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I chose the article Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms by Sarah A. Nagro, Sara D. Hooks, Dawn W. Fraser, and Kyena E. Cornelius. I found this interesting because I had limited knowledge about these response strategies and the role they play in creating inclusive environments. The idea that these strategies increase engagement and comfortability in the classroom caught my attention. I wanted to learn more about how I can incorporate these strategies into my future classroom.

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Whole group response strategies give every student a chance to participate and shift focus from individual performance to collective engagement (Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E, 2018). These strategies are not about a one size fits all approach! They involve flexible learning.

The key is to build a classroom culture where mistakes are seen as opportunities for growth. Celebrate the learning process, not just the final result! *Growth mindset*

Students should feel comfortable taking risks; do not put pressure on students who are already feeling vulnerable.

Use data from formative assessments and track progress on IEP goals to guide aspects of your instruction. This way, you can see who needs more support and who is ready for the next lesson.

It is critical to take risks and persevere through challenges. Teachers should reflect and be open to change based on the students' feedback and performance.

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Reactive Strategies vs. Proactive Strategies

Reactive: Putting out fires of behavior

Proactive: Preventative care for classroom engagement before bad behaviors even happen. It is especially helpful for students with disabilities because they may process information at slower rates.

Key Practice Examples

Check for understanding hand signals - Receive quick feedback from the whole class and encourage active listening. Students with learning disabilities can signal a connection to an existing idea which takes the pressure off.

Response cards - Provide visual support so all students can fully participate without struggles holding them back; a visual representation of their thinking. This encourages active listening and participation from every student.

Written responses - Designed to get the whole class involved. Teachers can provide framework for students with disabilities such as ADHD who need extra structure to stay focused. For example, sentence starters or graphic organizers can help students with organization, planning, and structure.

Offer ways to participate anonymously - Examples include no-name sticky notes or anonymous answering online platforms.

All of these strategies provide opportunities for differentiation. Teachers can tailor the level of support and scaffolding based on each student's needs (Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E, 2018).

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Whole-group response strategies will help teachers promote engagement and inclusivity in their classrooms. A collaborative environment is not only encouraging and uplifting, but it also promotes an equitable learning environment where all students are included.

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I currently work with people with autism, and group sessions are highly encouraged. Group responses help students feel more comfortable and confident. They are also beneficial in helping students build relationships. I have seen first hand the progress that whole-group responses have made in children with disabilities, and the joy these children receive from being involved in whole-group scenarios.

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Exceptional lives: Practice, progress & dignity in today’s schools states, "use group instruction to create opportunities for students with disabilities to learn and practice specific social skills with their peers" (Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A., 2024, p. 172). Whole group instruction strategies promote social skills, help students build relationships, and promote collaboration among students. These benefits lead to reduced stress and anxiety for students, especially those with disabilities who often feel discomfort when singled out to answer questions in class.

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Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2018). Whole-group response strategies to promote student engagement in inclusive classrooms.Links to an external site. Teaching Exceptional Children, 50(4), 243-249. https://doi.org/10.1177/0040059918757947 Links to an external site.

Turnbull, A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A. (2024). Exceptional lives: Practice, progress & dignity in today’s schools (10th ed.). Pearson Education Inc. Hoboken, NJ.