psychology student discussion reply post-1 psyc 3800

Description

Summarize the post .

For each discussion activity, you are responsible for posting a reply to at least to two postings made by your classmates.

After you have made your original post, read some of the posts from your classmates and construct two reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.

Please note that you will need to make an original post before you can read and respond to your peers’ posts.

Some points to keep in mind:

• Be clear and to the point in your postings.
• Edit your work. Your posts should be coherent and use proper grammar and spelling.
• Keep postings to 100-150 words. Quality is better than quantity.
• Contribute your own thoughts about the material you have read.
• Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
• Raise additional questions or points of discussion to stimulate further discussion.
• If you have questions, show that you have already tried to find a solution.
• Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
• Use the proper terminology introduced in the course readings.
• When using literature in your postings, make sure to provide references in proper APA 7 Style.
• Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.

You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.

Taking a role in online discussion.

Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.

POST -1

After reading this week’s course content, I was pleased to find that this week’s discussion post topic week concerned inclusion and inclusionary educational practises. This summer, I started working with the City of Hamilton’s Recreation Services as an Inclusion Facilitator. My job title required me to develop inclusive direct support summer camp programming at city recreation centres for 12–15-year-old youth. I think inclusion is an effective educational model overall, though it is only effective under the correct circumstances. Drawing from course content, personal experience, and other sources, I plan to answer the following questions:

1. Is inclusion an effective educational model?
2. When might inclusion be most effective and when might it be less effective?

Before answering these questions, some essential terminology must be covered first. Wollfolk and colleagues define inclusion as ‘the practise of including exceptional learners in with fellow students’ within their age and grade range. The text heavily emphasizes equitable access to learning and integrating exceptional learners with other students, not just putting exceptional learners in the same room as other students (Wollfolk et al., 2024, p. 456). Exceptional learners are defined as students who fall outside the typical range of student functionality. Exceptional learners may be gifted, have learning disabilities, or have physical or communication challenges (Lasenby-Lessard, 2024). Some examples of inclusive education could be having a fully wheelchair-accessible classroom, or assessing students differently based on academic ability.

Knowing this, I think inclusion is an effective education model that can particularly benefit the social skill development of exceptional learners. According to Dr. Lasenby-Lessard’s lecture notes, exceptional learners with communication challenges may improve social skills when integrated in a classroom of peers who use rich language and expressions (Lasenby-Lessard, 2024). From personal experience, I know this is true. At work last summer, I was responsible for socially integrating an exceptional learner into the City of Hamilton’s Youth Camp. This teen had ADHD and a learning disability; I also had to read his IEP. At work, this youth liked card games and comedy, so I suggested he play cards with other peers at lunch. Over the summer I worked with this teen, his social skills developed to a level where peers sought him out to play cards with him. He was also socially comfortable with cracking jokes and using sarcasm around his fellow peers. When we met, he was only comfortable joking with me or other adult coworkers.

My experiences reflect that inclusive education can potentially improve the communication skills of neurodivergent exceptional learners. Through integration into common classroom environments, inclusive education improves the likelihood of reciprocal friendship development between exceptional and typical learners. A study from Mikami and colleagues evaluated two classroom interventions to increase peers’ social inclusion of students with ADHD: Contingency Management Training (COMET) and Making Socially Acceptable Inclusive Classrooms (MOSAIC). In the study, it was found that boys with ADHD experienced more reciprocal friendship in classrooms integrating MOSAIC (M = +0.23) instead of COMET (M = +0.7) (Mikami et al., 2013).

Like any teaching practise, inclusive education has situations which it may be effective. According to the text, ideal inclusive education happens when general and special educators collaborate to create skill-building instruction for the maximum number of students possible (Wollfolk et al., 2024). Educational Assistants (EAs) must identify learning challenges early and collaborate with other educators to meet the needs of teachers and students. This maximizes success for exceptional learners, other peers, parents, and teachers. The goal of effective inclusive education is difficult to achieve, but Individualized Education Plans (IEPs) help educators reach this lofty goal. IEPs include an exceptional learner’s present level of academic functioning, their annual goals, and methods on how to incentivize learning for special educators (Wollfolk et al., 2024). Using guidelines from IEPs, EAs can collaborate with teachers to figure out how to simultaneously meet the needs of the exceptional learners(s), the classroom, and the curriculum. To add, when staff are properly trained on understanding exceptional and twice exceptional learners, this reflects in improved education environments for exceptional students (Alsamani et al., 2023). Adequate staffing and adequately trained staff create a learning environment in which ideal inclusive education is possible.

Contrarily, inclusive education can fail when staffing is inadequate and when social stigmas prevent educators from allowing exceptional learners to reach their learning potential. As I stated previously, adequate staffing is essential for creating an inclusive educational environment. Optimally, a classroom should have one or more EAs in class to emphasize focus on integrating the exceptional learner(s). Without EAs, teachers may become overwhelmed and fail to meet the needs of the exceptional student or other peers (Lasenby-Lessard, 2024). Social stigmas also prevent educators from helping exceptional students fully realize their potential. This is particularly true for twice-exceptional students, learners who may be gifted in one subject but fall behind in another (Lasenby-Lessard, 2024). A teacher exhibiting social stigma might assume a student failing a multiple-choice science test is “lazy”, even though they excel in language and essay writing. By labelling the student as “lazy”, the twice exceptional student could develop learned helplessness, thinking they are simply unintelligent or not “meant” to learn (Wollfolk et al., 2024). Social stigma of exceptional learners must be eliminated for inclusive education to be effective. Otherwise, teachers let exceptional or twice-exceptional students “fall through the cracks” of the education system by not providing the individualized learning environments or encouragement necessary for academic achievement.

Overall, I think inclusive education is an effective educational model which can improve the social skills and academic achievement of exceptional learners. However, inclusive education environments must be adequately staffed with knowledgeable, open-minded teachers and EAs to maximize the benefits of inclusive education.

References

Alsamani, O. A., Alsamiri, Y. A., & Alfaidi, S. D. (2023). Elementary school teachers’ perceptions of the characteristics of twice-exceptional students. Frontiers in Education 8(1), 1-8. https://doi.org/10.3389/feduc.2023.1150274

Lasenby-Lessard, J. (2024). ‘Unit 04: Learner Differences and Learning Needs’ [Course Content] University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/894178/viewContent/3829185/View

Mikami, A. Y., Griggs, M. S., Lerner, M. D., Emeh, C. C., Reuland, M. M., Jack, A., & Anthony, M. R. (2013). A randomized trial of a classroom intervention to increase peers’ social inclusion of children with attention-deficit/hyperactivity disorder. Journal of consulting and clinical psychology, 81(1), 100. 10.1037/a0029654

Wollfolk, A., Usher, E. L., Perry, N., & Winne, P. H. (2024). Educational Psychology, Canadian Edition, 8^th Edition. Pearson Canada, 8(1), 456-468. 9780137665310, 0137665318

POST – 2

Prior to reading the content relating to this topic, I believed that inclusion would nearly always be the best approach in educational settings. However, while I still understand and see the benefits of inclusionary practices, I believe that this is a very nuanced discussion with many advantages and disadvantages depending on the circumstances.

Inclusion typically works best when students receive strong, individualized instruction from teachers who are knowledgeable about both general education and special education strategies (Woolfolk et al., 2024). In schools where general and special educators collaborate, and support is provided to meet the diverse needs of students, inclusion has been shown to foster academic and social success for exceptional learners (Novak & Chardin, 2021). When there is a conducive environment for inclusive practices to take place, it can be extremely beneficial for both general education students and exceptional students. One main way I have personally noticed this benefit is within the students who attend the youth center I work at. There are many youth that attend with intellectual disabilities, and the majority of neurotypical students are pleasant, friendly, and accepting to their peers. However, I have also needed to have conversations with other youth who mock or laugh at the students with disabilities, and from these conversations I have learned that many of them have not had much experience with disabilities both in and out of the classroom. By children and youth interacting with and growing up with inclusive practices, I believe that it would lower the rates of bias and misunderstanding towards people who are disabled in any capacity.

However, inclusion may be less effective when the necessary supports, such as professional training, collaboration between educators, or appropriate resources, are lacking (Woolfolk et al., 2024). Many teachers feel unprepared to meet the needs of students with exceptionalities, especially in classrooms already filled with students facing a range of other challenges, such as language barriers or personal crises (Woolfolk et al., 2024). This lack of preparation or support often leads to suboptimal outcomes, which is reflected in continued high dropout rates and poorer long-term life outcomes for special education students, despite years of inclusion efforts (Ryndak et al., 2014).

One of the primary challenges of inclusion is balancing the needs of all students. Teachers often express concerns about their ability to address a wide range of disabilities while simultaneously managing the needs of other students in their classroom. Additionally, there is a shortage of resources and training opportunities that would enable educators to effectively teach in inclusive environments (Woolfolk et al., 2024). For some students with more profound or complex needs, inclusion in a general classroom may not be the most beneficial option. As noted in British Columbia’s inclusion policy, resource rooms or specialized settings are sometimes necessary to best serve certain students (Woolfolk et al., 2024).

Alternatives to inclusion, such as segregated special education classrooms or resource rooms, offer different advantages and challenges. In these settings, students may receive more targeted instruction tailored to their specific needs, which can be beneficial for students requiring intensive interventions. However, opponents argue that students in these settings may face lower expectations, receive less comprehensive instruction, and experience social isolation from their peers (Woolfolk et al., 2024). While specialized settings can provide essential support, they also risk limiting students’ exposure to the general curriculum and opportunities for peer interaction, which are critical for social and academic growth.

While inclusion is the prevailing model and offers several benefits, its effectiveness is highly context-dependent. It requires comprehensive support for teachers, individualized instruction, and a collaborative approach to be truly successful. Alternatives to inclusion may offer targeted support but often at the cost of social and academic opportunities. Ultimately, the most effective model depends on the specific needs of the student and the capacity of the educational system to provide appropriate resources and support.

References

Ruppar, A. L., Allcock, H., & Gonsier-Gerdin, J. (2016). Ecological factors affecting access to general education content and contexts for students with significant disabilities. Remedial and Special Education, 38(1), 53–63. https://doi.org/10.1177/0741932516646856

Woolfolk, A., Usher, E. L., Perry, N., & Winne, P. H. (2024). Educational Psychology, Canadian Edition, 8th Edition. Pearson Canada

Label post -1 as (Mari Del Monaco

P)ost -1 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opnion about other post and also add ceative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
THEN WRITE
POST-2
LABEL POST -2 AS (Rachel Marrows)
Post -2 summary reply WRITE in 8-12 lines also add personal opnion it should be personal opnion about other post and also add cReative atttrcative question.Donot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
All response posts engaged classmates in further dialogue on the topic.
Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate’s original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate’s original post.

1. please start reading instructions mam
2. I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
3. only these sources which i have provided you have been provided in post for post1 and rerence for post which are provided only those no out source has to be used.