2.3: Apply and Reflect

Exercise

Read the following anecdote and answer the questions.

• Why do you think the parents, teachers, and school deem the general education classroom the least restrictive environment for Ethan?
• What did the parents, teacher,s and school do to make the general education environment accessible for Ethan?

It was Ethan's first day in first grade, and his parents felt a mix of excitement and nervousness as they walked him to school. Ethan, a bright and curious boy with autism, had spent his preschool years in a special education setting, where he thrived in smaller, more structured environments. But this year, his parents, his teachers, and the school team had decided to try something different—Ethan would be included in a general education classroom for the first time.

Ethan loved routine and predictability, so the idea of a new classroom filled him with apprehension. The sounds, the voices, and the hustle of a typical first-grade classroom were overwhelming to him. He had a hard time sitting still for long periods and struggled with transitions, especially when the class moved from one activity to the next.

As Ethan entered the classroom, Mrs. Green, his teacher, greeted him with a warm smile. "Good morning, Ethan! We are so happy you're here," she said, crouching down to his level. Beside her stood Ms. Sara, the special education aide, who would be working with Ethan throughout the day. She was there to help him stay focused and provide the support he needed.

The first few minutes were tough. Ethan hesitated at his desk, clutching his favorite sensory toy—a small rubber ball. He looked around, his wide eyes scanning the room full of children chatting and settling into their seats. The noise felt too loud for him.

Mrs. Green had prepared the class for Ethan's arrival, explaining to the students that Ethan learns a little differently and might need some extra help. She asked everyone to be kind and patient, and her words set the tone for the day.

As the class began their morning circle, Ethan sat with Ms. Sara, who gently guided him to participate in the discussion. He wasn’t quite ready to speak, but he watched intently as the other children raised their hands to answer questions about the day’s theme: "All About Me." Mrs. Green noticed Ethan’s attention and encouraged him to share when he was ready.

It wasn’t long before Ethan's moment came. Mrs. Green asked the students to talk about their favorite animals. Ethan, who had always been fascinated by sea creatures, raised his hand, gripping the rubber ball tightly. “I like dolphins,” he said quietly, but with excitement in his voice. His classmates turned and smiled at him, nodding in approval.

“Dolphins are awesome!” one of the students said. “I love dolphins too!”

For the rest of the day, Ethan continued to engage in small ways—sometimes quietly, sometimes more exuberantly, depending on how he was feeling. When the class transitioned to art, Ms. Sara helped him with a few extra prompts to keep him focused, and by lunchtime, he was sitting with two classmates, sharing his favorite snack and laughing along with their stories.

It wasn’t a perfect day. There were moments when Ethan became overwhelmed by the noise or by changes in the routine, and he needed to take a break in a quiet space with Ms. Sara. But for the most part, he was able to participate in the general education program alongside his peers, and he wasn’t the only one who learned something that day.

Mrs. Green made sure to celebrate each little victory, whether it was Ethan answering a question or simply managing a transition from one activity to another. By the end of the day, Ethan was smiling as he headed home, telling his parents about his new friends and how he got to talk about dolphins in front of the whole class.

His parents, overwhelmed with pride, knew this was just the beginning of an exciting journey. The school year ahead would have its challenges, but Ethan was making strides toward being part of something bigger. He wasn’t just part of a special program anymore; he was part of a class—a community where he could grow, learn, and thrive just like every other child.

In the months that followed, Ethan’s confidence grew. With the support of his classmates, Mrs. Green, and Ms. Sara, he became more comfortable in the classroom, learning to navigate its sounds, routines, and expectations. It wasn’t always easy, but every day, Ethan took another step toward finding his place in the world.