Students With Severe Disabilities in Inclusive Settings

Prompt 1

Some Concerns for the Instruction of Students with Severe Disabilities in Inclusive Settings

Chapter One of Snell & Brown (2013) explains some concerns about instructions for severely disabled students in inclusive settings. One of the concerns discussed in the article is uneven access to inclusive classrooms. I agree with the authors’ concern about students with severe impairments having uneven access to inclusive classrooms. The principle that all students, regardless of their ability, should have the chance to study alongside one another in normal educational settings is promoted by inclusive education. The practical use of inclusive policies, however, might differ significantly based on some variables, including a student’s location and their specific handicap category. The opportunity for students with severe impairments to study alongside their classmates without disabilities may be limited due to inconsistent access to inclusive classrooms. Thus, this issue must be addressed by providing all children with equal access to inclusive education regardless of their location or category of impairment.

Another concern about instructing severely disabled students in inclusive settings is the questionable quality of the curriculum and instruction. Snell & Brown’s (2013) concerns about the curriculum and teaching for students with severe impairments being of uncertain quality are true. Students with severe impairments may need customized teaching strategies and tools to meet their specific learning demands. However, I agree with this concern since the accessibility and usefulness of these tools might differ amongst various educational environments. To guarantee the meaningful involvement and successful learning outcomes of children with severe disabilities in inclusive classrooms, it is essential to offer a high-quality curriculum and teaching adapted to their unique needs.

In addition, the lack of professional sensitivity to the educational requirements of children is another concern discussed in the article. Snell & Brown’s (2013) concerns about adults’ unwillingness to respond to students’ educational needs are reasonable. Teachers and other professionals must be receptive to and aware of the specific learning requirements of individuals with severe impairments. Therefore, I agree with this concern since it entails using research-based instructional strategies, routinely gauging student progress, and making necessary modifications to match their unique learning objectives.

Prompt 2

Some Actions I May Take As a Classroom Teacher to Ensure That All Families Are Welcome in the School

Chapter 2 of Snell and Brown’s 2013 book, Instruction of Students with Severe Disabilities, illustrates the need to build strong relationships with families, especially considering the needs of families like the Gonzalez family. There are various actions I may take as a classroom teacher may take to make sure all families feel welcome in the school and to encourage the formation of solid alliances; therefore, one of the actions is to establish a classroom that is warm, inviting, and inclusive for all families to create a welcome and inclusive atmosphere. Promote a feeling of belonging for every student and their family by showcasing multicultural resources and recognizing and celebrating differences.

As a classroom teacher, another action I can do is to offer effective communication that keeps families informed about classroom activities, events, and their child’s development, using clear and regular communication channels. Provide information in various languages and formats to satisfy the requirements of varied families. Use technology such as email, newsletters, websites, and online platforms to improve communication. In addition, a classroom teacher should promote family participation in school programs, parent-teacher conferences, and volunteer opportunities by actively encouraging and inviting families to attend. Provide flexible scheduling choices to consider a range of personal and professional obligations.

Furthermore, another action that a classroom teacher should take is to offer help and resources. Provide seminars and instructional sessions that speak to the particular requirements of families, particularly those suffering special difficulties like the Gonzalez family. To help families find extra assistance outside of school, provide information about local organizations, support services, and resources. Therefore, by taking these actions, classroom teachers may foster an atmosphere that is welcoming and inclusive for all families, including those with special needs. For students with severe impairments to succeed, solid family connections are crucial. They also encourage a cooperative approach to education that benefits all parties.

Reference

Snell, M. E., & Brown, F. E. (2013). Instruction of students with severe disabilities: pearson new international edition. Pearson Higher Ed.