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RUNNING HEADER: End Reflection

End Reflection
Steven Clark
April 24, 2016
Ivy Tech

END REFLECTION

When subject of teaching a student (or entire class) with special needs arises, my
response is to first implement a response to intervention or RTI. This would let me know of the
changes or lack of change in the students academic or behavioral performance as a result of the
instruction that I have given (Daniel P. Hallahan, 2015). In chapter two of our book it describes
this as one of the steps to early intervention and proper placement of the student or students. I
would then have to adjust the curriculum of the class to accommodate the needs of the children
in this situation. This would vary according to the disability and challenges that arise from them.
My opinion has changed regarding the appropriate educational environment. My initial
response was The appropriate environment for children with special needs should be a
classroom setting with others that have similar learning difficulties. I now understand that the
true range of all disabilities is too large and only some seem similar, but in reality they are very
unique to each student and their personality. To limit the class to children of similar disabilities
you would need to have a number of extra classrooms and they would not have enough in the
class to be financially prudent or effective. This would seem to suggest that inclusion would be a
serviceable answer but that would be incorrect as well. Teachers, although positive towards the
general philosophy of inclusive education, do not share a total inclusion approach to special
educational provision. Significant restructuring in the mainstream school environment should
take place before students with significant disabilities are included. Again, it seems reasonable to
conclude here that with the provision of more resources and support, teachers attitudes could
become more positive. (Norwich, 2010, p. 142).
Students with special needs should be granted additional accommodations in the
classroom was my initial response to the question of students with exceptional needs be granted
additional accommodations in a classroom, and is still my feeling toward the matter. These

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children largely want to be self-sufficient and the additional accommodations would encourage
and teach the skills they need to take care of themselves to the greatest extent possible (Daniel P.
Hallahan, 2015). The overall learning and functioning to the greatest possible extent is our goal
for these children and they should be given the tools that they may need to achieve this goal.
My opinion originally was My impression of the challenges that could be present in this
type of class is more than I may be equipped to handle with my skill set right now. Overall this
has not changed I do not feel that I would be completely capable of teaching a special education
classroom at this juncture of my life. I do, however, understand and accept that I will need to
teach children of varying disabilities in a general classroom. The fact that ADHD is one of those
disorders and is not wholly accepted as criteria for special educational classroom lets me know
that I will need to be prepared to adapt to this situation. This class has opened my eyes to the
opportunity to be successful in my efforts to teach and adjust to my class so they can receive the
best learning environment possible.

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References
Daniel P. Hallahan, J. M. (2015). Exceptional Learners, An Introduction to Special Education.
New Jersey: Pearson.
Norwich, E. A. (2010). Teachers' attitudes towards integration / inclusion:a review of the
literature. European Journal of Special Needs Education, 129-147.

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