EDUC 3602 - Ed Psychology

Kristin Kobbert
January 6, 2016

Reflection on an Inclusive Classroom: Taking a Stance

I believe that inclusion is a necessary component in a classroom, because it allows
all children the ability to work on their goals while participating in the classroom life
with other children their age. Differentiating for a student with exceptionality promotes a
classroom culture that accepts diversity and belonging. I think it is important as an
incoming teacher facing these diversities to understand the various exceptionalities that
can exist within a classroom as well as the resources and plans to help these students
achieve their potential.
The typical Alberta classroom scenario presents an exceptionally diverse Grade 6
homeroom class, with resources and support to help me as the teacher face the challenge
by having the opportunity to relocate two students. In this situation I would choose to
move the student that is deaf and the student with severe FASD. My rationale for moving
these two students was derived from what I believe to be my teaching strengths and any
relevant previous experience, along with the benefits I perceive for these two students.
I chose the to move the student that is deaf, although I do think it would be
beneficial for the class to learn different ways of communication and for the student that
is deaf to have the opportunity to interact with other students. Ultimately, I believe the
student would have greater opportunity in a more appropriate learning environment with
a teacher that is able to focus more of their attention on their specific learning
requirements. I would defend this decision to the parents by outlining the support and
resources that the other setting would provide to their child. The student that is deaf
would benefit from a teacher that is knowledgeable in communication methods for the
exceptionality, which would be more effective considering the little experience I have in

EDUC 3602 - Ed Psychology

Kristin Kobbert
January 6, 2016

the area. The student would also be provided more opportunity to reach their potential by
being in a setting that differentiated for their learning pace and the ability to work more
closely one on one with their teacher.
The student with FASD would also benefit from a move to another setting,
because of the increased opportunity to receive undivided attention to their specific
learner needs. The academic and behavioral issues that the student faces could be
attended to by a teacher that is able to focus their efforts on the student or small group of
students facing similar exceptionalities, rather than in the larger class setting. I would
defend this decision to the parents similarly as I would to the parents of the student that is
deaf. By outlining the benefits of the increased ability for the teacher to provide specific
differentiation and attention to the students academic and behavioral issues. The little
experience I have from working with students that have FASD has helped me understand
that sometimes an environment with fewer pressures may help the student focus.
I chose to keep the students with the other exceptionalities in the same homeroom
class, because I feel like I would be able to develop variations to my teaching and lessons
that meet their specific exceptionalities. There is still a challenge to differentiate to help
them achieve their potential, but I would already be doing this at some level to meet the
needs of all the students in the class. I would hope that these students would be provided
with enough assistance to work towards their goals with the help of the both the
educational assistant and me. The student that is deaf and the student with FASD were the
two that I believe would most benefit from a setting with greater resources and support.