Strength-based Approach to Promote an Inclusive Learning Environment For All Students
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Teachers consistently work with their colleagues to create environments that allow for individual and collaborative learning, and inspire confident social collaboration, active commitment in learning, and self- motivation. As a part of this effort, teachers interact with students, families, and colleagues to build a safe, constructive learning climate of honesty, mutual admiration, support, and inquiry.
Allocate at least 3 hours in the field to support this field experience.
Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities.
Your discussion should address the following prompts:
How does the leader promote an inclusive environment for students of all abilities?
How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus?
What additional training or support does the administration offer faculty and staff who demonstrate increased need for promoting a learning environment that is conducive for students with disabilities?
How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus?
What type of services do you provide on your campus?
What types of disabilities are present on your campus?
How do you factor these services into your budget?
What do you do to promote collaboration between the special education staff to encourage support among all staff members?
Include two original questions to obtain further information about areas of interest you may have.
Use any remaining field experience hours to ask the school leader for examples of tests, test results, and IEPs that you can review, maintaining school/district.
In 500-750 words, summarize and reflect upon your collaborations and explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the learning management system in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
Clinical Field Experience C: Learning Environments
Student’s Name
University Affiliation
Professor’s Name
Course Title
Due Date
Clinical Field Experience
I collaborated with Mr. Azmin, an assistant principal of a school that embraces inclusive education, for my clinical field study. He explained to me how they run the school and the activities that the students engage in. In addition, he was kind enough to take me around some parts of the school, showing me various infrastructures that make the school more hospitable for the students.
To promote an inclusive learning environment for all students, the school adopted a strength-based approach to improve the academic outcome for all students. This approach helps to identify and develop each learner’s strengths and talents. Mr. Azmin added that engaging students by giving them room to voice their perspectives help the administration understand the student experience and improve on the critical areas. Student engagement helps create trust and respect between students and teachers (Grove et al., 2019). Furthermore, the assistant principal and the administration ensure that teachers acquire the knowledge and skills to support students of all abilities.
Mr. Azmin reported that the school administration offers regular training for teachers to equip them with the skills and knowledge necessary to support the learning needs of students with disability. Continuous training ensures that teachers are up to date in the training required to help special needs learners (Pit-ten Cate et al., 2018). Furthermore, the administration ensures that teachers who join them are trained before and the professional development offered at the school.
The assistant principal added that they provide materials and suitable infrastructure to support teaching. For instance, the school administration offers books with fonts and legible formats for students with low vision. The school also rewards staff who work relentlessly to promote a conducive learning environment for the students with disabilities, which motivates them more. The teachers who uphold inclusive education are more likely to be retained in the long run. Upon enquiring on how he stays updated with regulations regarding students with disabilities, Mr. Azm...