Running Head: Reflection 1 1

Reflection 1

by

James Lacayo

SPD608 Exceptionalities

Roanna Glynn

National University

May 07, 2016

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What Have I Learned About Teaching and Planning

There was so much in the first few chapters of the book that it was almost overbearing.

However, I think that it is normal feeling given the density of the content. Working with

children as an educator comes with many different challenges and hurdles that must be

acknowledged and addressed. This seems even more so with children with exceptionalities. One

of the first things that stuck out to me was the concept that it was not too long ago that different

disabilities and exceptionalities were not even addressed in the educational setting. "Prior to

federal legislation passed in the mid-1970's many public schools did not provide any services for

students with disabilities" (Smith, Polloway, Patton, Dowdy, 2012, p. 3). This was a surprising

quote and it got me thinking about not only that it is a relatively new idea for educators but that it

must still be a concept that is evolving and changing to address issues as they come up.

Going with this idea of providing equity of opportunity for students with disabilities, one

of the most important things that I recognized was collaboration, "Collaboration among general

and special education professionals has become a key component of effective schools and a

necessity for successful inclusion" (Smith, Polloway, Patton, Dowdy, 2012, p. 33). I think that

this is especially important in regard to new teachers. Because there is so much to know and

learn, collaboration with educators who have been in the field is priceless. This is even true for

teachers who have been practicing the craft for years. Each teacher can have great ideas and

values to contribute to the education experience. This becomes especially true when the idea of

inclusion is considered.

Inclusion has many different challenges that will naturally come along with this idea;

instruction is one of the first areas that I thought of. There are countless methods and paths a

teacher can take in educating all students, especially those with exceptionalities. One that I have
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always thought of was a using a mixture of methods, for example using visuals, student

participation, group work and etc. "The methods incorporated into these instructional plans are

much more engaging and diversified" (Smith, Polloway, Patton, Dowdy, 2012, p. 73). It seems

that this would be extra helpful in getting to students with varying ways of learning and those

that have certain challenges. This is also an area that I would always need to think about when

planning lessons because if the students are not engaged they will probably not learn the subject

matter being taught.

And one of the last things that stuck out to me when thinking about what learned about

teaching was the idea of class management. As I stated above, even if all students were the same

in their perspective abilities there would be still be challenges when teaching them. Classroom

management would be one of the most important. "Management/behavior differentiation

involves adjustments related to techniques used in classroom setting to create a productive

learning environment and to manage special behavioral issues that arise" (Smith, Polloway,

Patton, Dowdy, 2012, p. 150). This becomes an extra challenge for students who may have

exceptionalities. If they are not engaged or taught in methods that work they will most likely

misbehave.

What Have I learned about myself as a Teacher/Future Teacher

One of the most important things that I have learned about myself as a future teacher is

that when I become a teacher I am going to be teaching a wide range of students. Of course I

knew that to a degree before wanting to become a teacher. I knew that there would be students

with different abilities but I have not really thought about working with students with disabilities

or exceptionalities. It is going to no doubt be challenging and rewarding. When students with

disabilities are included in general classroom education the teachers are at the front line. "In an
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inclusive model general classroom teachers are the primary provider of instruction for students

with disabilities. As a result," Prater notes, "they must develop strategies to facilitate the

successful inclusion of this group of students," (as citied by Smith, Polloway, Patton, Dowdy,

2012, p. 19). I think that this means that there are no doubt going to be a lot to know about those

students, how they learn, how they think, and etc. However, I know that with work I will be able

to address those issues and optimize the educational experience for all students, after all,

"successful inclusion does not just happen; it must be planned and the necessary instructional

and administrative support developed" (Smith, Polloway, Patton, Dowdy, 2012, p. 46).

In What Areas I Need to Focus and Perhaps Improve

Since I have not had too much experience in teaching students with exceptionalities my

ideas on improvement are what I think I will need to improve on. One of the most important

things I will need to improve on is understanding the way a student with exceptionalities learn

and acknowledging and understanding the different kind of disabilities or exceptionalities. Right

now it seems like it is an almost insurmountable task but with experience and help I think I will

be able to do it. As the text notes, "the primary goal of all preservice and inservice training of

general education classroom teachers include creating positive attitudes about working with

students with diverse needs and allaying apprehensions and concerns teachers might have about

their competence to address the needs of these students" (Smith, Polloway, Patton, Dowdy, 2012,

p. 42). Even as I become more familiar with students who are included in the general education

setting I know that there will always be more to learn and progress, after all the idea of inclusion

is still relatively new. Because of this I will always need to look for ways to improve. As noted

in the text, "constant vigilance concerning the critical dimensions of inclusive settings and
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ongoing reevaluation of standard operating procedures can ensure continued success" (Smith,

Polloway, Patton, Dowdy, 2012, p. 45).

In What Areas Am I Confused or Need Additional Help

Since there are a number of areas that will need to be addressed in an inclusive classroom

and since I have little experience I think that there will be a number of areas that I will need help

on as I progress. However, I think that just getting used to the different dynamics of an inclusive

classroom. "To address these classroom dynamics, teachers need to be aware and competent to

utilize ways to differentiate their instruction to maximize the potential opportunities for learning"

(Smith, Polloway, Patton, Dowdy, 2012, p. 114). I will undoubtedly come across more as I

begin my teaching.
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References

Smith, T., Polloway, E., Patton, J., Dowdy, C. (2012). Teaching Students with Special Needs in
Inclusive Settings (6th ed). Boston, MA: Pearson.