Inclusion in regular educaion classrooms

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Article SummaryPreparing the inclusion classroom for students with special physical and health needs.

It is very important for classroom teachers to understand the specific needs for students' with physical and/or health impairments. Teachers also must be educated to accommodate and adapt to the students specific learning needs.

There are ranges of different physical and health impairments that can be in a regular classroom. Some may include neuromotor impairments such as traumatic brain injury, seizure disorders, and cerebral palsy. Other conditions that are found for health impairments can include the following congenital heart failure, hemophilia, sickle cell anemia, and diabetes.

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Some classroom teachers are lucky to have intensive training programs or in-services to help them become more knowledgeable. While other classroom teachers may have one class that may have or may not have dealt with the specific impairment that will be in their classroom. This article helps teachers to plan and manage their classroom accordingly to the student with special needs. The main ideas for the article are health-related issues/medical concerns, arrangement of the physical environment, assistive equipment, instructional adaptation, and social skills and management.

There are eight concerns that every teacher should know for health-related and medical issues. Teachers should know the warning signals of that student. A student with diabetes could show signs of low blood sugar by fatigue. Universal precautions are very important to students with special needs. This means that how susceptible are these students to other airborne diseases. The example given in the article tells us to wear rubber gloves when handling bodily fluids. Teachers should know what the legal issues are. Who is legally responsible if something should happen to the student? One great concern would be the emergency care plans. What equipment might the teacher need if something should happen? The teacher would have to adapt to routine treatments if that student needed insulin shots or any other medical treatment. Along with those treatments the teacher must have information on the original medical orders for the student. This is in case of side effects and must include the administering directions. This concern is also quite important for the students' nutritional needs. A special diet may be closely monitored. The last concern deals with the students' level of self-help. This information will be included in the IEP.

The second part of this article deals with the physical environment. This will include the building accessibility in coordination with the Americans with Disabilities Act (10) and the Vocational Rehabilitation Act (17). The classroom should be design to accommodate the students with special needs so they can have access to every part of the room. With that in mind more lighting may be needed, more monitor gauges on equipment, more electrical outlets, and even maybe temperature to help the students adapt better to their environment. Assistive equipment may also be needed in the classroom. This could range from mobility, communication, or daily living.

A major part of dealing with inclusion is the instructional adaptation. Some concerns of the teacher may be scheduling, seating arrangements, specialized materials, response mode, assignment completion, test modifications, and home learning. Teachers having to worry about instructional concerns they also have great concern for social skills and classroom management. Students with and without physical and health impairments will be in together in one room. The teacher must deal with peer interactions, extracurricular activities, a discipline plan, and counseling.

I thought this was an excellent article. There was so many issues that I never thought I would have to consider. All of the suggestions and concerns will be taken with me into my classroom. My school district that I work for has many of these students' with special needs in regular classroom. I have not yet had any student with special needs in my classroom but I greatly appreciate the information in this article.

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