What Happens in the Inclusive Class? A Writing Lesson

What really happens in the inclusive classroom? Can the needs of all students be met adequately? Is the teacher prepared for addressing the special needs that arise?  As parents you only have what your child tells you.  For some parents, your child gives little to no response either because his/her verbal skills are limited and other times because he/she chooses to share very little.  Other times, your child gives non-stop information.  You hear all about lunch, who got in trouble and snippets about the work completed but you still don't hear how a lesson was taught and if they really learned it.  Today you're getting the insider look into a 40 minute writing lesson taught to a group of 25 Grade 4 students in an inclusive classroom.  You'll see how the lesson is differentiated to include different learning styles and levels.  You'll see the multiple opportunities students have to absorb and practice the lesson.  You'll see how the process of writing actually has many parts for students to practice and  how it needs to be broken down in order to produce a successful writing piece.  You'll see how the effective teaching in an inclusive classroom is more than just about how and what is being taught.

Choosing a School for your Special Needs Child: A Day in an Enclosed Classroom

Choosing the right school for your child can be a daunting task.  School tours and speaking with other parents with children attending the school are two great ways to see if the school would be a good fit.  Another great way is a teacher perspective on what generally happens in the classroom each day.  Today we'll be looking at a day in the enclosed classroom.

The above picture is NOT what my enclosed classroom looked like.  In my first year teaching at a private school for kids with intellectual disabilities, pervasive developmental disorders or psychopathological disorders, I taught a class of 10 students between the ages of 4-6 years old.  The students were diagnosed with low functioning autism, were non-verbal and timed toilet trained.  I was working with students at a developmental level of about 18 months old.  I had one full time aide and a second aide during meal and toileting times.  What did I do with this group all day long?