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Inclusion in the Regualar Education Classroom

Scenario: You teach in a regular education classroom of 30 students. Among them are: one student who has a learning disability, two students with Attention Deficit Hyperactivity Disorder (ADHD), one English Language Learner (ELL) student, and one gifted student.

Based on the scenario, write instructional plan in math for one class period using specific instructional and management strategies. Include a section in which you identify and describe considerations made in advance of writing the instructional plan.

Consider the following:
1. Classroom arrangement
2. Grouping
3. Curriculum and instruction modifications
4. Motivational strategies
5. Behavior issues

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Solution Preview

The instructional plan for teaching students in this scenario that I will use is Solve It! This plan entails explicit instruction incorporating strategies such as cueing, modeling, rehearsal, and feedback that have been supported by research to be effective teaching models. Solve it lesson plans are structured, organized lessons, which use appropriate cues and prompts; guided and distributed practice; immediate and corrective feedback on learner performance; positive reinforcement; overlearning; and mastery (Montague, Enders, & Dietz, 2011).

Within this instructional plan which will be specifically tailored toward students with learning disabilities described in YOUR scenario entailing ELL's, students with ADHD, and other traditional (Learning Disabilities) LD students I will incorporate the cognitive processes essential to problem solving and develops in students the ability to apply those processes when solving math word problems. Emphasis on teaching students the processes and strategies needed to represent mathematical problems will be implemented as it is pertinent for students with learning disabilities (Montague et al. 2011).

The Solve It instructional plan utilizes comprehensive strategic methodology. These cognitive processes include read, paraphrase, visualize, hypothesize, estimate, compute, and check as tools for inducing LD students with the cognitive fortitude necessary for math. In addition self-regulation strategies including self-instruction, self-questioning, and self-monitoring represented in the form of a SAY, ASK, and CHECK procedure respectively will be used. This instruction plan's objective is to have students internalize the cognitive processes and self-regulation strategies so that they are used automatically during problem solving (Montague et al. ...

Solution Summary

Discusses disabled students included in the Regular Education classroom.