DB 1 - discussion board PDF

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Engagement: The discussion board is your opportunity to engage with your peers and to build meaning and learn from other students’ experiences and questions. In order to receive full credit you need to post “throughout the week”. “Throughout the week” is defined as: posting an Answer Post to at least 1 prompt, between Wednesday morning and midnight Saturday; and the 2nd answer post, between midnight Saturday and midnight Tuesday; as well as, responding to at least 2 of your fellow classmates’ posts. Before viewing the Including Samuel Video, answer at least one of the Before prompts. Watch the video. Answer at least one of the After prompts. Create a discussion with your classmates regarding the video. Please enter your subject lines as "Before" and "After". Before: ● ● ● ● ●

What do you predict this film will be about? What does the term "disability" mean to you? Do you or a family member have a disability? How has it affected your life? Do you know what the term "inclusive education" means? Do you think people with disabilities are a burden to society? What do people with disabilities contribute to society?

The term “inclusion education” in a general meaning is children with special needs or disabilities being placed in the same classroom as students with non special needs, and receiving the same instruction and learning as them. After reading chapter 1 of our textbook by Friend, I do have a better and a new understanding of what the term “inclusion” actually is. The book states: “...inclusion is not about where students sit as much as it is about how adults and classmates welcome all students to access learning and recognize that the diver-sity of learners in today’s schools dictates that no single approach is appropriate for all.” (Friend, 21). This section on inclusion in the book describes how inclusion in a classroom is actually the philosophy of including students, rather than more literally in a physical space sense. In simpler terms, I have come to understand now that “inclusion” when it comes to education is not so much about the physical classroom that the child is in, which is a part of it, but much more so about how the teacher(s) in the general classroom “includes” the child with special needs into the same curriculum and repertoire of the rest of the class, and to help the students reach their full potential academically and in all other areas. Friend, Marilyn. Special Education. Pearson Education (US), 2017. [VitalSource Bookshelf].

After: ● ● ● ● ●

Betsy says she hates the term "wheelchair bound." Why does she feel that way? O'Brien says inclusion is the best way for all children to learn. Talk about why that might or might not be true. Do you wonder why Samuel isn't asked about his views concerning his disability since the film is about him. Do you think that was intentional or just an oversight? Samuel's dad, Dan, wondered "how the world would see Samuel." How did you see Samuel? Bring up your own topic related to the video or topics covered into this week's activities.

I saw Samuel as a boy who has a disability, but is also still a human and should not be “labeled” as a

disabled person when not needed. What I mean by this is the debate on if children should be labeled as disabled, and why or why not. When I say, when “not needed” I mean in regards to Samuel being a typical everyday boy should be an aspect of his life, just like everyone else. On the other hand, when it comes to schooling and the education system, often times the “label” of Samuel having a disability is needed JUST in terms of which kind of classroom he should be placed in, which types of services he needs, is he going to benefit from being in a contained class, or an inclusion class, etc. This is a discussion I had in one of my previous courses, on whether saying that a child has a disability would be benefiting them or not. This question, on how I saw Samuel reminded me of this topic, because as I do see Samuel as someone with a disability, I also think he is an individual who still is a thriving boy who loves life, and does not need to have the labeling of a disability carried with him, just like no child deserves to be labeled as having a disability for the rest of his or her life. I really liked when Samuel’s dad said in the video how he tries to separate Samuel’s cerebral palsy from who he was as a person. This relates to my point on how I see Samuel, and how I feel that all people with disabilities should be perceived; yes, unfortunately having a disability is a huge part of peoples’ lives who has a disability, but it should not be the center of who they are as people.

Please go to the National Center on Universal Design for Learning website and: ● ● ● ●

Watch UDL at a glance, and the videos showing UDL at work in the classroom. Read about UDL. Go to the UDL Examples and Resources. Explore some of the resources/examples under each principle and guideline. On the Discussion Board, write a 1-2 paragraph reflection on what you learned. Please make sure to include at least one example under each principle and how you will be able to use the resource in your future classroom.

I have learned about Universal Design for Learning in a couple of my previous TLC classes as well, so I think I have a well rounded understanding of what UDL entails. UDL is basically a set of guidelines and helpful research based tools to assist children with learning disabilities, and any difficulties in their academic career. I think of UDL as a resource of inclusion practices and guidelines that support students with disabilities to grow in a way so that they are able to be included and supported in an inclusion classroom or even outside the school system. The stages of the guideline, Engagement, Representation, and Action & Expression all are active steps in how the UDL guides students for learning, and for learning in their own way. An example of UDL that intrigued me that I would definitely use in my classroom is the Engagement aspect to facilitate more interactive student learning. For example, I have heard of teachers having students be a part of making up the assignment they are given or having a choice between one or more assignments to complete based on the student’s interest. I never really was in a classroom like this growing up, and I think since the whole idea behind UDL is that each student learns differently, that having a different approach to teaching can make a difference in learning. I think the Self Regulation part of the Engagement step specifically is very helpful and important because it goes with my point on students having a choice in the work they are learning....