Posts Tagged ‘EEO’

EDCI 506 Blog 11 EEO

Sunday, March 31st, 2013

Inclusive classroom grades 6-12

Curriculum and instruction will vastly differ between a gifted class and that of other classes.  In gifted classes students are taught and expected to think more creatively about situations.  They are expected to master complex vocabulary and to think deeper about stories and subjects they are learning about.  For example, my sister is in 7th grade and in the gifted education program.  Her gifted class focuses more so on English than any other subject.  She usually has upwards of an hour of homework to do working on analogies, interpreting poems and stories, conducting research and creating projects on what they had read about. I’ve even noticed that she thinks more into topics than I, or my parents do. Her vocabulary is astounding (I even have to look up the words sometimes that she uses).  She wouldn’t get this type of experience or higher-level learning in a regular class. I was not in the gifted program at school (I pretty sure it’s because when I was tested and they asked me what I liked to do for fun, I replied “play with barbies”), I’m not as creative or think as deeply into readings. I’m not an expert at interpreting readings and poems and my vocabulary could definitely be stronger. If I have gifted students in my classroom I would try to give them additional independent work.  If I’m teaching a lesson on the civil war maybe I would ask these students to do extra research on literature of that time period, or of a battle. I would not want to separate these children drastically but also have them inter-mixed when I assign projects, hoping that their ways of thinking could influence the other students.

Honestly to find resources I just googled inclusive classroom techniques. I found this really cool “live binder” that had hundreds of tabs, research and teacher experiences on teaching within their nclusive classroom.  You can find the live binder here.  Just by going through ha few of these tabs teacher provided input on how you should address students with disabilities, how you should make examples out of the children who are staying on tasks and working quietly, “I love how quietly Group X is working!” The binder also gave examples of how teacher should choose their instruction methods when they encounter certain types of children with disabilities, for example the question was asked on how to plan for curriculum with students with Asperger’s Syndrome.  The website gave some valuable information, they said the most important thing is to make sure that the material is relevant and meaningful to all the students.  Without having meaningful material, you may lose the interest of students especially those with Asperger’s.  I also found this website which provided a plethora of resources for inclusive classrooms.  I really liked that it shared an article of Apps that can be downloaded in order to “level the playing field” I think it’s important to still try to keep up with modern technology with students with disabilities.

It’s also important that teachers and administrators regularly meet to discuss inclusion in the classroom. Teacher that have students with disabilities in their classrooms need a strong support system, people that they can rely on when things start to get tough.  Keeping administrators, special-ed teachers, gifted-teachers informed about the ongoing problems in the classroom and meeting to go over ideas of how the process can be made easier will help the teacher as well as the students in the classroom.  Using the resources found online on inclusive classrooms teachers can get a real feel for how their classroom might be and how they can facilitate instruction.

For myself, I think it would be challenging to have students with disabilities in my classroom and I would definitely reach out to other teachers and specialist to make sure that I am including all of my students in my lessons. The fact that the internet allows for me to research situations and figure out what other teachers have done will be a godsend!  I would want to make sure that the material I am teaching is meaningful to all the students. I would try to put the students in groups as much as possible in order for a calming classroom climate, as well as for the students to all interact with each other and feed off of each other in terms of higher-level thinking.  I would regularly ask the special-ed or gifted teachers for their input on my lesson plans and how they believe that I could change them to make it easier for the disabled students.  Their input and feedback would really help me be a better teacher.


The inclusive classroom. (n.d.). Retrieved from Resources

Resource for inclusive classroom. (n.d.). Retrieved from