AR BASIC: Building Access for Students in Classrooms

The Importance of "Belonging"

A Note from the Team

Human being (children included) need to feel like they are accepted for who they are. Some children don't learn as quickly as others - we accept and love them. Some children wear glasses - we accept and love them. Some have asthma - we accept and love them. And on...and on. Children with behaviors need the same acceptance. They need to understand that their behaviors are separate from their worth. They need to know that they can have a bad day and come back the next day with a clean slate - equally accepted and loved and ready to try again. This is the same for all children with any type of disability. They don't need to feel like they are "allowed" to come sit on the fringes, but that they belong and are an important part of the classroom community.

Please consider this module with all of the empathy and love that made you choose the teaching profession. You may be the connecting person in this child's life to this point - whether you realize it or not. Before you begin your learning, I will share my favorite quote with you.

"Our job is to teach the kids we have. Not the ones we used to have. Not the ones we would like to have. The ones we have right now...all of them."

~Danita Pitts, Administrator for Early Childhood Special Education B-5

Step 1: Become Familiar with Federal Policy

Read the recently released Inclusion Policy Statement regarding children with disabilites. It is long, so take it in chunks. Highlight key points. Research and find out how Arkansas is implementing this guidance.

policy-statement-on-inclusion-11-28-2023.pdf

Step 2: Watch These Videos

Watch these videos. Understand how special education and regular education providers work together to implement high-quality inclusion. Understand that teachers come into classrooms, not because it is less work because it is not), but because they goal is to support skills that make them successful INSIDE the classroom with peers. That is how we know a goal is mastered. When children can do it in a natural setting!

Work together as a team. Get to know one another's roles in supporting the child. Work together to implement skills and support progress. Together we are better!

Step 3: Plan with Your Partners

Know who your providers are in the classroom and plan together. Consider things like:

What concept is coming up? Maybe the sped staff can pre-teach concepts.
What is my literacy content? Maybe sped staff can help support acquisition.
What behaviors are distracting the child from learning? Maybe there is seating, ideas, or tools that can help.
Discuss if a child is possibly in need of an Functional Behavior Assessment and more structured Behavior Intervention Plan.
What time of day/week is most difficult? Sometimes sped staff can adjust schedules to be there at a certain time.
And more.

There are so many ideas here that can be explored. You won't know until your team gets to know one another better.

Step 4: Schedule an Observation

Have your coach do an observation utilizing the Nurturing and Responsive Relationships Packet. This observation will be a bit longer than normal. The coach should be directed to look at interactions specifically with children within the classroom who exhibit challenging behavior and have IEPs.

Pyramid Checklist Packet for Inclusion.pdf

Step 5: Complete the Belonging Assessment

Complete the assessment to indicate completion of the module.

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