deaf and epileptic disabled students and how their needs should
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demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom. b. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups. c. Discuss how you would differentiate instruction for the inclusion of various learning styles. d. Reflect on ways in which you would modify instruction for special
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Running Head: Multicultural Education and the Various Challenges Multicultural Education and the Various Challenges Oletha Y. Mask-York Grand Canyon University EDU 230, Cultural Diversity in the Classroom April 29, 2012 Issues within Multicultural Education As an educator I realize that teaching can be challenging. It requires one to be dedicated to self and the population they serve. It can be exciting or boring. It is how you approach this profession that makes a difference. Teachers
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in order to inform us better on the type of diversity seen in our classroom and on our campus in general. At a first glance, our classroom didn’t appear to be very diverse. We are all caucasian, and honors students, however, as we dove deeper into the activity it came to my attention that the class was a lot more diverse than we appeared. I thought that this activity was very insightful and will be very helpful in advancing inclusion in my personal and professional life. In my personal life I believe
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individual learning needs and abilities. Equality is about all learners having the same rights and opportunities to participate regardless of gender, race, ethnic origin, religion disability, sexual orientation or age. To promote equality in the classroom is by providing equal opportunities for all by making sure everybody gets a chance to participate regardless of differences based on race, gander, disability, age, sexual orientation, language, social origin and other barriers. It means giving equal
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