Enabling Dreams

No student should ever be made to feel unwelcome in a classroom.  Peg Rosen explains that inclusion allows for students to be taught according to their learning styles and abilities.  Whether a student has a learning disability or a physical disability, they should be assisted in comfortably and actively learning alongside their peers.  To ensure a safe, welcoming, and nurturing learning environment, teachers must practice inclusion by modifying their lesson plans or providing accommodations to fit the needs of all students.  Both lesson modification and accommodation require observation, research, and creative improvisation.

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According to the Individuals with Disabilities Act, Special Education is defined as "specially designed
instruction, at no cost to the parents, to meet the unique needs of children with a disability." Before any modification or accommodation can be made, teachers must observe students to understand what they need.  This is part of the Analyze Learners section of the ASSURE model, where exceptionalities are specified.  Also listed in this section are required assistive technology devices.  Many types of assistive technology are available for students, so teachers must do research to find devices that fit the needs of their students.  Many websites offer free resources, such as game and activity ideas.  Mobile apps are also available. As explained by University of Washington student Susanna Sweeney-Martini, assistive technology acts as a foundation that enables students with disabilities to do things that would be otherwise nearly impossible for them.

Kathleen Bulloch (2009) of Reading Rockets presents a list of recommendations on how teachers can adapt teaching strategies to student needs.  Visual aids are important, especially for students who have difficulty listening or following along.  Visual aids can be in the form of brightly-colored images or big, bold text used as props to help students relate to and make connections with the lesson.  Short, simple explanations and clear step-by-step instructions are also helpful.  Non-verbal students or students who have difficulty with verbal expression can be given the opportunity to express themselves through writing, art, charts, photos, or demonstrations. 

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       Students with disabilities must be treated with dignity and respect.  This is important to keep in mind when revising activities for inclusion.  For example, if a student uses a wheelchair, it would not be the best idea to get the student to participate in a dance activity by having other students dance in a circle around him or her.  That type of participation may cause embarrassment or discomfort to the student in a wheelchair.  Rather than being forceful, it is important to always ask students, including non-verbal students, if they would like to participate in a certain way.  Whether a student has a learning disability or a physical disability, their dreams will be enabled as long as teachers are willing to remain supportive, take advantage of assistive technology and other resources, and treat students with dignity and respect.  It is amazing to see what students can achieve with the right tools and opportunities.  

References

Rosen, P. (2014, July 8). 5 Benefits of Inclusion Classrooms. Understood. Retrieved from:

https://www.understood.org/en/school-learning/evaluations/choosing-not-to-have-child-evaluated/5-benefits-of-inclusion-classrooms

Bulloch, K. (2009). How to Adapt Your Teaching Strategies to Student Needs. Reading Rocket.

Retrieved from: http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs