Assessment
Complete each activity before proceeding to the next section in the module.
Estimated completion time for this section: 30 minutes
Task #1
After completion of the module, retake the Understanding of Inclusion Assessment. Click the Start button to begin.
After completion of the module, retake the Understanding of Inclusion Assessment. Click the Start button to begin.
Using your Guiding Worksheet, answer the following question:
- Compared to your initial results, how has your understanding of inclusion changed?
Task #2
Using your Guiding Worksheet, answer the following question:
Using your Guiding Worksheet, answer the following question:
- Apply what you have learned in this module: What are your thoughts on how general and special educators can collaborate to effectively design instruction that meets the needs of all students in the inclusion classroom?
Task #3
Choose one of the following scenarios based on your current position. Using your Guiding Worksheet, apply your new knowledge of inclusion and explain how you would respond if the correlating scenario occurred in your classroom.
Elementary School:
Middle School:
High School:
Choose one of the following scenarios based on your current position. Using your Guiding Worksheet, apply your new knowledge of inclusion and explain how you would respond if the correlating scenario occurred in your classroom.
Elementary School:
- Imagine you are a 1st-grade elementary teacher. You need to develop an ELA lesson plan for teaching fiction versus nonfiction literature. There are currently 7 students fully included in your classroom with learning and intellectual disabilities. Mrs. Smith is a co-teacher in the classroom. Describe possible strategies the teachers will use to modify instruction to include students with special needs. How will you and Mrs. Smith collaborate for the purpose of providing instruction for students with special needs?
Middle School:
- Keishawn participated in a resource ELA classroom for the first two years of middle school. In his eighth grade year, his IEP team felt as if his least restrictive environment for ELA instruction was in the inclusion ELA classroom. During the transition to the general education inclusion setting, Keishawn forgot (or refused) to take out supplies to engage with instruction, complete or turn in assignments, and was distracted during instruction. What strategies could you incorporate to ensure success for Keishawn in the general education inclusion setting?
High School:
- Imagine you are teaching a high school biology class. Dante is a 10th-grade resource student with a learning disability in the area of reading. He struggles with reading comprehension, vocabulary, and understanding grade level biology concepts. Describe the strategies you could incorporate to modify instruction to meet the learning needs of Dante and all of the students in your classroom.