312 Monique Olivas 2
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American Public University *
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312
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Mathematics
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Feb 20, 2024
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Monique Olivas Assignment 2
December 14,2023 Sally’s Accommodations Yes, Sally's instruction is consistent with the inclusion model. She spends the majority of her school day in her general education third-grade classroom, aligning with the inclusive approach that promotes the participation of students with disabilities in regular education settings. In the special education department, this is referred to as inclusion when students with disabilities receive their primary education alongside their peers in the mainstream classroom. With her IEP, Sally can work in small groups with her special education teacher in the classroom or go to another room to do her work; she is only spending twenty percent of her time receiving the extra support she needs with the areas she is struggling with. According to her current IEP, Sally is able to join her peers in any activities during the day
and access the classroom. Since Sally can attend the regular classroom with students her own age, this also qualifies as the least restrictive environment. According to Team (2021), Sally's special education services enable her to engage socially and physically with her peers in the classroom. Small groups, mantipulatives and technology, and acronyms are some modifications that Sally's general education teacher could use to support her in the third-grade classroom.
Offering Sally's teacher numerous opportunities for small group instruction throughout the day would be
the first step in supporting her in the third-grade classroom. Allowing Sally to work in small groups with peers based on her academic needs. This can provide targeted support while fostering social interactions. Creating two distinct small groups within the classroom can improve student engagement and learning outcomes. Including small group exercises in your curriculum is also essential for encouraging teamwork. Ultimately, having the opportunity to learn in a small group environment can be very beneficial for kids with disabilities like Sally. Working in small groups will allow Sally to interact with students who share her interests and skill level, which will make her feel more at ease to voice her opinions to the group. Sally can concentrate better in her group as well. Distractions that might otherwise be generated by the entire classroom are all removed. I would suggest for Sally is that her math teacher use acronyms to help her with her math work. When she's working on math problems, acronyms will help her remember the solution and encourage her to work through the problem step by step so that she can better understand it. By using acronyms, it will help her remember each step she will need to perform to help her solve the math problem. For example,
when doing long division, she can use “Does McDonald’s Serve Cheese Burgers?” The letters D,M,S,C,B stand for divide, multiply, check, bring it down. Additionally, using manipulatives like counters, cubes, or anything small that could be utilized to visualize the math problems is an additional strategy (Rockets,2020). When we can see the problem in front of us or break it down step by step, it can often be easier to solve. In order to solve an issue and understand it clearly, visual learners typically require more hands-on resources.
My last accommodation is offering headphones, interactive games, manipulatives, or audio resources to Sally would be another way for her instructor to support her in the classroom and help her grasp academic material better. The use of technology, such as educational applications or software, will
enable her to listen to a story instead of reading it herself. Sally's understanding level might be improved by a narrative if she can have some quiet time, headphones, and someone reading a story to her. Sally may also be assigned to use imagines, charts and diagrams as they will aid her to understand and recall what happened in the story. This will provide her a visual representation of her work and the story, if she
can see the content, it will help her understand it. As more and more kids enter school, learning difficulties are evolving, but there are ways to provide accommodations for those people so they can benefit from the same chances as their peers (Team,2021). In order to help students with disabilities reach their goals and interact with their peers in the least restrictive environment possible, teachers must create modifications for them. This gives the children a sense of hope and inclusion. Furthermore, accommodations are tailored to each student according to their different learning styles, and particular needs. Encouraging participation among peers is crucial for students with impairments. Also, a kid does not necessarily need to be transferred in a different classroom simply because they require additional assistance or a modification in the classroom.
References:
Before you continue to YouTube
. (n.d.). [Video]. https://www.youtube.com/playlist?
list=PLrjTpmPtLIsX5rqmp1Lo8fVXEs4NtaCg4
Causton‐Theoharis, J. (2009). The Golden Rule of Providing Support in Inclusive Classrooms: Support others as You Would Wish to Be Supported.
TEACHING Exceptional Children
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(2), 36–43. https://doi.org/10.1177/004005990904200204
Inclusive Classrooms | Reading Rockets
. (n.d.). Reading Rockets. https://www.readingrockets.org/helping-all-readers/inclusive-classrooms
Team, U. (2023, November 27).
4 benefits of inclusive classrooms
. Understood. https://www.understood.org/en/articles/4-benefits-of-inclusive-classrooms
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