Inclusion Classrooms

00:07:48
https://www.youtube.com/watch?v=Iy2lqL5iteM

摘要

TLDRThe video highlights the positive experiences of integrating special needs students, Mia and Mason, into general education classrooms. Initially, Mia was in special education most of the day with limited improvement. However, a collaborative effort involving special education staff, therapists, teachers, and assistants led to her gradual inclusion in regular classes. This not only enhanced her academic progress but also significantly improved her social interactions, leading to genuine friendships. At Tracy Elementary, inclusion aims to foster a family-like atmosphere where every pupil is accepted and valued. Similarly, Stephanie Brown shares her son Mason's experience, emphasizing the importance of having a welcoming school climate for all children. Mason, living with autism, benefits from supportive peers and teachers who understand the value of inclusive education. Such an approach ensures that adjustments made for Mason also aid other children, thus promoting an environment where special strategies benefit the entire class. Both cases underscore the profound impact of inclusion on personal growth and community within schools.

心得

  • 🤝 Collaboration between educators, therapists, and family is key to successful inclusion.
  • 📈 Inclusion in general education classrooms enhances both academic and social growth.
  • 👫 Genuine friendships can develop when classrooms are inclusive.
  • 🏫 Schools like Tracy Elementary strive for a family-like, accepting atmosphere for all students.
  • 🌍 Teaching kindness and acceptance is essential for preparing students for life.
  • 🎓 Inclusive education benefits all children, not just those with special needs.
  • 🧠 Teachers play a crucial role in implementing and believing in inclusive strategies.
  • 🔄 Adjustments for special needs students can positively impact other students.
  • 💬 Classmates become supportive partners in an inclusive setting.
  • ❤️ Inclusion changes lives by promoting acceptance and understanding.

时间轴

  • 00:00:00 - 00:07:48

    Mia, who started kindergarten in special education and saw little improvement, benefitted greatly from collaborative efforts by teachers, therapists, and aides. These efforts focused on easing her into regular education, starting with half-day inclusion and progressing from there, improving her social interactions with peers and acceptance within the classroom. Inclusion at Tracy Elementary is emphasized across all grade levels, aiming to nurture a family atmosphere where every student feels accepted despite challenges. Mia’s experience has been life-changing, as she now has friends and a supportive teacher, illustrating the importance of teaching kindness and acceptance at an early age. Her case exemplifies that inclusion not only supports diverse learners but also enriches all students by teaching acceptance and compassion, essential lifelong skills.

思维导图

Mind Map

常见问题

  • What was the initial challenge with Mia's education?

    Mia was in special education almost all day with little progress, prompting collaboration to include her in regular education.

  • How has inclusion impacted Mia at Tracy Elementary?

    Mia has made tremendous progress socially and academically, forming genuine friendships and benefiting from a supportive classroom environment.

  • What is the main goal of inclusion at Tracy Elementary?

    To create a family atmosphere where all students accept one another and learn kindness, compassion, and acceptance.

  • Who is Mason and what is the focus of his educational inclusion?

    Mason is an 8-year-old living with autism, and the focus is on inclusion for a supportive and engaging learning environment for him and others.

  • How do teachers at Mason's school ensure effective inclusion?

    Teachers collaborate with aides and use inclusive strategies that benefit all students, not just those with special needs.

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  • 00:00:12
    [Music]
  • 00:00:14
    okay when we first went to Tracy
  • 00:00:17
    elementary Nia went into kindergarten
  • 00:00:19
    and she was in special education almost
  • 00:00:22
    the entire day we really didn't see any
  • 00:00:24
    improvement at all we're really
  • 00:00:26
    wondering what we should be doing we
  • 00:00:28
    knew we couldn't just put me in the
  • 00:00:29
    classroom and cross our fingers so it
  • 00:00:31
    was a collaborative effort with special
  • 00:00:35
    education department
  • 00:00:36
    Mia's therapists the teachers and her
  • 00:00:39
    assistants we all work together to come
  • 00:00:42
    up with a plan for me in the classroom
  • 00:00:43
    and it's worked amazing
  • 00:00:46
    she started half-day and regular ed and
  • 00:00:49
    has worked up to doing more time in
  • 00:00:50
    regular ed the progression has just been
  • 00:00:54
    tremendous we have seen growth with her
  • 00:00:57
    peers in her acting when we first
  • 00:00:59
    started it was a team collaboration so
  • 00:01:01
    it does take assistance from the assist
  • 00:01:04
    in the classroom other staff members to
  • 00:01:06
    build upon planning working together to
  • 00:01:09
    get those benefits we have an eighth in
  • 00:01:12
    our classroom a lot of the times but a
  • 00:01:14
    majority of the time she can kind of
  • 00:01:16
    step back and the other students will
  • 00:01:19
    help me a inclusion at tri-c Elementary
  • 00:01:22
    is something that we strive to do at
  • 00:01:24
    every grade level we want all of our
  • 00:01:27
    students to experience that family
  • 00:01:29
    atmosphere we want them to accept one
  • 00:01:31
    another for who they are and all
  • 00:01:33
    classrooms school-wide so inclusion is a
  • 00:01:36
    big part of what we do so it was kind of
  • 00:01:38
    scary for everybody thinking how are we
  • 00:01:42
    gonna have Mia in the classroom how are
  • 00:01:44
    the kids gonna react to her are they
  • 00:01:46
    gonna bully her are they going to accept
  • 00:01:49
    her but Traci elementary was willing to
  • 00:01:52
    give it a shot so we agreed to put her
  • 00:01:55
    in half-day general education and the
  • 00:01:58
    other half in the resource room and I
  • 00:02:00
    can tell you it's been life-changing for
  • 00:02:03
    my daughter one time
  • 00:02:07
    she said something funny and she makes
  • 00:02:10
    me laugh I am grateful for the
  • 00:02:14
    friendship that Amelia Indiana it's
  • 00:02:17
    unique to the two of them she loves me
  • 00:02:20
    just the way that she is she doesn't
  • 00:02:23
    want to change me and she doesn't try to
  • 00:02:26
    change her me and never makes Amelia
  • 00:02:29
    feel less than she never leaves her out
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    of a group
  • 00:02:34
    she's never gonna make fun of her for
  • 00:02:36
    what she wears or how she has her hair
  • 00:02:39
    fixed so what's changed with Mia
  • 00:02:41
    she has real friends now friends that
  • 00:02:45
    help her in the classroom friends that
  • 00:02:47
    are concerned about her a teacher that
  • 00:02:49
    believes in her so much of our schools
  • 00:02:51
    are focused on test scores and getting
  • 00:02:57
    straight A's and I don't think there's
  • 00:03:00
    anything wrong with teaching kindness
  • 00:03:02
    compassion and acceptance for people
  • 00:03:05
    that are different I think overall it
  • 00:03:07
    makes the world a better place it's very
  • 00:03:10
    helpful to teach those other students
  • 00:03:13
    acceptance and to realize that there are
  • 00:03:17
    different people in the world or that
  • 00:03:19
    there's people in the world that are
  • 00:03:21
    different than they are and so that's
  • 00:03:24
    something they're going to encounter for
  • 00:03:25
    the rest of their life and so I think
  • 00:03:27
    it's super important that they learn
  • 00:03:29
    those skills now and station partners
  • 00:03:32
    with her and we always like talk to each
  • 00:03:35
    I talk to Mia sometimes and we take
  • 00:03:37
    turns doing different things I like
  • 00:03:41
    having her in our classroom I love that
  • 00:03:45
    she's like a fruit than all of us she's
  • 00:03:47
    really fun she's really nice and she
  • 00:03:50
    gives hugs it's really nice of her we're
  • 00:03:53
    just thrilled to have the opportunity to
  • 00:03:55
    have any kid here regardless of their
  • 00:03:58
    strengths or
  • 00:03:59
    the hurdles that they may have to
  • 00:04:00
    overcome my daughter Mia is proof that
  • 00:04:03
    inclusion benefits all children
  • 00:04:07
    you
  • 00:04:20
    you
  • 00:04:28
    [Music]
  • 00:04:36
    hi my name is Stephanie Brown and I am
  • 00:04:39
    the proud mother of Mason he is 8 years
  • 00:04:43
    old and he is in the 2nd grade at
  • 00:04:45
    unitypoint the purpose of doing these
  • 00:04:50
    videos is to talk about the importance
  • 00:04:52
    of inclusion and how we want to create a
  • 00:04:55
    school that has a welcoming atmosphere
  • 00:04:57
    not just for Mason who happens to be
  • 00:05:00
    living with autism but for all children
  • 00:05:02
    having Mason in the classroom has been a
  • 00:05:06
    huge learning experience for me and of
  • 00:05:09
    course a huge learning experience for
  • 00:05:11
    the kid Mason has a gift of a mother
  • 00:05:16
    that advocates very well for him
  • 00:05:18
    Mason's mother understands that there's
  • 00:05:20
    some really important things like who is
  • 00:05:22
    a good partner with Mason who could
  • 00:05:24
    travel with Mason on to 2nd grade for
  • 00:05:26
    that big transition about different
  • 00:05:28
    classrooms for a new teacher so we made
  • 00:05:31
    sure that one of the students that came
  • 00:05:32
    with him was someone who was very
  • 00:05:35
    supportive of him the goal here is to
  • 00:05:38
    make sure that our general education
  • 00:05:40
    classroom teachers are well equipped and
  • 00:05:42
    that our students have the opportunity
  • 00:05:44
    to learn from each other funny
  • 00:05:48
    he plays with me a lot recess he always
  • 00:06:00
    makes me laugh and he does funny things
  • 00:06:03
    it's not a disease yeah yeah he's
  • 00:06:08
    planning the other piece of it that I
  • 00:06:10
    think is also important is that we also
  • 00:06:11
    trust our teachers and so we have
  • 00:06:14
    teachers that that believe in the
  • 00:06:16
    inclusive model and find it to be really
  • 00:06:19
    important and understand the benefit for
  • 00:06:22
    all students and so when you have that
  • 00:06:25
    teacher buy-in I think that that makes a
  • 00:06:27
    huge difference so because our teachers
  • 00:06:29
    have that I think that that's another
  • 00:06:31
    thing that really makes it work well one
  • 00:06:33
    of the great things about the inclusive
  • 00:06:36
    classroom plan is that Mason is in our
  • 00:06:40
    classroom for all instruction he is held
  • 00:06:43
    to the same standard as the other
  • 00:06:46
    students the only adjustment that's made
  • 00:06:49
    for him and several others is that they
  • 00:06:51
    might have an aide that works with them
  • 00:06:53
    they might need additional small group
  • 00:06:56
    teaching if I pulled him out of the room
  • 00:06:59
    and he was one-on-one or even in a
  • 00:07:01
    smaller group I don't think he'd be able
  • 00:07:04
    to benefit as much the other thing
  • 00:07:08
    that's been really great is what's good
  • 00:07:10
    for Mason is often what's good for all
  • 00:07:14
    the kids
  • 00:07:15
    so if there's something I'm doing for
  • 00:07:16
    for Mason in particular what I've
  • 00:07:20
    noticed is there are a bunch of kids in
  • 00:07:23
    the classroom that also responds really
  • 00:07:25
    well now other kids will see that and I
  • 00:07:28
    can offer it to them too so it
  • 00:07:29
    normalizes it isn't Mason gets the
  • 00:07:32
    special stuff and he gets to use it it's
  • 00:07:34
    this stuff is for everybody we're all in
  • 00:07:37
    it together and we are doing what's best
  • 00:07:38
    for kids
标签
  • inclusion
  • special education
  • collaboration
  • kindness
  • autism
  • support
  • Tracy Elementary
  • Mia
  • Mason
  • social growth