Slavin and Schunk (2021) posit that intentional teachers, both individually and collaboratively, purposefully create ways to foster learning and to meet the needs of each one of their students.Watch the Ruby’s Inclusion Story video and discuss the parts of the video that were the most meaningful to you as a current or aspiring educator. Do you believe that inclusion was the right choice for Ruby? Why or why not?How is inclusion aligned with the learning theories or ideas we have covered in this course? Use content from one or both of your textbooks to support the idea of inclusion.Finally, consider a biblical approach to educating learners with diverse needs or exceptionalities. Use scripture to support your discussion..Discussion Assignment InstructionsOverviewCollaborative learning is a vital part of the educational process. Discussions serve to engage you with your peers in this process. By engaging the material of each discussion directly by way of an initial thread that is thought out, researched, and composed, followed by substantive feedback from your peers, the learning process is enhanced. Conversely, by reading and considering the threads of others and providing feedback, the process becomes well-rounded. InstructionsYou will participate in 2 Discussions during this course. Each discussion will be completed in 2 parts: a thread addressing the instructor’s prompt (at least 300 words) and 2 replies (at least 100 words each) to classmates’ threads.Two appropriate citation references from the course textbooks must be made in current APA format in your initial thread. You must include 1 paragraph for each question in the prompt. You do not need to include citations and references in your response postings; however, if you do cite from a source you must include the citation and reference. First person is allowed in your posts.Title the subject line of your replies “Reply to John Smith,” “Reply to Jane Doe,” etc. This will ensure that it is clear who you are replying to. Also, note that responses such as “I like what you said,” “That is a good comment,” and “I disagree with your comment” do not count as complete replies in and of themselves. Rather, state why you liked or disliked a peer’s thread, present additional thoughts or ideas, and provide alternative ideas/thoughts when you disagree.Courtesy in any disagreement is expected; see the Student Expectationslink located in the Course Overview for more information on proper online etiquette.One of the goals of the Discussions is to encourage student community learning; thus, not every Discussion will have a comment from the instructor. Rather, the instructor will respond to a few threads in a way that adds to the conversation, asks a pertinent question, or summarizes some of the key points made by yourself or a classmate. Note that deadlines and other guidelines are meant to encourage optimal dialogue and demonstration of critical thought.
Goes with video :As a mama really want the world to see whatI see on my daughter. When Ruby was borndoctors told usthat she was Mark and an extrachromosome. At the time. We didn’t know much about Down syndrome. What we didn’tknow is that we wanted Ruby to befully includednot just withinour own familybut especially at school. I really want the world to see what inclusionlooks like. So many moms asked mewhat does it look like? What do I even asked for? It is six minus 1. Metals like Green saidRuby inspired me and my husband to start the non-profitRuby’s rainbow. And todayshe’s stillinspiring us to turn our scrappy littleorganizations into a movement to show the world what trueinclusion look like. For movies rainbow. This is a storyof inclusion. I’m looking forkids that are sitting downreading quietly. It’s just afterseven AM and Ruby’s kindergarten class is just getting started. Job RubyI like howyou got started. We feel super lucky to have ruby here atCowan elementaryour localneighborhood schoolwhere she’s beenplaced within a general education class with 22 other typicallydeveloping kids. This is not the normand all schoolsa lot of familieshave to fight for just what you guys do here naturallytotally. I think itbenefits everyone. I think it benefits the inclusion kids that are in there and everyone else in the classroom. It gives thempeer role models and peers that they’rethey’re same agelevel there. So compassionate andkind and caring. He felt take a casethey’ll make up. Yeah. You knowthat’s something that we would talkabout anywayis including everybody and being good friendsand being kind. Yeahit’s not justyou telling themOhthis is how you’resupposed to bebut them actually living it and doing it every day? Yeah. And they theytotally get they get that were differentin a lot of waysbut that were samein so many ways. To make it all work.Ruby’s main teacherMs. Springergets alittle classroom backup. A few specialeducation teachers and assistants joinRuby’s class throughout the day and end. For one of those teachersthe work happening here is deeply personalsilliness about the grip with an ant with Mosaic Down syndrome. She remembers the days of segregated specialed classes and how that kind of mindset made an impact on therest of her family. And I think if people were more open and honestI think for us asadults growing upwe would haveaccepted more. Yeah. I remember my mom not wanting my friends tocome over because wellyour adsthey mighttalk about her. And to me I was like noI think thatwould help them. Learn about differences. Not just culturaldifferencesbut learningdifferencesyou know? Yeahabsolutely. But this story has a wonderful message that I want you to listen for. They’re just seeing theirpeers do somethingthey’re lining up.They’re sitting quietly. That’s what friends do. Lift each other overthe cracks can use. And so I’m going to do what I see my peers doing is you’re slowlybecomes a part of who I am and what myexpectations areeveryone deserves tobe includedright? That is the most important lesson in that book. And soand in the classroom andI see her nowshe’s gettingsomething out on her own because she sees what her peers are doing. It she knows. Okay. Now it’stime for writing. So I’m gonna getout my right hand. I could play with this. And so I see her much more wanting to be a partof the classroom. Okay. RubyWhatdo you think? No elephant. Youare correct. And the expectationsof the classroomshe’s aware of themnow. We’re three. She wasn’t she wasn’tI’m building nowinteracting duringrecess time and being able tointeract with her friend. They were playinghide and seek care at recess today and she was cheating pretty big time.She was likeYeah. Like I really like. But what about allthose other kids? Some parents of typically developing childrenmight wonder how having someone likeRuby as a classmate impacts the quality of their own child’seducation. I really can youread what you wrote? She wrote that Gracie is coming over to her house. Can mean allies coming to if you don’t have them together and tell us aboutyour pictureworking with each otherevery single day. They’re not goingto be able to get that true experience. And that’s wherelife. Who has a question or acompliment for Ruby? Fiona. I agree. They’re very nice. Children have some kind of a learning difference. Some you can see more clearly like Downsyndrome than others. But if you chooseto separate themthen they don’t getthe opportunity to learn from each other. And that’s whatwe do in life. We learn from each other. I’m a typical student.What am I going to get from maybeother that I can help or not gonna sister. But I’m also seeinga child who’s so incredibly innocentand sweet. Children withspecial needs have an incredible gift that we miss sometimes withtypical children. And so I think that’sa huge benefit. I get. What about yourfriends and schoolwhatever theythink about her. I think they all love Ruby because even the boysbecause when she was going by one time we were putting ourstuff in the hallway and Lu he asked Rubyfor I saw it in IGES. That made me happy because now I knowthat Lou likes groupknows that she’sa good person. It makes me feel happy. LynchI’ve seen Fiona ask Ruby to go play with. That just makes me happy because I know that Ruby’s data isfully included. Other people. And she’sgot friendsright? I think the onlyconcern that I ever reallyhad occurring in the school system wasthat the hope and the longing for everybody else to live for asmuch as we love her. It’s okay to let them try things that they’re not going to succeed at. Not everythingwe give her to do is super easy. Right? So it’s not just we only give you things to do that because weknow you can do umis a lot of times weasked you to do things that she is goingto struggle with. But that might be partof the reason why she really likes to finish things and succeedat thingsand why childrenare so happy about accomplishingcertain things. You can do it by yourself. To reinforce whathappened to school. We also get speech therapy a couple times a week. For so long. Kids with disabilitiesWhat’s been highlighted is what they can’t do. So you get reportsback and it’s all like these weaknesses keep them from doing thisthis and that I feellike has a disability. Like they have thethey have they have but proceeding themso they can do thisbut this is limiting them. And with inclusionit’s for replacing but with and so you can say Ruby will be in second grade and shehas Down syndrome. And she can do thisthis and that. All of us and there’s all theseopportunities. So what advice wouldyou give a parent that knows this isthe right setting? I think I would showthem examples like thisexamples of it working. Oftentimes thereare probably people in the schoolwho agree and want itbut maybe they don’tknow how to work it or they might not think they have the resourcesbut then I thinktaking small stepsso maybe showsomething thatyou knowcanbe implemented. Can we do this orcan we go into the gen ed classroomfor this amount of time a day and thenbuilding up to it. So let them show Lookmy kid can do this. YeahEven my kid thenbaby step it up too. Yeah. If you introduceit in small steps with the goal in mind that we wantthis at the end. But let’s trythis first link. Let’slet’s doa small suffers. It is a right asa parent with a child withspecial needs to be an advocate for your child. Andand that it is so important in researchstands behind this that they need to be with theirtypical peers. And so that meansif you isolate them from thosetypical peersit hurts everybody. Who. So if you don’t havethat core belief system that every single child deserves to be withtheir peers and in that classroomthenyou can’t do it. It willit will find a loophole tofind a way out. You can find reasonsnot to do inclusion. You have to find reasons to make it work becauseyou believe in it. Since I startedRuby’s rainbowI’ve been thinking a lot lately about theword inclusion. It warms hismomma’s hard to see how many collegesuniversitiesand post-secondaryschools are now accepting studentslike my Ruby. And here at thevery beginning of her educational journeyit has taken this amazing village of therapiststeachersprincipalsand allies whobelieve in Ruby. And that has madeall the why. Do you see that instead of her having extra Missy? I love that she makes you feel like you’rethe only one in the room when you’rehanging out with her. She just wantsto be with you. She does everything about reallyjust like I love everything aboutyou because he both little pieces Theme and your daddyYou guys are both perfect. That’s the end of the day. Parentsyou realize that you are your kidsbest advocate. There will be resistance. You don’t wantany mouthwash. There will be setbacksand disappointments. You want mommy to laydown with your daddy. But more thananyoneit is usthe parents who knowwhat our kids are capable of and howthey learn best. If it’s still likeI still your heart. Follow your own heart. Keep yourexpectations highand keep doing whatyou know is right? I think that’smy best advice. Is obvious.Deny. Goodnight.
okay here is first response From a classmRuby’s inclusion story was a powerful reminder of the sanctity of human life. First, I was reminded of the importance of parent advocacy. This was clearly seen through how Ruby’s parents fought on her behalf to gain equal education. Secondly, Ruby’s full inclusion in the classroom reminded me of the importance of momentary discomfort for lasting success. Everything that is worthwhile has a degree of discomfort in the growth process. Willing to undergo some misunderstanding and pain, Ruby’s parents willingly endured difficulty and discomfort for the sake of Ruby’s ultimate benefit. I believe Ruby’s inclusion was the right choice, as she benefitted relationally, emotionally, and developmentally by spending time with her peers in the least restrictive environment.This story aligns with Lev Vygotsky’s sociocultural learning theory, where he believed that learning environments are most effective when they are social environments. Vygotsky believed that development occurs through mediation, scaffolding, and social learning contexts, as adults aid younger learners through modeling complex topics. Additionally, research has shown the impact of inclusion in classrooms today. A research study on inclusion found that “mainstreamed children learned more and had higher self-esteem than similar students taught in separate special-education classes” (Slavin and Schunk, 2021, p. 274). Furthermore, “proponents of full inclusion argue that pull-out programs are stigmatized when they are segregated from other students” (Slavin and Schunk, 2021, p. 273). When students are pushed into new environments, they adapt, grow, and mature developmentally and emotionally with their peers.Finally, inclusion is a biblical principle vital to students’ educational and academic success. Romans 15:7 says this well, “Therefore welcome one another as Christ has welcomed you, for the glory of God” (English Standard Version, 2016, Rom. 15:7). As children of Christ Jesus, we can show Christ to others, by including them, helping them learn, and being the hands and feet of Jesus, in service to them.
Here’s second student response I fully support the idea of having Ruby be included in her general education classroom. Although she is able to get the extra support from her special education teacher, there are several benefits from Ruby staying in her classroom. The biggest benefit is the social aspect and helps develop healthy relationships with her peers. She gets to learn in the same environment and have a modified curriculum which may be more limited in a more restrictive classroom. This also gives the teachers a new perspective in how they teach which can be exciting. The best thing to do for students with disabilities is to try to have them included with the general population as much as possible. This is also meaningful to the family and helps them to know that their daughter is being treated with the same care and respect as the other students in her grade. Another advantage that Ruby has with being included is that she is able to engage and learn from a group of students more effectively then being in a more restrictive environment. “Observing a peer model raised self-efficacy and achievement more than observing a teacher model or no model” (Slavin, pg. 135). Being with peers and engaging with students who enables Ruby (and other students in her situation) to build relationships with students and to learn from each other. Sometimes in more restrictive classrooms, the students only get to learn from the teacher which can be difficult or not as meaningful as someone similar in age. Students in Ruby’s classroom also get to learn acceptance towards others with disabilities. There is a bible verse in Ephesians that states, “be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.” (NIV, Ephesians 4:32). Treating students differently teaches students that there is a difference and can promote an unhealthy divide within the classroom. I believe that every student we come across, no matter their disabilities, we must show them the same care and kindness as everyone else. We all desire the same things in life and want to be loved and included in everything. ReferencesNew International Version Bible. (2011). Bible Gateway. https://www.biblegateway.com/passage/?search=Ephes…Slavin, Robert E., Schunk, Dale H. (2021). Learning Theories EDUC 500 for Liberty University. (3rd Ed.) Pearson.
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