My thoughts on inclusion

Inclusion is the opportunity for children with special needs to be placed in general education classrooms.  I think this idea has both positive and negative outcomes.  I do not think that inclusion is the right choice for all children with special needs.  Due to the varying needs of children, deciding if inclusion is the right choice depends on the individual needs on the child. 

Children with severe and profound disabilites would benefit more in a special education setting.  In this setting, there are teachers that are trained and have studied specifically to work with these types of children.  Class sizes are smaller and children are able to have more one on one time with a teacher than in a general education classroom.  I think that because the teachers employed in this type of classroom may have more patience for working with these types of children.  These teachers may perform tasks with these children that teachers in a general education classroom may not have to do.  Teachers in a general education classroom may expect for their children to be more indepent and the children in the special education classroom may be more dependent on their teachers and caregivers.

Children with needs that are not as severe such as ADHD, minor communication issues such as hearing, and motor delays may experience success by being in a general education classroom.  Many times these children can learn from other children as well as typical developing children learning from the children in their class with special needs.  Children with special needs will not benefit in general education classrooms with impatient teachers and teachers that are not qualified to work with these children.  Most times, children with special needs in general education classrooms are able to spend a few moments during the day receiving appropriate services to assist them (one on one therapies).

For some children, Inclusion may only be effective if they are able to receive appropriate therapy services.  Some children can be taken out of the classroom setting for a few times per week to attend speech, OT, and/or PT sessions.  Children will only be taken out of the classroom if it is more effective due to the need for a quiet area free of distractions.  The child's progress towards goals should be documented by a consistent and reliable assessment.  If the assessment does not reflect growth then the plan for this child's education should be re evaluated.  I think this will give professionals and parents the evidence they need to make the best choices for the child's education. 

Assistive Technology

Assistive technology is very important in the classroom for children with special needs.  This type of techology can be used to cater to the needs of children so that they are better able to strive in classroom environments.  It makes things possible for children with special needs that may not be possible on their own.  Assistive technology helps these children become more independent and active learners.  I think this enhances their educational experience.
In the past, during my internship my senior year of college, I worked in an inclusive preschool.  I had the opportunity to observe certain types of assistive technology being used.  I watched as a teacher used a special microphone system in the classroom for a child with a hearing impairment.  I also saw the use of a communication board on a child that could not communicate verbally.  This gave her the opportunity to make choices and be easily understood by her peers and teachers.
In the future, I will use assistive technology in my classrooms for children with special needs.  Staff development opportunities, research, and collaboration with others early childhood professionals would be vital in learning the best ways to use different methods in the classroom.  It will be important for me to get to know my students to best fit them with what works best for them.  I also think that teaching typical developing children in the classroom (if any) how to use these devices will help in building a school community of children that are helpful to others and sensitive to the needs of their peers.
I think it is necessary for both teachers and parents to be familiar with different types of assistive technology that will be interacting with children with special needs.  By collaborating we will be able to better implement the best interest of the child.

Task Analysis

For this activity, I plan to create a visual sign to help my focus child remember what to do during the transition from lunch time to rest time.  Giving the child visual reminders will help them to be more independent to do things that they can do on the own.  My task analysis will include the following:

1. Eat
2. Wash Hands
3. Potty (Diapering)
4. Cot

I think that these visuals will also help the other children in the class that are a bit more independent.  I decided to keep my task analysis short due to the ability of my child and the age of the children in the class.

Communication Strategies

Communication strategies are important in the growth and learning of a child.  As professionals working with children, it is important to create an environment that encourages communication.  Each child is different in the way they learn so it is vital that professionals get to know the child as well as be open to using different strategies with different children.  Collaborating with parents and other professionals that work with the child can help to find what works best with the child and also in being consistent in what is being used with the child.  Professionals should be flexible in trying different strategies until they determine what works best for the child.  Consistency is also important in helping the child to understand what is trying to be implemented.  Professionals should encourage children to communicate their needs and feelings.  This will help them to learn ways of communicating.

As a professional working with children it is important that I get to know the child and their families so that I will know what works best for the child.  I will be consistent in the strategies that I use and create an environment that encourages communication.

Motor and Self Help Skills

My focus child needs to improve control of fine motor skills.  He is able to pick up objects (such as blocks) to move them from one area to another or to drop them, but I have noticed that he has trouble stacking blocks to build a structure.  His IEP notes that he needs to improve hand and finger control for pre writing skills.  I will work on his control of fine muscles by working with him to fill a container with blocks (or other small toys) and by stacking blocks.  I will also use peg puzzles to see how he is able to control movement in his finger and hand.  A coloring activity would also benefit his pre writing skills.  I would use markers as they are easier to create marks on paper.

Social Story

One of the goals on the IEP of my child is increasing his overall social interactions.  My social story will include activities to help J to improve his ability to advocate for himself.  J does not use words to communicate but makes noises and laughter to imply pleasures and happiness.  He is also able to express anger, sadness, and happiness.  He will sometimes show anger by yelling and/or hitting.  When he is upset by another child, he is beginning to move away from the situation to seek comfort from an adult.  My story will include activities and outcomes of J's improvement in advocating for himself.

How goals and objectives are embedded into activities

When working with children with or without IEPs there are goals/objectives that teachers and other professionals work on for the overall success of the child.  Embedding those goals/objectives into activities is how professionals accomplish this.  For example, children that may need to work on phonemic awareness can do so in an activity with children singing a song that contains letter sounds.  If children need to work on fine motor skills, cutting with scissors, using playdoh and dough tools, modeling clay, and stringing beeds is a way of working on those skills.  Teachers and other professionals can use the IEP to gather the necessary information they need to plan activities based off the goals (needs) of the child.  During these activities, teachers and professionals should keep progress notes (in my classroom I take anecdotal notes) on the child.  For a child that may need to work on a goal promoting positive social skills and do so in a pretend activity with other children.  Teachers could interact or could choose to simply observe.  Running records are another way that teachers and or professionals can look at the progress of the child.  Running records allow professionals to carefully look at the ways the child interacted throughout the activity to note what worked best and what did not work.  Embedding goals into activities allows children to naturally work on their goals without feeling pressured or watched while completing the activity.