What techniques are effective for first introducing a student with a more severe disability into the general education classroom?
Example: How would you first introduce a student with autism into the general education classroom so that the both the nondisabled students and the student with autism feel comfortable.
Re: Teaching in an Inclusive Classroom
In my experience, I have introduced students in small time frames. I spoke to the classroom teacher and we decided on a time when I could bring the student into the room for a small period of time. I would introduce the clss individually to my student, I would also explain to the class how they could be helpful to that student in their classroom. This worked well because the class saw it as a responsibility and a priviledge to assist the student and help them adjust to a new setting. Each day I would gradually increase the time the student spent in the regular classroom until we reached the desired time period. Throwing the student in the class for a full period or whatever would only make them feel uncomfortable.[/b]
Re: Teaching in an Inclusive Classroom
I always make sure the regular classroom teacher meets my student and understands I want her to introduce my student as a new memeber of our classroom that will be working in our room each day. I then find a student that can become a peer buddy to sit next to. If my student self stims or has noises I tell the peer buddy about how this is how __ communicates if something is making her/him feel uncomfortable. Then I guide that peer to help with the student to make them comfortable. I make sure I help the regular classroom students as well as my own to make my interactions with my student less noticable. By week 2 or 3 my students are in a routine and the other students accept the “differences” of my student. or better yet, they are noticing the simularities.
There is a module by Carol Gray entitled “The Sixth Sense.” It provides guidance on how to explain the social difficulites of the autistic student.
I would suggest that you speak with parent and IEP team, particulary the school psychologist and set up a time with the child out of the room. In this time you would ask the children if they have any questions about the student or concerns. Answer their questions truthfully and honestly. You need not even mention the disability. Just establish the fact that this child will require the assistance of the classroom. This will establish a feeling of unity. The children will take their cues from the teacher. If the teacher establishes a classroom of tolerance and acceptance the children will follow suit.