The Outsiders Andrea Barela CUIN 7337 Spring 2008
To Begin… • Draw 4 concentric circles, with enough room to write in each one • Circle 1 -- Write the names of people who are the closest to you in your life; the people you love most • Circle 2 – Write the names of people who aren’t quite as close as circle 1 • Circle 3 – Write the names of groups of people in your life; sports groups, teams, church or club groups, etc. • Circle 4 – Write the names of people paid to be in your life; bosses, doctors, hairdressers, etc.
Feeling Included • View: Included I Make Friends Video • What is the musicians’ stance on inclusion? • Why might they think this is an important issue to sing about?
The Potpourri Party • There are several types of inclusion to consider when it comes to meeting the least restrictive environment (LRE) of a child with special needs • Mainstreaming • Inclusion • Full Inclusion • Co-Teaching • View their description on my website
The Pros and Cons • Discuss personal experiences of inclusion as a student, teacher, or family member • View other concerns about inclusion on my website • …and the frustrations from another website
Pulling Out Groups • Get into groups of 3 • Read description of child with special needs • As a group, determine the least restrictive environment for this child in a school setting • What kind of inclusion would be most appropriate? • Mainstreaming • Inclusion • Full Inclusion • Co-Teaching • Create 4 concentric circles that reflect the kinds of people this child would have in their life based on your placement decision
Child Description 1 • DJ is a 7 year-old boy with serious articulation and language impairments. He can be non-compliant at times, disrupt the classroom routine, and can be destructive when upset. He qualifies for Reading Recovery as one of the lowest readers in his grade, but Reading Recovery chose not to consider him because he may be able to receive other services with special education. Besides reading, writing can be difficult due to his language impairments. However, when he chooses to work hard, all other school subjects are on grade level. Home support is minimal.
Child Description 2 • JR is a 7 year-old boy with mental retardation and serious speech and language impairments. He has tested at or near Kindergarten level for all school subjects. He demonstrates poor social boundaries, has frequent tantrums, and produces repetitive noises. Home support is encouraging, but not very active.
Child Description 3 • NL is a 7 year-old boy with autism and speech impairments. He demonstrates poor social boundaries and sensory integration, has frequent tantrums, and demonstrates repetitive movements. He has tested at a Kindergarten level for all school subjects. Home support is strong, but frustrated with the school decisions being made for her child.
Child Description 4 • FM is a 6 year-old girl with poor social boundaries, sensory integration, and speech and language impairments. She is currently in Reading Recovery as one of the lowest readers in her class. She shows inconsistencies and inattentiveness in other school subjects as well. She has poor fine-motor skills and has difficulty completing school work. Home support is strong, but frustrated with the school decisions being made for her child.
In the Balance • Present child • Discuss placement rational • Share concentric circles of potential people in child’s life • Always remember…. We Are a Team!!!