My school's name is The Dr. William Henderson Inclusion Elementary School. The school is a small K-5 Elementary school in Dorchester, Ma. It is mostly a neighborhood school, serving students in an urban population from the Field's Corner neighborhood of Dorchester, however, there are also students whose parents opt for this particular school due to the high demand of full inclusion services. Our population is approximately half African American, one-quarter white, eight percent Asian, six percent multi-raced, and five percent are Hispanic or Native American. We are 67% Regular Education and 33% Special Education. We are fully inclusive with a co-teaching model. All special education and ELL services are completed within the regular education classroom.
My classroom is a single strand 3rd grade. In my class in particular we have 24 students. 17 regular education, and 7 special education students; one student with Autism and ADHD, one with PDD and an anxiety disorder, two with Down's Syndrome, one student with ADHD and an intellectual impairment, one student with a specific learning disability in math and ADHD and one student with a specific learning disability in reading.
In the video we are looking at one of four math stations. Since this is the end of the school year, we are transitioning toward strengthening to the Common Core Standards. The last few weeks of school are building on the fluency strand of proficiency of the standards. In the teacher directed station, I am teaching the traditional algorithm of subtraction, which is the main part of the lesson. There is an independent station where they are practicing traditional addition (which was previously taught in a teacher directed station), a group review game station, and a multiplication facts game on the Smartboard station. In my group, there are two ELLs, two regular education students, and one special education student.