Outcomes:

Articulate:

1. Inclusive Classrooms are fairly recent in our history. The first schools only accepted boys

and instilled only Protestant values. Its main purpose at the time was to help with issues

of vagrancy or crime. Its interesting to think that schools still consider themselves to be

preventive measures for crime. I dont think simply being in a school is enough to guide

students in the right direction. The early schools were also very segregated. There was no

allowance for diversity for those with disabilities. We have come a long way since then.

However, the school systems of Canada are still in need of much improvement, and that

improvement is in part, the responsibility of teachers. Teachers need to have an education

that prepares them for their careers. An educated teacher who knows how to maintain and

support an inclusive classroom is ideal. In my practicum I hope to take what I have

learned about inclusive classrooms and apply it. Obviously I cant start issuing IEPs, but

I can treat all my students with respect and equity. In my future career I hope to establish

rapport with my students to help them succeed. Likewise, I can help them with any

adaptations, modifications and IEPs they may need.

Identify:

2. An IEP program is put into use when a student needs differ significantly from what the

curriculum can provide. An IEP goes beyond the curriculum to assist those who need

special educational or have learning disabilities. An IEP is also for those who have

medical, behavioral, and/or physical needs. It is a document that outlines the

responsibilities of the Department of Education, the School Board and the school in
 providing services for students. Teachers, support personnel and parents come together to

address the needs of the student, and decisions made by these people are based on the

students performance. The IEP is essentially a student specific program that helps

students focus on their academics and/or life skills. When creating an IEP everyone

involved must take into consideration the students strengths, interests, hobbies and

needs. The IEP serves as a written record of the programs and services to be provided to

the student. All those who are involved with the IEP are held accountable and must

follow the plan. In my practicum I can help follow any IEPs that may be set in place for

the students of my practicum teacher. In my future career I intend to seek out help

planning IEPs from various sources like: resource teachers, school counsellors, the school

principal and the school-based student services team.

3. The school-based services team is a group of school colleagues who assist teachers in

developing and implementing adaptations, modifications and IEPs for students who need

them. Members of the group may include: the school administrator, Learning Assistance

Teacher, school counsellor, parents, Student Support Services staff, community agencies,

and the teacher requiring assistance. In my practicum I may investigate more as to what it

is like having students who need adaptations, modifications and IEPs. I could find out

who is in the school-based service team and ask them questions. In my future career I

will definitely be acquiring their assistance for some of my students.

Respond:
4. Adaptations are made when a teacher observes that their student is struggling with their

learning and/or behavior. The teacher and the parent/ guardian of the student make minor

changes to the way the teacher teaches, as well as changes in the home to intervene and

support the students learning. If these changes work, there will be no need for

modifications or IEPs. Adaptations are documents of any changes in the teaching formats,

instruction strategies, and assessments made on behalf of the student. Adaptations still

allow the student to participate in the curriculum and in the classroom, providing for an

inclusive environment. The student still receives a full credit but the adaptations are kept

on their file, providing for useful transition information when the student moves up a

grade or changes schools. Students should be aware of the adaptations being made a why,

this allows students to self-advocate. Students will no doubt become more independent

when they can explain to others why adaptations need to made. Adaptations are usually

done covertly in that they fit well into the curriculum and classroom. The other students

usually do not notice these adaptations have been made, and often they also benefit from

the adaptations. In my practicum I will assist students by maintaining any adaptations that

have been made for them. In my future career I will observe my students to make sure

that they are succeeding in my classroom. If one or more of my students are struggling I

will go through the adaptation process, and I will make any changes so my students can

succeed.
5. Modifications are made after adaptations are implemented but do not seem to be

effective. Modifications are appropriate when the student needs considerable changes

made to the outcomes of the curriculum. However, unlike adaptations, modified courses

do not provide the same credits as other courses. This means teachers and parents have to

be sure they need to modify courses for the student. Likewise, the student is often
 considered to be in a general stream instead of an academic stream when modifications

take place. After a consultation with the student, parent and school-based team, the

teacher will make appropriate modifications to the goals and objectives for the

curriculum of the student. Methods of instruction and assessment are also modified for

the student, but only the most necessary changes are made. This allows the student to still

participate in the class and it allows the classroom to remain inclusive. Additionally, the

modification process is irreversible. If the student shows that they have caught up with

the curriculum they may be allowed back into the academic stream. During my practicum

I will assist my practicum teacher by adhering to any modifications that have been made

for their students. When I am a teacher I will only make modifications when they are

absolutely necessary.
6. Differentiated instruction means tailoring your instruction methods to meet the individual

needs of your students. If the teacher is differentiating the content of the instruction they

are using various methods to deliver content to their students. The knowledge, concepts

and skills the student needs to learn can be delivered through videos, readings, lectures or

audio. The teacher can use graphic organizers to display the information or they can use

jigsaws to break down the information into more manageable chunks. When the teacher

is differentiating the process they are differentiating how students make sense of the

content. Doing activities like a think-pair-share, or journaling helps students to realize

what they understand and what they still need to work on. Differentiating the process of

instruction essentially allows your students to engage in reflection. The teacher can also

differentiate the product of instruction, like allowing students to create their own final

assignments. Likewise, the teacher can differentiate the learning environment providing

students places to work alone or to work collaboratively. In my practicum and when I

 become a teacher I plan to make use of differentiated instruction. I want to try out many

different teaching methods.

7. Knowing when to step back and when to step in is a useful inquiry-based approach.

Teachers should plan with the learning process in mind and not just the curriculum, this

will help the students reach a deeper level of thinking and understanding with the content.

Inquiry-based teaching is about what we are thinking and why. Teachers should innate

thought provoking questions and collaborate with their students, letting the learner take

the lead in attempting to answer the questions. Also, teachers should get their students

investigating. In my practicum and in my future career I will use inquiry to get my

students thinking more in depth about the course content.

Describe and Explain:

8. Positivity in the classroom leads to successful students. Positivity is a very important

aspect to consider when teaching, however, it can also be one of the hardest things to do.

In order to keep a positive atmosphere teachers and students can work together to create

classroom rules. Also, teachers should reinforce good behavior, this helps to establish

trust within the students. If discipline is needed, teachers should handle the situation

calmly, this helps to maintain the dignity of both the teacher and students. Additionally,

teachers should be neutral not accusatory. When teachers ask open ended questions when

problems arise, like what happened?, students can then open up instead of shutting

down. I will remain positive in my practicum and in my future career. It might be difficult

at times, but it is an essential aspect to being a good teacher.

9. Being a member of the teaching community means that I need to collaborate with other

teachers. By collaborating with other teachers I can learn from them, and quite possibly

they may be able to learn from me. I must also collaborate with my students, their parents
 or guardians, and the administrators of my work place. In my practicum and beyond I

plan to take initiative and seek out advice, wisdom and assistance from other more

experienced teachers. I believe that my professional development depends on ongoing

collaboration with other teachers and my community. I will commit to ongoing

observation of others so that I can emulate them in an attempt to figure out my own

teaching style. I will also consult parents about their students, and I will also work with

my students to understand what they need from me. Before I try new ideas I will look to

my colleagues for advice. The biggest lesson I learned from this course is that Im not

alone, and that its ok to ask others for help. Additionally, in my first years of teaching I

will seek out assistance from my colleagues if I need to make adaptations, modifications

and IEPs for my students. As time goes on I also hope to provide assistance to other

teachers as I become more knowledgeable.

10. Assumptions and stereotypes have no place in the classroom. Everyone has made

assumptions or has believed in stereotypes that are not factual. One of the most important

things that I can do as a teacher is question my own assumptions. I need to constantly

question and examine any notions I may have about who people are or where they come

from. Assumptions can be made so easily, due to popular media, but it takes courage and

awareness to challenge these assumptions. In my practicum and in my future career I

would like to act as a model of awareness and appreciation of human diversity for my

students. I would also like to start challenging assumptions my students may be making

about others. One way I could do this is by getting my students to write reflections based

on the course content and respond to them. Also, when sharing real world examples in the

classroom, I will show examples from a variety of cultures. Similarly, I will strive to

examine myths and stereotypes in the course content with my students. I will also get
 student impute on any examples they may want to share to increase content relevance.

The issue of assumptions and stereotypes has a lot to do with establishing an inclusive

classroom. I want my classroom to be a place where everyone, no matter their: race,

gender, sexual orientation, religion, socioeconomic status, and political beliefs are

accepted. Maybe this is impossible, but if there is a chance to challenge assumptions and

stereotypes to further the learning of my students, Im going to take it.

Next Steps:

My next steps will mostly focus on my professional development as a teacher. I want to

strive to be the best teacher I can be. The class gave me a lot of useful information on the IEP

process and also how I can try and help each of my students succeed no matter what obstacles

they may face. That being said, I will have to get over the fact that not everyone will graduate. In

the next five years I am going to have to learn a lot. It has become apparent to me that the

Education program will not necessarily provide me with all the information I need. When Im on

my practicum I will be asking a lot of questions. Furthermore, professional development can

happen anytime and anywhere. I will learn a lot when I become a teacher, but I can also do a lot

of personal research to further my skills. Knowledge is power, and there are many online

resources available to teachers. Also I will attend educational conferences and workshops.

Likewise, I will be constantly observing other teachers, even after my practicum is done. I will

be looking to my coworkers and other teachers for help as well. In conclusion, I wont be afraid

to take risks. Sometimes Im scared to be a teacher, because it is a tough job. However, I dont

want to be scared to try new teaching techniques and new teaching environments. Throughout

my teaching career I will never stop learning and growing as an educator.