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Task 4 Mstacy

1. The document provides 11 guidelines for teachers to create inclusive classrooms that meet the needs of all students regardless of their abilities or disabilities. It emphasizes that fair does not mean equal, and students require different accommodations to succeed. 2. It recommends teaching social and behavioral skills like academic skills. Teachers should provide meaningful activities at appropriate cognitive levels and materials accessible to all students. 3. The document stresses using diverse teaching methods based on Universal Design for Learning principles to accommodate different learning styles in today's diverse classrooms. This ensures all students can access the curriculum.

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91 views

Task 4 Mstacy

1. The document provides 11 guidelines for teachers to create inclusive classrooms that meet the needs of all students regardless of their abilities or disabilities. It emphasizes that fair does not mean equal, and students require different accommodations to succeed. 2. It recommends teaching social and behavioral skills like academic skills. Teachers should provide meaningful activities at appropriate cognitive levels and materials accessible to all students. 3. The document stresses using diverse teaching methods based on Universal Design for Learning principles to accommodate different learning styles in today's diverse classrooms. This ensures all students can access the curriculum.

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Morgan Stacy

EDUC549PA
July 27, 2014
Task 4
1. Teachers should make it clear that fair is not equal, and all students
require something different to succeed.
2. Teachers should try to incorporate lessons about students and families
with intellectual disabilities, just like she might with students or
families from different cultures.
3. Behavioral and social skills should be taught and treated the same as
academic skills.
4. All students should have the chance to interact with one another
throughout the school year.
5. All student achievements should be celebrated, and it should go
beyond getting good grades.
6. Ensure that students have something meaningful to do at all times.
This would include not giving students assignments that are too easy
because of their cognitive level.
7. All students should have equal access to all materials. This would
include textbooks to lab equipment, regardless of their disability.
8. All instructional materials should encompass a wide variety of interest
and abilities to accommodate all learning styles.
9. Perceptible information should be used in the classroom. All students
in the classroom regardless of their cognitive level should understand
the lesson be taught to the class.
10.
Tolerance for error should be given to all students, equally in the
classroom. This means that students should be assessed and provide
feedback continuously in order to provide a prolonged the learning
experience.
11.
Classroom activities should require low physical effort, which
enables all students to participate regardless of their disability
The guidelines above have been created with the mindset of every
student getting an equal education regardless of cognitive level, or

intellectual disability. Many teachers take for granted that some of the
activities in their classroom arent compatible with all of their students,
leaving one or more students feeling alienated because they cannot
participate. Students should be aware that fair does not mean equal, and
for everyone to get a fair chance at an education some accommodations
should be made. If a teacher was to introduce students to different types
of disabilities it might be easier for them to understand why a student
with a disability would need an accommodation. The increased
understanding of how everyone is different, and how different people
have different needs will increase the unity in your classroom. It will also
reduce the chances of leaving a student out or making them feel
alienated, which will also improve your classroom management.
One of the concerns I have after observing in classrooms for two
years is how teachers treat students with behavioral problems. Many
teachers dont realize there is a difference between social skills and social
competency. You have to teach social skills, and through practice the
students will gain competency. Many students with intellectual disabilities
have problems with social competency, and need extra practice to apply
it in the classroom. If a teacher took the extra time to teach a social skill
like she would a math or reading skills, students behavior would improve
significant. It is also important to know that this is an ongoing process,
and sometimes students will have to be reminded in order to maintain
their competency.
The last seven rules can apply themselves to approach any
multicultural situation, but I wrote them with students that have
disabilities in mind. Similarly, the last five were written around the
principles of Universal Design for Learning, but apply to students from all
walks of life. UDL is important because it provides a template for
teachers enabling them to provide a system of instructional standards,
teaching methods and materials that work for all students. Todays
classroom is more diverse than it has ever been, and in order to reach all

students with your curriculum, diversity in teaching methods is a must.


This is why I believed the remaining seven guidelines to be important.
References
Banks, J. & Banks, C. (2013). Multicultural Education: Issues and
Perspectives. (8th ed.) Hoboken, NJ: Wiley.
Flores, M. Universal Design in Elementary and Middle School:
Designing
Classrooms and Instructional Practices to Ensure
Access to
Learning for All Students. Childhood Education, 84, 224.
Scheuermann, B.K. and Hall, J.A. (2012). Positive behavior supports for the
classroom (2nd
Edition). Upper Saddle River, NJ: Pearson Education, Inc.

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