First Impressions

The essay uses Thomas as an example of how achieving inclusivity is an obstacle in special needs education in the first chapter, titled First Impressions. The essay further highlights the contributions of parents of severely disabled children such as Thomas. Parents must work hard to persuade the government or school system to implement inclusive services. Such difficulties prompted Thomas's father, Richard Ellenson, to create a program to assist his son and other seriously disabled children. Classroom 506 is the name of the father's curriculum. Ellenson was concerned about the high cost of teaching children with serious disabilities. This cost would decrease if the various specialists handled the needs of children at a specialized location. The chapter ends by talking about the challenge that Thomas had amidst other children: he had to use a machine to speak his name on his behalf (Belkin 4).
Learning to Advocate
The second chapter, “Learning to Advocate,” discusses the importance of advocating for children with severe disabilities. Thomas’s parents have already provided a suitable environment at home for Thomas to learn and feel part of the home. Nevertheless, there is the problem of the lack of financing in programs that help severely disabled children. The chapter also uses the case of Valente to accentuate the need for a support system for severely disabled children. It also highlights the need for training and support for individuals who provide special education services (Belkin 6).
Story Time
Chapter III, “Story Time,” explains the need to give severely disabled children the background skills they require to learn. As exemplified in the case of Thomas, these skills are critical, even when the children join special education institutions. Nonetheless, the supporting technology used to teach children with severe disabilities might fail. For instance, Thomas refuses to use the device that helps him speak because sometimes he is embarrassed after touching the wrong button that says the wrong thing. The chapter ends by pointing out the problems of educating Thomas and other severely disabled children, even though the experience can be interesting (Belkin 8).
Making Friends
The fourth chapter, “Making Friends,” explains how critical it is for children with severe disability like Thomas to make friends. His father understands the boy and teaches the other children how he communicates, and this makes Thomas extremely joyous. Taylor and Evan become Thomas’s friends probably after understanding his needs. Towards the end of the chapter, the article emphasizes the importance of involving severely disabled children in the activities of other children.
Frustrations and Breakthroughs
The fifth chapter titled “Frustrations and Breakthroughs” explains how Thomas’s father feels the frustration of slow progress in a special needs institution. Similarly, he is not happy that the model of education he proposed is not yet in place. The father gets surprised when the boy rightly answers that they are seventeen in his class. Thus, even if the process is slow, a good special education program bears fruits. The chapter accentuates that while nonverbal children use single words and symbols, they communicate in their head just like other children.
Do You Know About Valente
The sixth chapter, “Do You Know About Valente?” talks about the physical problems of Valente, who suffers seizures many times. She dies of these complications. When the children receive the information, they are saddened. Thomas understands everything at the time.
Making Plans
Chapter VII, “Making Plans,” talks about a successful program where even Thomas participates successfully. Nonetheless, Thomas’s father is disappointed that there are no written materials to help other future programs, but the government offers to help (Belkin 15).
2. Personal Position on Inclusion in the Classroom
I feel all educational programs should emphasize the inclusion of every child despite having a disability. Children who involve themselves in the activities of any class learn better than those who do not feel as part of the program. Inclusion lays a foundation that can ensure excellence in learning and teaching.
3. Impression of the Way the Article was written
The article is written very well because it uses examples that are interesting and clear. The use of narration makes the article interesting. The author uses pathos to elicit the emotions of readers and persuade them to take action. She uses correct grammar and divides her article into sections that are easy to follow.
4. Influence on my Attitude about Inclusion
Following the article, my attitude towards inclusion has changed. I used to think that only the children without a disability could learn well. Currently, I believe every child should have the opportunity to learn, make friends, express themselves without assisting technology, and get all the support they need.
5. Direct, Interpretive, and Evaluative Questions for the Article
Direct Questions
1. What influenced Lisa Belkin, the author, to write the article?
2. Is education the niche in which the author writes?
3. What is the background of the author and who is the target audience?
Interpretive Questions
1. Why does the author use pathos in her story?
2. Why does the author use narration?
3. Does the article present a true story or a work of fiction?
Evaluative Questions
1. What is the goal of the article?
2. Does the author influence special education program implementation?
3. Do other authors address the concerns that the author raises?











Work Cited
Belkin, Lisa. The Lessons of Classroom 506. 12 09 2004. 18 12 2017 .