Professional Documents
Culture Documents
SRV
Implementation
Plan
Rachel
Campbell
University
of
Manitoba
Introduction
to
Inclusive
Special
Education
Zana
Lutfiyya
December
7th,
2015
environment.
In
this
plan,
I
will
discuss
how
I
may
use
SRV
theory
to
help
all
of
the
students
in
my
classroom
and
school,
specifically
those
who
are
devalued.
The
SRV
themes
that
I
will
focus
on
include
imitation,
social
imagery
and
the
developmental
model.
SRV
Themes
The
Pedagogic
Power
of
Imitation
learning
mechanisms
known
[and]
the
people
available
as
models
for
devalued
people
to
imitate
often
have
negatively
valued
identities
(p.
149).
Although
I
frequently
model
during
small
group
instruction,
peer
models
are
as,
if
not
more,
powerful
than
a
teacher
model.
This
is
not
to
say
that
group
members
have
negatively
valued
identities,
but
if
students
are
grouped
homogeneously,
they
do
not
have
positive
models
to
look
up
to
and
work
toward.
According
to
Berk
and
Meyers
(2016),
homogeneous
grouping
can
be
a
potent
source
of
self-fulfilling
prophecies.
Gradually,
[students]
decline
in
self-esteem
and
motivation
and
fall
further
behind
in
achievement
(p.
463).
In
other
words,
these
students
internalize
that
they
are
low
achieving,
leading
them
to
hold
lower
social
roles.
I
plan
to
regroup
my
students
for
small
group
instruction,
based
not
on
ability
levels,
but
rather
on
shared
learning
goals.
As
stated
by
Berk
and
Meyers
(2016),
this
cooperative
learning
model
is
when,
small
groups
of
classmates
work
toward
common
goals
by
considering
one
anothers
ideas,
appropriately
challenging
one
another,
providing
sufficient
explanations
to
correct
misunderstandings,
and
resolving
differences
of
opinion
on
the
basis
of
reasons
and
evidence
(p.
463).
For
example,
rather
than
grouping
students
with
others
at
similar
reading
levels,
I
would
like
to
try
grouping
students
with
a
variety
of
reading
levels
who
are
all
focusing
on
a
similar
reading
strategy.
My
hope
is
that
these
students
will
begin
to
see
themselves
as
more
highly
valued
and
that
this
will
transfer
into
other
areas
of
their
lives.
I
hope
that
they
will
internalize
more
valued
social
roles
and
concurrently
become
more
successful,
socially
and
academically.
Extending
this
plan
to
the
greater
school
community
would
give
these
devalued
students
an
even
bigger
variety
of
models
to
imitate.
I
would
like
to
do
this
through
frequent
collaboration
with
other
classes
in
our
Kindergarten
to
Grade
8
school.
Methods
of
collaboration
would
include
assemblies,
mentorship,
reading
buddies
and
various
clubs.
The
Dynamics
and
Relevance
of
Social
Imagery
taking
away
homogeneous
groupings
entirely
or
at
least
partially
may
help
this
problem.
Personal
Competency
Enhancement,
and
the
Developmental
Model
Wolfensberger (2013) says that, even devalued people who are not
impaired
may
still
be
limited
in
competency
because
they
have
been
subjected
to
low
(or
outright
negative)
expectancies,
been
denied
opportunities
and
experiences
which
contribute
to
growth
and
development,
been
segregated
with
people
who
constitute
negative
role
models,
etc.
(p.
136).
While
this
is
similar
to
the
above
two
themes,
I
think
it
is
important
to
understand
the
growth
potential
of
students.
It
is
common
of
people,
educators
included,
to
focus
on
the
negatives
rather
than
the
competencies
of
a
student.
The
developmental
model
does
the
opposite
and
focuses
on
the
positive
assumptions
about
the
abilities
of
every
person
to
grow.
Wolfensberger
(2013)
says
that,
personal
competency
enhancement
and
the
adoption
of
the
developmental
model
are
particularly
relevant
to
those
groups
whose
marginalization
or
devaluation
is
related
to
low
competence
(p.
139).
I
hope
that
by
building
our
school
community
and
collaborating
with
other
grades,
devalued
students
may
show
competencies
that
they
may
not
otherwise
have
the
opportunity
to.
For
example,
a
student
who
has
difficulty
socializing
with
his
peers
has
shown
that
he
is
highly
compassionate
and
caring
for
younger
students.
If
he
was
not
given
the
opportunity
to
work
with
these
students,
I
may
not
have
noticed
this
strength
of
his.
I
hope
that
by
seeing
students
competencies
and
giving
them
more
opportunities
to
express
them,
I
can
offer
them
a
greater
chance
of
success.
Personal
Support
and
Sharing
Plan
our
classroom
as
a
group
of
learners,
working
together.
For
that
reason,
I
feel
that
it
is
important
to
share
this
plan
with
my
students.
They
deserve
to
know
and
be
prepared
for
any
changes
happening
in
their
environment.
I
am
currently
seeking
the
support
of
my
administrator,
resource
teacher
and
partner
teacher
as
I
start
this
project.
It
is
important
to
have
them
on
board,
especially
for
the
whole-school
component.
I
will
need
the
cooperation
and
support
of
all
teachers
on
staff
to
collaborate
with
their
classrooms
at
different
points
throughout
the
year.
I
also
find
it
helpful
to
have
a
confidante
that
is
removed
from
the
situation
and
holds
an
unbiased
stance.
I
will
elicit
this
outside
support
from
my
husband.
The
beginning
of
my
change
project
is
already
underway
and
I
am
excited
to
monitor
the
growth
and
success
that
I
hope
will
result.
References
Berk,
L.
E.
&
Meyers,
A.
B.
(2016).
Infants
and
children:
Prenatal
through
middle
order concept for addressing the plight of societally devalued people, and for