Child Assessment
Provide for meaningful, varying stimuli: “We allow for multiple ways for students to be grouped and move about the classroom and school (Peterson & Hittie p.222, 2010).” This is important and pertains to several different areas of creating a welcoming environment for all children. In any inclusion classroom it is important to seat the children in groups allowing for a range for gifted to students with disabilities access and opportunity to work together. Most research supports the grouping or peer teaching methods this is cultivated in the classroom by having desks in clusters. “And draw on multiple intelligences to ensure that students have many ways to obtain information express themselves and learn(Peterson & Hittie p.222, 2010).” This draws on the idea of multi-model representation in a classroom and curriculum. It is important for a child’s self-efficacy to be allowed numerous outlets to obtain information i.e. computer use, library, ask a friend. This builds a child’s self-esteem as well it also allows a child to find the best method of learning information through sight, sound, reading, or all. “We establish locations where students can talk, be alone, read quietly, and make noise, sit, run, and jump (Peterson & Hittie p.222, 2010).” This shows the social-emotional and physical supports built into a school. It also provides built in areas where I.E.P criteria can be met such as “take a walk when frustrated (Peterson & Hittie p.222, 2010)”. This also indicates a warm and safe an environment for children to learn both as a group and individuals. A school is a place to learn but studies show children need “decompression” time in between academic activities. A child’s mind is a muscle and all muscle need to rest after being worked. This makes sense after a reading or writing block children have snack or lunch then recess this time allows social-emotional growth and rest for the brain to recoup.
Balance constancy and flexibility: “The brain-based need for “relaxed alertness” means that there is ongoing interaction between involvement in challenging activities and the ability to move away (Peterson & Hittie p.222, 2010).” This is one of the most important and staple