In this assignment you will demonstrate your understanding of the following learning objective:
- Identify the various roles of team members in providing academic support in an inclusive environment.
The assignment represents your mastery of the Course Learning Outcome 4.
Murawski and Spencer (2011) define inclusion as an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers (p. 19). Inclusion can consist of one class period up to a full day (i.e., full inclusion). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team.
One method for developing and teaching lessons is through Universal Design for Learning (UDL), which is used to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start (National Center on Universal Design for Learning, 2012, para. 2). Team members involved in this type of planning and delivery include the general educator and any other education or service providers who support students with disabilities in the general classroom. Another method that can be incorporated with UDL is Differentiated Instruction (DI), whereby teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom(Willoughby, 2005). This means that teachers provide learning options, challenge levels, and assessment choices in order to engage all students according to their needs and ability levels.