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Inclusion Presentation

Finals: Presentation for Inclusion Class

Jocelyn Menecio

on 12 December 2012

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Transcript of Inclusion Presentation


Judith Ngum
Ernest Nforna
Jocelyn Menecio Warm Up: Group Activity Think of a time when you were excluded from an academic or social activity as a child or an adult.
List the emotions you experienced.
Contrast this experience with a time when you were included or allowed to participate with others and list those emotions. Sharing Time Why? Who? How? What? When? Where? Inclusion
(Click the word “Inclusion” and watch the 3 minutes video) The Latin root of inclusion is includo- meaning to embrace.
Inclusion is the practice of teaching students with disabilities in the same classrooms as their peers.
It means collaboration between parents, students and other professionals and community.
Inclusion is how we deal with diversity and how we deal with differences. Inclusion welcomes diversity and differences, and uses them as capacities rather than differences. What is Inclusion? Embraces and respects differences
Upholds Civil Rights
Expands choice for individuals with disabilities
Promotes unconditional acceptance
Creates a welcoming and inviting environment
Involves age-appropriate peers
Creates connections in the community
Respects the entire family Inclusion… Mainstreaming
Segregated Program
Physical Placement
A program
A privilege
Placement with younger peers Inclusion is NOT… What does the law say about inclusion? • 1973 Rehabilitation Act
•1975 Education for All Handicapped
Children Act (PL 94-142)
•1986 Amendments to PL 94-142
• 1990 Americans with Disabilities Act (ADA)
• 1990 Individuals with Disabilities Education Act(IDEA) – the revised and renamed PL 94-142 Legal Basis for Inclusion • 54 million Americans, that is 1 in 5, have disabilities
• Family and caregivers number in millions
• Incidence of disability increases with age
• Nearly all of us will experience disability in our lifetimes
•5.8% of all school-aged kids have disabilities Disability Affects Everyone The Individuals with Disabilities Education Act (IDEA) as amended in 2004, requires that children with disabilities be educated in the “least restrictive environment appropriate” to meet their “unique needs.” Learning disabled
Mentally Disabled
Multiple Disabilities
Physical Disabilities
Speech and Hearing ADD and ADHD
Autism and Asperger’s
Behavior and Emotional
Giftedness Special Needs supported in Special Education What are Target Curriculum Based Strategies Good for Inclusion? A. Inclusive Setting Since students have such characteristics as learning differences, emotional/ temperament characteristics, reading, writing and Math skills deficits, cognitive/ conceptual skill differences and sensory input challenges, there are many curriculum adaptations that can be used in an inclusive classroom. Relating learning to children’s lives by using interest inventories to learn about their learning styles (Logical-Mathematical, Visual-Spatial, Musical –Rhythmic, Bodily-Kinesthetic, Naturalistic, interpersonal, intrapersonal) is an effective way to keep them engaged. B. Life Application and Learning Styles Co-teaching- occurs when the general and special educators work jointly to meet the needs of all students placed in the inclusion setting. C. Co- Teaching C urriculum addressed
O pen to ideas
T eam working together
E veryone involved
A ccommodations given
C ohesive
H ierarchy of modifications Co-Teaching Co-teaching: Four Approaches Supportive Teaching is when one teacher takes the lead instructional role and the other rotates among the students to provide support.
The co-teacher taking the supportive role watches or listens as student work together, stepping in to provide one-to-one assistance when necessary while the other co-teacher continues to direct the lesson. Parallel Teaching is when two or more people work with different groups of students in different sections of the classroom.
Co-teachers may rotate among the groups, and sometimes there may be one group of students that works without a co-teacher for at least part of the time. Complementary teaching is when the co-teacher does something to enhance the instruction provided by the other co-teacher.
Sometimes, one of the complementary teaching partners preteaches the small-group social skill roles required for successful cooperative group learning and then monitors as students practice the roles during the lesson taught by the co-teacher. Team teaching is when two or more people do what the traditional teacher has always done – plan, teach, assess and assume responsibility for all of the students in the classroom.
Team teachers share the leadership and the responsibility.
Co-teachers who team teach divide the lessons in ways that allow the students to experience each teacher’s strengths and expertise. Roles and Responsibilities in Co-Teaching Supportive Teaching
Parallel Teaching
Complementary Teaching
Team Teaching Facilitate Test Modification
Re-Teach / Reinforce Lessons
Provide Emotional Support
Create I.E.P.
Implement I.E.P.
Create Behavior Modification Plan
Implement Behavior Modification Plan Plan Curriculum
Adapt Instruction
Deliver Instruction
Assess Student Progress
Grade / Evaluate
Keep Records
Parent Communication
Create / Adapt Materials
Develop Instructional Strategies Responsibilities of Inclusion Team Members D. Support Strategies for Inclusion Classrooms Cooperative Learning Groups
Paired Reading / Writing
Reduced seat time
Specific seating arrangement
Specific Behavior Plan/Cues Arrangements Books on tape
Videos, Software
Tape recorders
Communication aids
Computers / laptops
Calculators Materials / Equipment Learning Logs
Organizational Aids
Skeletal Outlines
Highlight Reading Materials
Multi-sensory Presentations Study Guides
Vocabulary Lists
Main Idea Summaries
Writing Process Aids
Pre-Written Notes
Graphic Organizers Curriculum Aids Facilitation (communication, movement, thinking)
Shortened / Modified Assignments
Oral Tests
Open Notebook Tests
Re-word, Re-phrase Instructions/Questions
Picture Cues
Multiple Intelligences
Mnemonic devices such as HOMES for the Great lakes Individualized Support Appropriate Steps in Engaging Students UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.
As instructors, the students who come to us have different learning styles (auditory, visual, and tactile); different disabilities and come from different cultural backgrounds, some with language barriers.
UDL provides the framework for creating instructional goals, methods, materials and assessments that work for all learners. Universal Design for Learning (UDL) As teachers, it is important to apply the UDL guidelines which include the provision of:
Multiple means of representation,
Multiple means of action and expression
Multiple means of engagement.
Provide options for comprehension such as activating background knowledge, highlighting big ideas and support memory and transfer. UDL and Teachers In order to differentiate instruction, provide multiple means of representation by providing:
options for perception namely options that customize the display of information, alternatives for auditory and visual information;
options for language and symbols
options that define vocabulary and symbols, clarify syntax and structure, decode text, promote cross-linguistic understanding and illustrate key concepts non-linguistically. Differentiate Instruction Providing multiple means of action and expression by providing options for physical action namely the mode of physical response, means of navigation and options for accessing tools and assistive technologies. Assistive Technology Also, provide options for expressive skills and fluency like options in the media of communication, tools of composition and problem solving and scaffolds for practice and performance. Scaffolding Multiple means of engagement involve recruiting interest through increase in individual choice and autonomy, enhance relevance, value and authenticity and reduce distractions. Multiple Means of Engagement Graphic organizers are illustrations of thoughts on paper. They can help in brainstorming, organizing and visualizing ideas.
It will help children classify ideas and communicate more effectively.
It facilitate understanding of key concepts by allowing students to visually identify key points and ideas.
It can be use across all subject areas empowering students to master subject matter faster and more efficiently. Graphic Organizers Cognitive Strategies
Orienting Strategies- italics
Specific aids for paying attention
Mnemonics and organization Planning
Awareness of Cultural factors
Constructive student empowerment
Structured classroom
Cooperative learning
Interdisciplinary approach
Positive Attitude Other Inclusive Ingredients ACCOMMODATIONS Accommodations are adjustments to the assessment tools being used or the instructional materials implemented in the general classroom setting that attempt to level the playing field by removing barriers to performance created by disability (Fuchs and Fuchs, 2001) ACCOMMODATIONS To remove barrier
To demonstrate mastery
Standards remain the same
The outcome will vary The Goals of Accommodations Setting- seating arrangements
Scheduling- extended time
Responses- note-taker to fill blanks
Technological assistance Commonly Used Accommodations Modifications Modifications Modifications are essentially changes or adjustments to the content material that enable students to gain access to instruction in the general classroom setting. (Haigh, 1999) Modification of Assessment
Modification of Instruction
-use of manipulative
-Length of time
-Different responses
-physical setting
-Level of involvement
-Increased opportunity for access to material Commonly Used Modifications Communication and
Collaboration Collaboration involves Communication and Collaboration Collaboration relies on effective communication
All stakeholders should understand the goals for the inclusion program
Teachers work either consultatively or in a co-teaching setting
Parent involvement and support in accomplishing academic and other goals Communication and Collaboration Positive attitude shared by all stakeholders
Know strengths and weaknesses of all students
Identify appropriate educational goals
Time for planning and support from the administration
Alternate methods of teaching, activities , expectations and approaches
Effective classroom management- Clear expectations, modeling, positive reinforcement. Factors Necessary For Inclusion to Succeed Parent Involvement What parents want… Creating Communities where Everyone is welcomed and valued.

Remember…It is the right thing to do! INCLUSION Means Training and Technical Support for Inclusion: Kids Included Together – San Diego, Inc (858) 320-2050 www.kitonline.org

Disability Awareness:
Easter Seals www.easterseals.org
United Cerebral Palsy www.ucp.org
National Association for Down Syndrome www.nads.org
Autism Society of American www.autism-society.org
Kids on the Block www.kotb.com
Braille Institute www.brailleinstitute.org
Canine Companions for Independence www.caninecompanions.org

ADA Information: Department of Justice www.usdoj.gov/disabilities.html
Child Care Law Center, San Francisco www.childcarelaw.org Resources for Providers Books
Gilbert Guerin and Mary Male. (2006). Addressing Learning Disabilities and Difficulties. How to Reach and Teach Every Student. Corwin Press, Thousand Oaks, California.

John Beattie et al. (2006). Making Inclusion Work. Effective Practices For All teachers. Corwin Press, Thousand Oaks, California

Marilyn Friend and William Bursuck. (2002). Including Students With special Needs. Pearson, Upper Saddle River, New Jersey.

Richard Boon and Vicky Spencer. (2010). Best Practices for the Inclusive Classroom. Prufrock Press, Waco, Texas.

Rick Smith. (2004). Conscious Classroom Management: Unlocking the Secrets of Great
Teaching. Conscious Teaching Publications, Fairfax, California.

Toby J. karten. (2010). Inclusion Strategies That Work. Corwin Press, Thousand Oaks, California. References APA Citation: CAST (2008). Universal Design For Learning Guidelines Version 1.0 Wakefield, MA. Author.

http://www.udlcenter.org/aboutudl/udlguidelines/principles1,2 and 3



http://curry.virginia.edu. Other References What parents want… Communication
- Parent open house meetings
- parent newsletters
- Notes in the student's planner
-parent handbooks
Clear and concise homework assignments
A "bag of tricks" to use at home
Know their child's learning style and I.E.P.
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