Betty Armstrong's Role In The General Education Classroom

Jake is a third grader who suffers from a learning disability. His behaviors are similar to students who have been diagnosed with attention deficit disorder with hyperactivity (ADHD). Although, Jake has not been labeled as having ADHD. He is performing exceptionally well in academics when he is in his general education classroom for 2 hours a day with his peers. Betty Armstrong is Jake’s general education teacher who is well organized and follows the daily schedule precisely. His teacher has said often how her goal is to make children feel safe in her classroom. She has always been a teacher of acceptance when it came to students with disabilities being in her classroom. Jake, on the other hand, fidgets in his seat, has behavioral problems,
Betty will need to monitor and evaluate the progress of every child and maintain communication with the child and their parents. She will need to meet with Mrs. Moss on a regular basis in case modifications are needed. They will need to work collaboratively together to develop a schedule for the support person who will help Jake (Specific Roles of General Educators, 2013). Students with disabilities in a general education classroom are expected to participate alongside general education peers. Betty’s curriculum does not have to change much in order to provide services for Jake.Betty, along with Jake’s parents and his special education teacher needs to meet and be involved in this decision (NEA,
Sharon Moss will need to meet with Mrs. Armstrong to find out what Mrs. Armstrong’s expectations for Jake are and to come up with a plan. Once this is determined, then both teachers will need to narrow the expectations to 2 or 3 which Jake will work on. A sticker chart can be used in order to show his progress. For instance, if Mrs. Armstrong wants him to keep his school work for the day organized and placed in the appropriate place, Jake will receive a sticker for following directions. When the teachers feel he has mastered the 2 or 3 expectations, they can add a couple more. Once Jake has started to master these expectations, Betty will feel more comfortable having him join her class. He will join her class slowly to ensure Jake feels safe in her classroom (A. Leddy, personal communication, February 6, 2018). Another great tool for Jake to utilize would be a “study buddy”. This is a classmate who Jake feels comfortable with and can ask for help when needed (A. Sylvester, personal communication, February 6, 2017). For two weeks, Jake will begin to stay in Mrs. Armstrong’s classroom for 3 hours a day. In this third hour, once a day for each day of the week, Jake will attend special which is art, music, guidance, physical education, and library with his general education classroom. Before and after each special, Jake will walk in line with his