Class+3+and+4+January+18

Psychology (Class Summary Jan 16 and 18th)

Created New Page using New page link and enter in a name for your page, keep note of the name as you will need it for linking from course notes page. Clicked on visual editor which allows you to see it as you want it shown. Either type in or copy/paste what you want written in the window. Review what is written to make sure all is correct. If you want to preview the page, click on preview, otherwise feel free to click save. Once you have saved the page, click on course notes, choose edit this page, go to visual editor and then click on insert link. Write in Link text what you would like to have shown to click on for your link. Leave it as wiki link and don't change what is listed in space. Click on the drop down menu and choose your page name. Then click ok and your link should appear on the page. You can then click save and your page is then linked for others to click.
 * Discussion of Wiki**

Listed information should be done in paragraphs.
 * Research projects**

You are required to do two from any chapter, keep in mind that you will be required to do one more in February. Focus on particular aspect of the child. See Jump for more details (regarding textbook website).
 * Learning Extension Assignment** (Due Friday January 25th)

Go to Jump from the University of Manitoba webpage for the consent forms. This is required for any interviews. You need two copies. One copy you keep, the other is for those being interviewed.
 * Link**

There is no difference for students with disabilities when included into the classroom.
 * Academic Achievement**

There’s more social opportunity for a child with a disability to socialize with the others. In other words, the child will benefit both socially and emotionally in comparison to a segregated classroom.
 * Inclusive**

With regard to struggling students, kids who struggled in school were placed in smaller class sizes and were given individual help. On a side note, in Manitoba, Resource teachers are not required to be certified as a resource teacher.
 * Special Educations**

Segregated special education classes with smaller class sizes and additional adult resources allow teachers to individualize instruction leading to improved learning.
 * The Academic Myth**

Resource teachers teach mostly through whole class undifferentiated instruction. Students with disabilities had positive academic learning in integrated setting. The achievement of IEP goals was stronger in inclusive education.
 * The Research**

Students with disabilities who go to a different school than neighbourhood children may be isolated from their neighbourhood communications. Students with behavioral and/or emotional difficulties are at an increased risk of dropping out of school, being arrested, being incarcerated and/or being unemployed once they are placed in segregated programs.
 * Social and Emotional Issues**

The discussion in class centered around the positive aspects of inclusive verses segregated classrooms. Students with special needs and those with disabilities (Inclusive) – appreciate others, gain better social behavior through other students modeling learning, and acceptance.
 * Discussion in class**

//Benefits for children with special needs…// - Greater academic expectations - Richer learning environments - More effective teaching Strategies - Expanded friendships - Self-esteem and behaviors improve
 * Inclusive Education**

- Increased appreciation and understanding of diversity - Increased academic progress - Expanded friendships - Richer learning environment - More hands-on approaches which benefits academic progress
 * Benefits for all**

There was a brief demonstration using 4 students. The exercise suggested the effects of both exclusion and inclusion within the classroom as well as its effects on students who are subject to being excluded.
 * Demonstration**


 * Valued participation,** in **valued activities**, with **valued people**, in **valued places**.

The government of Manitoba is committed to fostering inclusion for all people. Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful environment and equal access to the benefits of citizenship. In Manitoba, we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us. Ultimately, inclusion is a human rights issue.
 * Philosophy of Inclusion**

Students with special needs should experience schools as much as possible like their peers without special needs. To make inclusion applicable in Manitoba schools, educators will:
 * What does this mean?**
 * 1)** Foster school and classroom communities where all students, including those with diverse needs and abilities have a sense of personal belonging and achievement.
 * 2)** Engage in practices that allow students with a wide range of learning needs to be taught together effectively.
 * 3)** Enhance students’ abilities to deal with diversity.

Purpose is to ensure that all students of Manitoba are entitled to receive appropriate educational programming that fosters students’ participation in both the academic and social life of the school.
 * Appropriate Educational Programming (Bill 113),** proclaimed in 2005.


 * More info:** http://www.edu.gov.mb.ca/k12/specedu/index.html.

Planning process and the legislation will be discussed. Make sure you have chapter 4 read.
 * Next class**

The text asks “if we include students with disabilities will it hinder other students?” Studies show that having a student with disabilities integrated into the class, doesn’t change or affect other students. In groups, it’s important to mix students accordingly based on the intellectual strengths of each individual student.
 * Required** **Readings** **from Text** (see chapters 2 and 3 for more detail).