Chapter 3 review
This chapter was dedicated to the role of the teacher for students with autism (or maybe just all students in general).
There are 9 things that Kluth highlights as ways to promote students with autism in the inclusion classroom.
1.) Recognize differences
Embrace differences. Don't try to see every child as the same, but look for differences and embrace them. Teachers should seek and desire differences in their inclusion classrooms.
2.) Interrogate the use of labels
Basically, don't use labels to define students. Don't refer to students as your "autistic students" or your "slow students". It's bad manners :)
3.) Reconfigure expertise
Yes, it's nice to have "experts" who come and give you sound, research-based advice on how to deal with your students. But, the most valuable experts are the students themselves. We should "listen" to our students. I believe this means we should listen to what they are telling us with their words, emotions, and behaviors.
4.) Preserve student dignity
"Human relationships are central to effective instruction" (p. 48). Said perfectly...
5.) Look for complexity in learners
This basically means get to know the details and "complexities" of each and individual student you teach.
6.) Serve as an advocate and teach advocacy
7.) Act as a teacher and learner
Be constantly looking for new information and ideas. Share this with your colleagues, both in your smaller circle (your specific school) and your larger educational community.
8.) Listen
This was hit on with number 3. But I agree with Kluth that it is important enough to emphasize again. LISTEN TO YOUR STUDENTS. More than any expert or teacher with years of experience you can find, they know best about what they need.
9.) Practice subversive pedagogy, if necessary.
This is quite a progressive thought. It's basically that we should openly question practices, policies, and procedures to the extent they affect students and student learning.
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