As a general education teacher, you will be working with a wide range of students in your classroom, including those with exceptionalities. Strong working knowledge about the IDEA disability categories, including the definitions, characteristics, prevalence, causes of the disabilities, and the cognitive, linguistic, social, and emotional patterns of learning and development for these students is crucial.
Another key aspect of successful teaching is creating a positive, inclusive classroom that promotes human flourishing and fosters meaningful connections among students. To support this goal, it is essential for educators to share information with colleagues about strategies for valuing all students, including those with exceptionalities, as integral members of the classroom community. This often involves equipping fellow educators with the tools to address social and communication challenges faced by students with exceptionalities to build understanding, empathy, and respect.
In this assignment, create a presentation to explore how educators can provide individualized support for students with mild to moderate disabilities. This exercise is designed to build empathy, foster an understanding of student needs, and practice the ethical considerations essential to teaching. Focus on sharing practices for maintaining privacy and ensuring your work aligns with professional ethical standards, including FERPA guidelines.
Part 1: Inclusive Education Showcase
Review the “Sample Inclusive Education Showcase.” Using what you have learned from the topic Resources and your own research, create an informative presentation for the two disability categories presented below. The target audience for this presentation is other general educators in your selected grade band. This exercise should be designed to help educators understand and address the unique learning needs of students with disabilities. Focus on creating a resource that equips teachers to promote an inclusive classroom environment, encouraging human flourishing and fostering positive relationships among all students.
- Disability 1: Autism Spectrum Disorder (ASD)
- Disability 2: High-Incidence Disability
Note: A high-incidence disability refers to a category of disabilities that occur most frequently in the general population. These typically include learning disabilities, speech or language impairments, mild intellectual disabilities, and emotional or behavioral disorders. Students with high-incidence disabilities often require support in academic, social, and behavioral areas, but with appropriate interventions, they can thrive in inclusive classroom environments.
Select one of the disability categories listed below for your second inclusive education showcase.
- Specific Learning Disability in Reading
- Emotional Disturbance
- Intellectual Disability
- Other Health Impairment (ADD/ADHD)
- Speech or Language Impairment
You may use the tools of your choice (e.g., Storyboard That, MagicSchool AI, PowerPoint) to create your education showcase. The presentation should include the following elements for each of the disability categories:
- Title that indicates disability category and a grade band of your choice (K-3, 4-8, 9-12).
- Specific definition, characteristics, prevalence, and causes associated with the disability.
- Explanation about how the disability may affect a student in their school day and peer relationships (physically, emotionally, socially, etc.).
- Discussion about how the disability may affect a student’s academic learning (consider cognitive, linguistic, social, and emotional factors).
- Explanation of classroom expectations to support the inclusion of students with the disability.
- Relevant photos/graphics.
Note: Disability information is confidential and protected under FERPA. Therefore, the student used in the “Sample Inclusive Education Showcase” and any students in your showcase should be fictional individuals. These fictional examples are designed to highlight the whole child, effectively illustrating the unique strengths and needs of an individual with a disability.
5 slides for the presentation
200 words explaining the presentation
Down Syndrome
An Introduction for Educators in a K-3 Classroom
What is Down Syndrome?
Down syndrome is a genetic condition that happens when someone is born with an extra copy of chromosome 21.
Individuals with Down syndrome may experience some developmental differences, such as learning new skills at their own pace, but they share many similarities with their peers. They have unique strengths, interests, and emotions, just like everyone else. Recognizing and building on these strengths helps create an inclusive learning environment where all students can thrive.
Potential Effects on Development
Physically: Challenges with fine/gross motor skills, low muscle tone, and stamina may impact tasks like writing, climbing, or physical play.
Cognitively: Developmental delays in areas such as reading, writing, and math.
Functionally: Delays in other areas may make multi-step routines, like transitioning classes or getting ready to go home, more challenging.
Socially: Speech delays may affect interactions, but structured opportunities and peer education foster understanding, patience, and inclusion.
Support with individualized instruction, therapies or related services, and consistent routines helps the child thrive academically and socially in an inclusive environment.
Supporting Students with Down Syndrome in Class
Students may benefit from extra time to write.
Pair visual cues with spoken instruction or directions.
Provide multiple ways for a student to respond, such as drawing, using a choice board, manipulatives, or an augmentative and alternative communication (AAC) device.
If a student is struggling, our role is not to complete the work for them—it’s to provide support and encouragement as they navigate the challenge.
Did You Know?
Some people with Down syndrome have low muscle tone, which can make tasks like writing more challenging.
Inclusion Efforts
Some students with Down syndrome may have additional services (e.g., speech therapy, occupational therapy) or support staff.
Routines should address transitions in and out of the classroom for additional services.
The classroom should also be welcoming for educators to support the students.
Create a space for service providers and paraprofessionals to work with the students in the classroom.
Collaborate with the service providers and paraprofessionals to create visuals and routines that address the student’s areas of need.
Create opportunities for the student to engage in the class discussions in a way that matches their strengths.
Supporting Peers with Inclusion
Model by highlighting the strengths of individuals and use inclusive language when speaking to or about students with Down syndrome.
Provide leadership roles to students with Down syndrome.
Create opportunities for guided peer play.
Celebrate the uniqueness of all students to create a positive classroom culture.
image1.png
image2.svg
.MsftOfcThm_Accent1_Fill_v2 { fill:#4F81BD; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4F81BD; }
image3.jpeg
image4.jpeg
image5.png
image6.svg
.MsftOfcThm_Accent1_Fill_v2 { fill:#4F81BD; } .MsftOfcThm_Accent1_Stroke_v2 { stroke:#4F81BD; }