Classroom Simulation Paper
In public schools, inclusive classes are becoming more regular. There are more children with disabilities enrolled in general education classrooms. It takes time and effort to transition children with disabilities from self-contained special education classes to comprehensive public education classrooms. It takes deliberate preparation. Before the new class selection, teacher instruction, adequate student services, facilities, staff, and a meaningful individual instructional curriculum must occur before the unique class selection. Additionally, it is essential to remember that if the individual with a disability has never attended an inclusive school, the odds are that neither will their classmates. Students in general education classes may be concerned about the circumstance, nervous about having a disabled student in their class, or stereotypes regarding disabled students.
Establishing and managing an accessible classroom is simpler by implementing easy, customized instructional practices for students with special needs (Buli-Holmberg and Jeyaprathaban, 2016). I will set up an all-inclusive classroom in a few simple measures. To begin, utilizing computer-based programs to engage students with autism. Second, where necessary, arrange the desks in rows rather than circle seating around wide tables. Students on the autism spectrum want their room. Since the student with ADHD is easily confused, sitting next to the instructor and facing ahead is better. Lastly, they employ graphic aids such as diagrams, maps, and illustrations. Furthermore, general education instructors differentiate and individualize instruction in their classes to address the interests of contextual students when they become acquainted with them. Everyone wants us in special education to hit the ground running when it comes to addressing the unique needs of our pupils, and that is our work.
While most teaching associations negotiate eight-hour workdays for students, special education teachers often work far past this norm. When I schedule my day, I will take the following precautions: Arrive at school one hour before the school day. Moreover, handle administrative activities such as responding to parent requests, checking in with the front office, writing the regular timetable on the calendar, and preparing the classroom for the arrival of pupils. Additionally, oversee day-to-day duties and assign, if required, structural assistants. Prepare students for a class through reading or listening to announcements, collecting assignments, reviewing the regular timetable, and giving students to learning classes, among other things.
Providing a well-planned, updated, and expressed program enables students with disabilities to enter the general curriculum and receive meaningful instructional support (Gallagher, 2017). I would structure the curriculum in such a way that it reflects the following: the type of society to which people aspire in terms of demands and expectations and defines the role of education in society; education should be a continuous process inextricably linked to social inclusion; it should ensure both quality and equity by effectively responding to learner diversity and sustaining education for everyone in the community.
Parents assume critical positions in their children’s education: donors to their children’s success, collaborators in developing their kids’ educational curriculum, and champions for their kids’ interests (National Research Council, 1997). These positions are expected to become much more critical due to standards-based legislation, which requires increased success, necessitates additional educational choices, and can generate new legal concerns. As a special educator, it is essential to communicate with parents and ensure their complete interest in the classroom. I will share with parents through modern technology such as mobile.
Nowadays, most special education instructors do not have paraprofessionals because the aide assists exceptional education pupils. As a result, my work as a special educator would entail additional instruction and management of adults than a general educator. I can maintain positive relationships with other adults and will also be responsive to their wishes.
I can collaborate closely with other teachers and parents to balance my professional obligations and the desire to be a truly immersed co-teacher for all students. Creating a practical, integrated learning experience is a multifaceted process that requires collaboration between students, administrators, and families. General education and Special education teacher also cooperate to build curricula and foster a supportive learning community. Exceptional education instructors are critical in an equitable classroom by guaranteeing all children with special needs or disabilities a comprehensive education.
References
Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119-134.
Gallagher, N. (2017). EDC and disability: Reflections on creating an inclusive classroom.
National Research Council. (1997). Educating one and all: Students with disabilities and standards-based reform. National Academies Press.
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Question 
635 Module 11: Assessment 4 – Classroom Simulation Paper
Instruction:
Classroom Simulation Paper
Please upload your Classroom Simulation Paper here.
Here is a chance to share what you’ve learned. You are the special education teacher in an ICT Kindergarten classroom with 17 students without IEPs and six children with IEPs (23 children total). Children with IEPs include:
· 1 child with high-functioning autism, also diagnosed with ADHD
· 1 child classified with a hearing impairment and cochlear implants
· 1 child with a sensory processing disorder
· 1 child with Down syndrome
· 1 child diagnosed with selective mutism
· 1 child who uses a wheelchair
Additionally, 3 children in the class are bilingual, all speaking Spanish at home (no IEPs). You have a general education teacher in the room and 3 paraprofessionals: one who is a native Spanish speaker but assigned to a child with Down syndrome, one given to a child in a wheelchair, and another given to a child with a hearing impairment. Therapists are on-site at the school and may push in or pull out occasionally but are not always available at a moment’s notice. Looking closely at the rubric requirements, decide how you will:
1) Set up your classroom?
2) Plan/schedule your day?
3) Integrate your curriculum?
4) Communicate effectively with parents?
5) Collaborate with the other adults in the room?
6) Balance your role as the special education teacher (paperwork, IEP goals, etc.) with the need to be a fully immersed co-teacher for all children in the classroom?
Back up these ideas with your textbook reading(s) (3000-word limit – only the first 3000 words will be ready for your grade). You should include a picture or sketch of the room layout – not necessarily a perfect diagram but labels where things are. You must embed the image into your paper and include a second attachment.
Please use only these resources:
Cook, R. E., Klein, M. D., & Chen, D. (2019). Adapting early childhood curricula for children with special needs Upper Saddle River, NJ: Pearson Merrill Prentice Hall.