SORIAO, KAYE A.

BSED 4I-SOCSTUD

EDU5 - Foundations of Special and Inclusive Education

Quiz No. 2
Answer the following.
1. Will the skill help a child with atypical development be more independent, or do
something that they want to do? Yes or No? How?
Of course Yes, When children can do the things they want or need to
do, they’re more likely to cooperate. They’re also less likely to get
frustrated and behave in challenging ways. This means that helping
children learn new skills can be an important part of managing
behaviour.When children learn new skills, they also build independence,
confidence and self-esteem. So helping children learn new skills can be
an important part of supporting overall development too.

2. How can we create an environment of respect and rapport for our learners with
needs? I believe the most important aspect in a safe and positive learning
environment is the rapport between a teacher and his or her students.
When the students understand that their teacher cares about them and
wants them to do well, students feel comfortable asking questions,
making mistakes and taking risks in order to learn something new. To
build these kinds of relationships, the teacher should take interest in
each student's strengths and interests, as well as their struggles and
frustrations. He or she needs to act as a positive model for learning and
celebrating achievements. When the students see that their teacher can
learn from his or her mistakes, and laugh even in times when he or she
feels frustrated, the students will feel much more comfortable to do the
same.

Creating a classroom community and culture remain another necessary

aspect when fostering a safe learning environment. Students need to
understand what they have in common with their fellow learners in the
classroom. It is the teacher's job to create this community so all
students will get along and celebrate one another's differences. Strong
classroom communities can form in a variety of ways. Throughout daily
activities the students should be part of a collaborative learning effort,
sharing their strengths and encouraging each other. The teacher also
may introduce a number of jobs or responsibilities students need to
complete in order to maintain the physical classroom. This shows
students that they need to count on one another, and it keeps students
accountable for their own learning environment as well. Classroom
jokes, traditions and pets are other ways to build a strong community.
When students enjoy each other's company, they are more likely to be
accepting and feel safe in the environment.
3. In your own opinion, what could be the challenges in the implementation of Inclusive
Education among learners with Disability? Name at least 7 and explain each.

1. Lacking Experience in an Inclusion Setting Some teachers have not been exposed
to special-needs classrooms, and this can be a disadvantage. New special education
teachers may find the first year to be especially difficult. Educators need to coordinate
efforts and understand the needs of the classroom in terms of developing skills and
lesson plans.
2. Lacking Experience With Severe and Profound Disabilities Students with severe
and profound disabilities require more adaptation and medical attention than the
average student. Teachers must be skilled in handling severe disabilities by creating
lesson plans based on individual abilities and adhering to each child's dietary needs. If
the teacher doesn't have sufficient experience, the child may not progress in their skills
or, in the worst-case scenario, they could experience adverse medical incidents.
3. Creating Activities That Include All Students Special-needs-inclusive classrooms
must be able to involve all of the students in all of the classroom activities. Teachers
need to address how the students will communicate with each other and encourage
everyone's participation. If there is a lack of adaptive equipment or adaptive
communication and language tools, it makes it difficult for teachers to lead a united
classroom.
4. Educating Students With Less Severe Disabilities When there are children of all
abilities in the classroom, both physical and academic, children in the middle can easily
fall between the cracks. These children might have learning disabilities, hearing
impairments, ADD, or language delays, to name a few examples. Providing the right
amount of attention and adaptation can be challenging for teachers, especially if there
is a higher teacher-to-student ratio.
5. Dealing With Death Death is difficult for any teacher to explain to their students.
When you have a special-needs-inclusive classroom, there may be students with
chronic illnesses, and teachers may have to help their class process the death of a
classmate.
6. Not Having Enough Teacher Aides Normally, inclusive classrooms have a regular
educator and a special-needs educator. Due to the nature of the classroom and its
size, it is imperative to have an appropriate number of teacher aides to assist the
teachers with day-to-day activities. But teachers often don't get the resources they
need, including teacher aides.
7. Teaching Compassion to Students Not all students have been exposed to persons
with special needs before, and this becomes a challenge for teachers. Teachers must
not tolerate insensitivity and cruelty. They must teach that all students are to be treated
with respect, regardless of ability.