In Foundations of Inclusive Practice this semester,I have found that my learning has been focused around this main question: What is a disability and how can I accommodate for
disabilities in my classroom?
Upon entering this course, I had already come to understand that the term “disability” had
a wide range of connotations. Not only are there many different types of disabilities, but there are
endless ways that a disability can manifest itself and many ways that educators can accommodate
students. Throughout this semester, I furthered my understanding of the various categories of
disabilities, along with how to address these disabilities in the classroom.
One of the most important pieces of information that I learned that I found particularly
relevant was the referral process for special education or a 504 plan. Being that I will be a
general education teacher (as opposed to a special education teacher), I will be the person who,
in many cases, will express the concern that will begin the referral process. I will also be
assisting in implementing the response to intervention. I will also be required to partake in
TEAM meetings, particularly if the student is struggling in my content area. Because of this, I
predict that this knowledge of the special education referral process will be very helpful in
my career as an educator.
Another important piece that I learned in this course is how to accommodate the class or
modify content to meet a the needs of each student. Depending on the environment, students can
be accommodated in many different ways. Being that I will be teaching a general education
English class, I can make accommodations by giving students extra time for tests, doing
student-teacher check-ins, providing stress balls or fidgets, allowing students to take breaks, and
many more. Common modifications that I might make might be to give students with lower
reading levels a lower level text, adjusting prompts for essays, or using a different rubric for
grading class projects. Accommodations and modifications will differ depending on each
ndividual student, but I have being more knowledgeable about the different kinds of
accommodations and modifications that are appropriate for students with specific disabilities.
The last thing that I really took away from this class was the realization that
accommodations and universal considerations really have to be integrated into your lesson
plans. Before this semester, I was under the impression that you could make a separate lesson
plan for students with disabilities OR just toss in accommodations and modifications here and
there. However, I have no come to the much different understanding that your lesson plans
should be constructed to engage as many students as possible. As a teacher, you have to be
mindful of all of the students in your class, and acknowledge how they can work together as
a whole, rather than how one student can function by themselves with their disability. Not only
will this increase inclusion, but it will also increase productivity if the class is able to work
together on a task or towards a learning goal.
Through my learning this semester, I feel much more prepared to enter the classroom,
Every single teacher will have to adjust their instruction somehow for their students, and this
course was good practice in learning how to do so.
