Other Homework Help

here is classmate #1- you should reply to- i will extend the timeline and give you classmate #2 when they submit it

In 1 Corinthians 12:12, it is written, “Just as a body, though one, has many parts, but all its many parts form one body, so it is with Christ” (New International Version, 1978/2011). This verse is a wonderful example of how individuals are all different, yet in the body of Christ, we all come together as one. Each individual has gifts and talents that they are able to use to serve and to be a part of the church body. As an educator, our heart’s attitude should be to lead and shepherd all children without bias regarding the child’s physical or intellectual ability. The real world is made up of a diverse population, and the classroom should reflect what children will see in the world.

A fully inclusive classroom benefits all the participants. The child who is typically developed will have incredible opportunities to practice empathy, compassion, and what it looks like in real ways to be a good friend to people. The child with disabilities has the opportunity to interact with peers and to have peer role models. This fully inclusive classroom is an opportunity for all participants to learn from each other, which reflects how we learn from others in real life. “A critical part of every teacher’s role is to ensure that the equal opportunity we hold to be central to our nationhood is translated into equal opportunity in day-to-day life in the classroom” (Slavin & Schunk, 2020). Researchers have found that children with disabilities learn more and have higher self-esteem when placed in an inclusive classroom environment (Slavin & Schunk, 2020). I agree with Ruby’s parents that inclusion was the appropriate choice for their daughter. I appreciated the energy and effort that they have exerted in being an active advocate for their daughter and children with disabilities.

References

New International Version Bible. (2011). Zondervan. (Original work published 1978)

Slavin, R. E., & Schunk, D. H. (2020). Learning theories Educ 500 for Liberty University (3rd ed.). Pearson.

here is classmate #2

I found the section of the video that discussed what inclusion means not only to Ruby and her family, but to the neurotypical students in the classroom as well very meaningful. Most children do not have the opportunity to form meaningful relationships with children who have disabilities, and therefore are not exposed to the many differences that people live with. It is valuable for students to meet and bond with a diverse set of peers so as to grow up without judgement. Through personal experiences with family friends with a child who has grown up with ASD, the parents often talk about how their child has taught them to be so much more accepting and loving to everyone. They feel that it has especially impacted their other children who have grown up to be welcoming and live without judgement of others. This reflects the ideas represented within the scripture “love one another. As I have loved you, so you must love one another” (John 13:34, NIV).

I wholeheartedly believe that inclusion is the right choice for Ruby. You can see throughout the video how much she enjoys and benefits from learning with her peers. Considering that her parents and teachers know her better than anyone else in regards to her social and educational development, I think it is important to listen to what they say about how Ruby has done in an inclusion classroom. In addition, it is important to acknowledge that children with mild disabilities who were taught in a general education classroom “learned more and had higher self-esteem” in comparison to similar students taught in a special education setting (Slavin & Schunk, 2021, p. 274). I feel this is evident by Ruby’s success in the general classroom which is clear by the improvement that her parents and teachers have witnessed.

References

John 13:34 – New International Version. Bible Gateway. (n.d.). https://www.biblegateway.com/passage/?search=John+13%3A34&version=NIV.

Slavin, R. E. & Schunk, D. H. (2021). Learning Theories EDUC 500 for Liberty University. Pearson Education, Inc.