A Reflection on What This Paper Means to Me
After reading the articles for this assignment, what impacted me most was an expanded definition of inclusion; a definition that focuses on resisting “the many ways students experience marginalization and exclusion in schools” (Broderick, Mehta-Parekh & Reid, p.195). Homogeneity exists neither in “mainstream” nor in segregated special-education classrooms. In my reading, I discovered specific ways of creating a positive and collaborative learning environment, as well as practical examples of what differentiating instruction looks like in general education classrooms. A teacher must employ strategies that make each individual feel included and differentiated instructional practices to cater to the heterogeneous group.
In my literature review paper, I discuss the importance of creating an inclusive classroom environment and provide strategies and specific examples of what that might look like in a general education classroom. Additionally I discuss what differentiated instruction is and how it can be implemented to ensure that all students have access to the content and processes of daily learning. This topic is extremely important and relevant to me, because as a future teacher, I want and need to do everything possible to ensure that all students, including students with special needs or disabilities are able to succeed socially and academically in my classroom. I also explore what it looks like to implement differentiation of instruction and content in order to attend to the unique learning needs and preferences of students.
If a student feels isolated or does not have the necessary support or access to learning materials, they will not succeed. My hope is that my students will not only succeed, but they will thrive and that is why the strategies and perspectives in this paper will positively impact my future teaching practices.
Alicia Broderick, Heeral Mehta-Parekh & D. Kim Reid (2005): Differentiating Instruction for Disabled Students in Inclusive Classrooms, Theory into Practice, 44:3, pp.194-202. http://www.jstor.org/stable/3496998 Accessed through JSTOR on May 1, 2013