Topic Exploration Paper:
This paper explores the practice of inclusive elementary classrooms. The purpose of this paper was to determine the key components that make inclusive elementary classrooms work. Three articles were examined to explore what is it like in an inclusive elementary classroom and how teachers’ make their inclusive classrooms work. The articles included different interviews with teachers, and observation of different classrooms. It was learned that creating inclusive elementary classrooms teachers undergo different tests to see how well their inclusive classrooms are. The teachers’ beliefs, attitudes, expertise and relationships with the students to create their inclusive elementary education. There still needs to be research done and more inclusive classrooms to be created in order to know just how well they work for students with and without disabilities.
“Having them be so included in classes really helped them build relationships with all of their peers and made them feel more “normal”. ”
” We all said not having separate classrooms for the students with disabilities and just having them go into regular day to day classes. We said to integrate them into all classes not just electives.”
“If there are students that do not celebrate a certain holiday like Halloween I do not think a class should dress up and hand out candy because, as it might make the other students feel left out and that their culture is not important.”
“I believe teachers should talk about celebrations and holidays that each student take part in at the beginning of each year to make sure nobody is “left out”/disrespected. With this strategy, all student will feel welcome and feel that their religion is just as important as others. ”
“It is important to teach about Canada’s identity as this is where we are teaching and this is where the EAL students are moving to. The EAL students will want to learn about Canada as well as they might not know a whole lot.”
“Another good idea to introduce Canadian culture to the EAL is to host workshops and after school learning programs that involve the parents. The parent’s knowledge of Canada being the same as the children’s creates a bonding experience for the whole family, making there be less of a separation.”