Blog Post #2 Alexa Kamovitch

From my perspective, I believe we could promote acceptance and social integration of children with disabilities through adequate and meaningful communication with parents and general education teachers, implementing inclusion opportunities during the day, and providing the students with encouragement and assistance when participating with non-disabled peers. Before pursuing my masters in special education, I received my bachelors in early education. While receiving my bachelors degree, I had the privilege of completing my student teaching in a first grade inclusion classroom. While in this classroom, I worked with four students who received services from the special education teacher throughout the day. Even though they were hardly in the general education classroom, whenever the students came back it was like they never left. They were well integrated and acknowledged by the general education teacher and their peers were accustomed and treated them as equals. Currently, as I am putting together my own special education self-contained room, I am using knowledge that I gained from my previous field experience including providing the students with inclusion whenever possible, and making sure I am communicating with my colleagues and parents to ensure integration and acceptance of the students.

I believe communication is key for not only general education but also special education. At Mineral Ridge, I am consistently discussing with my colleagues in regard to what is going on within their classroom to ensure that my students are being included as frequently as possible. For example, a first grade teacher that has students who receive pull-out services asked me if she could keep our students for an extra hour in the morning so that they were able to participate in a “getting to know you” class activity. To ensure their social integration, I agreed and provided the teacher with assistance through the use of push-in services during that time. When providing push-in services, I walked around the classroom, rather than only staying by my students who needed assistance. By doing this, I felt that it kept the students from being segregated from their peers. Also, I am contacting parents on a daily basis through a communication log, phone calls, and e-mails in an effort to provide them with ways to promote social integration for their child.

At Mineral Ridge, my students are given inclusion opportunities during morning work/calendar time, science/social studies instruction, Specials, lunch and additional activities/projects that they can complete with assistance. As mentioned in our reading and other course materials, disabled students benefit from being included in general education instruction and can learn from non-disabled peers and should not be limited. (Jimenez & Graf, 2008) I also believe that sometimes the students need encouragement and guidance to promote social integration. By showing the students the correct way to play, work, and communicate with non-disabled peers they may receive more acceptance.

According to Jimenez and Graf, with regard to the six Principles of IDEA, under zero reject, “All Means All”. (Jimenez & Graf, 2008,p.10) In my opinion, “All Means All” can be acquired in the classroom by not limiting students due to their disability label. Within my classroom, I hold all of my students to the same expectations as their general education peers. Through providing them with the appropriate accommodations and modifications, they too can be integrated and receive an appropriate education. Previously, acceptance of students with exceptional learning needs was enabled through the implementation of ADA. According to President George H.W. Bush in the ADA video, “Let the shameful wall of exclusion finally come tumbling down.” (Americans with Disabilities Act, 2010) With his words and the protocol taken, this act was our first stepping stone for inclusion of all students; however, I believe in order to continue social integration we must make sure there is communication with parents and general educators throughout the day, and our students are included to the fullest extent possible without affecting their learning experiences.