Monday,June13,2016

Teachers:
KathrynBullockandCarolynMcKee
Topic:
Mainstreamingstudentsisnottherealityortodaysschoolenvironment
LessonLength:
2030minutes

Resources:
Powerpoint
TheSpark
Treatforactivity

LearningObjectives
Studentswill:
Becomeawareofthedifferencesbetweenbothmainstreamandindividualized
classroompoliciesaswellastherealitiesfacingthem
Understandtheimportanceofcreatingindividualizedclassrooms
Understandthebenefitsanddrawbacksofindividualizedandmainstreamclassrooms
Beabletodifferentiatebetweenfairnessandequality

Introduction
Definemainstreamandindividualizedclassrooms
IntroducesecondpointbyaskingWhohasfelttoochallengedbyaclass?Whohasfelt
notchallengedenough?Expressthetwodifferentsides:beingtoochallengedandnot
beingchallengedenoughbothcreatedissuestheindividualizationcanremedy
Discusspasteducationstrategies/trendstreadmillversuspersonalprograms.
Discussthephilosophyofmainstreamingasopposedtoitsactualclassroomimplication

MainBody
Beginbystatingourposition
Fairversusequal
o Everystudenthasdifferentneeds,background,family,personalexpectations.
o Eachindividualstudentachievingwhatisinthestudentsbesteducational
interestsbasedonequality,sharing,participation,andtheworthanddignityof
theindividual(PepneckJoyce)thiscannotbedoneinasituationwhere
childrenarebeingheldbackorpushedbeyondtheirabilities.
o Wearenotpromotingsegregation,butinsteadrecognizingtheimportanceof
individualityandtheabilitieseverypersoniscapableof
o Classparticipation:asksomeonetoexplainthiscomicandalsotheimportanceof
itwhyhaveweseenthis3timesinthepast3weeks?
o Bullying:studentswouldstillhaveopportunitiestobetogetherduringrecess
andotherschoolevents,itwouldntbetotalseparation.Studentswouldntjust
beseparatedaccordingtoage,butalsoschoolability
Activity!

Findingyourarea

o Individualdrive:everyonehasapassionforlearningthatcannotbeexploredina
classroomwithonestream
o TalkaboutTheSpark
o WhyshouldIspend6hoursdoingmathwhenIcouldbefocusingonwritingor
computersorhistoryoranyotherareathatIwillbeabletousetobenefit
others?
o Studentsarebeingassimilatedandhomogenizedintoonegroupwithspecial
talentsandabilitiesignoredandputonthewayside
o Skateboardstoryassoonasthetwoboyshadapurposefortheirlearningthey
hadthemotivation
o Katystory(iftime)

InadequateTeacherTraining
o Regularstreamteachersareinadequatelytrainedtodealwithalldifferent
rangesofexceptionalstudents.
o Thiswouldmeanthosestudentswouldnotgettheextraattentiontheyneed
o Forexample:severephysicalmentalorphysicalhandicap,manyteachersarent
trainedtoknowhowtoadequatelyhelpthestudentexcel.
o TherearespecialEd.Teachers,theyaretrained,sotheyshouldbetheones
teachingspecialed.Classes.

AlternativeMethods
o Moreteacheraides/educationalaides
o Individualizedprograms

Prosandconsofmainstreaming
o Discusslist,holdconversationwithclass
o Directdiscussionbasedonvariousopinions

SpongeActivityVid.ComparingPullOut&InclusiveSettingsforLiteracyInstruction
http://study.com/academy/lesson/comparingpulloutinclusivesettingsforliteracyinstructi
on.html
1:453:15

Closure
Repeatmainpoints

Assessment
Studentsbecameawareofthedifferencesbetweenbothmainstreamandindividualized
classroompoliciesaswellastherealitiesfacingthem.
Studentsshowedunderstandingoftheimportanceofcreatingindividualized
classrooms.
Studentsidentifiedthebenefitsanddrawbacksofindividualizedandmainstream
classrooms
Studentsidentifiedthedifferencesbetweenfairnessandequality


SelfReflection:
Ifeltasthoughthepresentationwentwell.Itwasanewexperienceformeto
teachforthatamountoftimeinfrontofaclass.ItwasaveryeyeopeningexperienceandI
learnedalotaboutmypersonalstrengthsandweaknesses.OneoftheaspectsofthelessonI
thoughtwentwellwastheactivity.Wehadalecturestyleforthethebeginningandtheendof
thelessonwithanactivityinthemiddletodemonstratethedifferencebetweenfairnessand
equality.Ibelievethatthisvarietyinthelessonhelpedthestudentsstayattentive.Ofcourse
havingfoodaddedtotheinterestoftheactivity.Ialsoworkedwellwithmypartner;therewas
nomomentwhereIwasntsurewhowasgoingtospeak.Wefedoffofeachotherscomments
andaddedcommentswhenwesawtheothergraspingtofindthewordstheyneeded.
Thereisalsoroomforimprovementinmypresentation.Forexample,atthebeginning
ofmypresentationIhadthetendencytospeakalittlebitfast,thiswasbecauseofthenerves.I
believethatthroughmorepracticeteachingIwillbeabletoovercomethis.Ialsohavethehabit
ofsayingumwhenIamthinkingabouthowtoformmysentencesinawaythatmakessense.
IfIslowdownandtakepausesinsteadofsayingum,itmaymakeiteasierforthestudentsto
followwhatImsaying.

Bibliography
Barnett,Kristine.
TheSpark:AMothersStoryofNurturingGenius
.Toronto:RandomHouse
Canada,2013.Print.
Kelly,Aine,CatherineDevitt,DonalOKeefe,andAnneMarieDonovan.
Challengesin
ImplementingInclusiveEducationinIreland:Principal'sViewsoftheReasonsStudents
Aged12+AreSeekingEnrollmenttoSpecialSchools.
JournalofPolicyandPracticein
IntellectualDisabilities
.11.1(2014):5861.Web.June2,2016.
PepneckJoyce,Helga.Inclusion:ACaseStudyfromWithin.MAthesis.Universityof
Lethbridge,1999.Print.