Inclusive Culture Case Study

In this secondary 2 classroom, there are 38 students in total. The inclusive culture need to be implemented as four of them have special educational needs. In the following paragraphs, cases of students with different types of special educational need will be briefly analyzed in the first section. Then, aiming to implement the inclusive culture in the classroom, the lesson plan entitled ‘Natural Disaster’ will be evaluated and adjusted, and more suggestion for accommodation will be given towards the end.
Two of SEN students in this classroom are twice exceptional as they both demonstrate talent in one domain but manifest one disability. One of them is gifted in performing arts but has high functioning ASD. Although his intelligence is normal
Some of them may be too harsh for some SEN students to accomplish. To make the learning objective more specific and practical, I would advise that the one ‘to develop process writing skills’ and the one ‘to develop speaking skills through a debate’ could be optional for SEN students as some SEN students are weak at metacognition skills but two goals above both entail higher order thinking including creation, evaluation and the analysis.
Furthermore, the task requirement in task procedures may exceed the average level, and as a result, some students would find it hard in the information procession and expression. It would be better if some tasks could be adjusted and presented in other ways.
In the first task of the lesson plan, drawing dictation to introduce the topic can arouse students’ interests. Also, making the lesson thought-provoking motivates students to actively participate in the lesson. It also help to actively engage the student who is gifted in performing art as he would have certain interested in it. However, this task fails to involve every student in the classroom. For instance, the student who has VI problem may feel exclusive as he cannot draw. Students who are poor in drawing also cannot actively engage in the task. I advise the teacher to give students autonomy to choose how to perform the scene. For example, students can choose mental picturing since it serves the same function as
First of all, it is necessary to clearly state the rules to all the students. Meanwhile, it is believed that asking the student who has ADHD to sit in the front row or somewhere the teacher can have attention to can help in the classroom management. Making behavioral goal and agreement with that student can also be a good choice (EDB, 2010). Also, providing ASD students with an overview of the class procedure before the lesson may comfort them because they feel secured as they are prepared for the any changes or instruction. It also prevent them from sudden burst out and disrupting the lesson.
In the second tier, teachers should place targeted supported as well as service based on documented strengths and students’ need (Smith, Polloway, Patton &Dowdy, 2014). Teachers can reteach the vigorous part of content to some of SEN students and provide extra lesson to gifted