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Copy of Inclusive Education

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Rebecca Bonomo

on 22 March 2013

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Transcript of Copy of Inclusive Education

Poetry Analysis
By Rebecca B. A.E. Housman Inclusive Practice
At York University Alfred Edward Housman was born in Fockbury, Worcestershire, England, on March 26, 1859. He was the eldest of seven children. A year after his birth, Housman's family moved to nearby Bromsgrove, where the poet grew up and had his early education. Housman only published two volumes of poetry during his life: A Shropshire Lad (1896) and Last Poems (1922). Some examples: Theme: So often younger people disregard the advice they receive from an older and wiser person, resulting in learning the hard way, and then looking back wishing they would have listened. Love is something to be careful about because it is worth much more than material things.

The wise man talking to the narrator is warning him not to give his heart away. He tells him all the expensive and valuable things to give before he dared think about giving his heart. He was even warned again in the second stanza, but that did not stop him. With age he realized that he should have listened. Repetition Theme and Interpretation! Conceit and Metaphor A Conceit is found in lines 11-12 "The heart out the bosom Was never given vain;" This extended metaphor is comparing the heart to a commodity, meaning it's a price to pay giving your heart away.
A Metaphor is found in lines 3-4 "Give crowns and pounds and quineas But not your heart away;" This is suggesting that a heart can be metaphorically be weighed like gold.
Both of these literary techniques are furthering the theme of being careful about love.

Structure Reading of When I was One-and-Twenty Concluding Thoughts
& Discussion Questions Theme and Interpretation Theme Theme: The man explains how he was not waving, but drowning and now that he is dead and moaning, people still cannot hear him. They came up with excuses for why he must have died, completely missing the mark. His unnoticed emotional distress is the theme. Special Needs When I was One-and-Twenty VS. Counselling & Disability Services (support)
Assistive Technology Labs
Interpreting and note taking services
Accessible housing, transportation
and parking Case Study Approx. 18 students per class (including 6 with special needs)
Collaborative team-teaching model - 2 teachers per class, 1 general ed. teacher and 1 special ed. teacher
Modified lesson plans to accommodate all students' needs
Any child in need of services such as speech therapy, occupational therapy, physical therapy or counseling, will usually receive those services in the classroom "The Children's School, PS372, founded in 1992, continues to be groundbreaking in its educational philosophy and practice. It is the only elementary school in New York City where all children, from pre-K to fifth grade, work side by side throughout the school day with classmates who have a range of abilities and disabilities." What is a special need? Ontario Municipal Social Services Association (OMSSA) defines children with special needs as children “who, due to emotional, familial, physical, behavioural, developmental, cognitive, communicative or emotional factors, are at risk of not maximizing their potential. Special needs encompasses children who require support and assistance with daily living, whether formally diagnosed or not, and whether a diagnosis is short or long term in nature.” Statistics Traditional special education: children with special needs are sent to a separate school or class.

Mainstreaming: children with special needs learn in regular classrooms part of the day and are placed in segregated (special education) classrooms when they require modified instruction for particular subject areas.

Research shows that segregated program models have failed. When children are separated from their age peers they can feel excluded, isolated and ostracized, and perform less well than when they are included. They are also less prepared to be a part of society when they become adults. Is NOT Inclusion Including Children
With Special Needs Separation 2006 Stats Can data Roughly 4.6% of Canadian children aged 5 to 14 have one or more disabilities (up from 4.0% in 2001) --> translates to 163,730 Canadian children with disabilities attending school
Disability rates higher among boys
Learning, speech and chronic conditions are the leading types of disabilities
Among children with disabilities, 109,240 or 67.5% use one or more educational aids
Nearly one in five children do not have the educational aids they need
Lack of funding is the main reason behind absent but needed educational aids Conditions among children with disabilities aged 5 to 14, 2006 Structural/environmental supports such as ramps and railings can help students with physical/mobility challenges negotiate their school environment and ensure that buildings are accessible to everyone.
Educational supports or services that assist the child with learning and classroom participation include tutors, teaching assistants & attendant care, readers & note-takers, talking books, recording equipment, computers with Braille & speech access, and voice activated software. % Students with special needs should be viewed in the ways in which they are the same as their peers rather than in the ways in which they are different. There are many different aids that enable a child to
participate more fully in regular schools and classrooms. Lines 1 &9 Line 16 When I was one-and-twenty
I heard a wise man say,
'Give crowns and pounds and guineas
But not your heart away;
Give pearls away and rubies
But keep your fancy free.'
But I was one-and-twenty,
No use to talk to me.

When I was one-and-twenty
I heard him say again,
'The heart out of the bosom
Was never given in vain;
'Tis paid with sighs a plenty
And sold for endless rue.'
And I am two-and-twenty,
And oh, 'tis true, 'tis true. When I was One-and-Twenty
(from his shopshire lad collection) "When I was one-and-twenty" is the first line of each stanza, and the title. That phrase is repeated to emphasis the past and how the narrator has moved on from one-and-twenty. This repetition does not allow the reader to forget that his stupidity was the result of his youth. When I was One-and-Twenty is divided into two eight-line stanzas. It follows the traditional ballad rhyme scheme: the stanzas each break in half, with the second and fourth lines of each group rhyming. Structure Universal Design For Learning Multiple means of representation, to give diverse learners options for acquiring information and knowledge.
Multiple means of action and expression, to provide learners options for demonstrating what they know.
Multiple means of engagement, to tap into learners' interest, offer appropriate challenges and increase motivation. Principles: Coming Out Stars Grade 11 Activity Rights On December 13, 2006, the UN General Assembly adopted the Convention on the Rights of Persons with Disabilities, the first international human rights treaty of the 21st century. The Convention recognizes that a change of attitude in society is necessary if persons with disabilities are to achieve equal status. In March 2007, Canada signed the Convention, requiring us to progressively work toward measures that ensure full inclusion for persons with disabilities. Curriculum objective:
The students will use cognitive skills to develop the mindset of social awareness. They should be able to question the social system and think of ways to improve and make issues known to their diverse communities. ON TO THE NEXT ONE... Not Waving but Drowning Inclusion-based practice promotes understanding and respect for differences. This ensures that children's experience in school is rooted in an appreciation for diversity - which is in itself enriching, and also better prepares them for equitable and caring engagement in society. Interpretation Although the diction may be simple, and easy to read, there are deep meanings and feelings within the poem. The dead man has been crying for help his whole life and all the while nobody seemed to notice or hear him. What do you think are the greatest barriers/challenges to implementing inclusive education?

Does education per se have a responsibility to promote social justice? Video Thesis: A.E. Housman furthers his themes of youthful stubbornness and love by using metaphors, conceit, and repetition. "'tis true, 'tis true" is repeated in the last line to show the sadness and regret he feels about not listening to the wise man's warnings. It sums up the whole poem by telling the reader "yep, I learned it the hard way!" by Stevie Smith Also known as Florence Margaret Smith, born on September 20, 1902 in Hull, England.
Her first book, Novel on Yellow Paper, was published in 1936, in England during World War I.
She died of a brain tumor in 1971.
Nobody heard him, the dead man,
But still he lay moaning:
I was much further out than you thought
And not waving but drowning.

Poor chap, he always loved larking
And now he's dead
It must have been too cold for him his heart gave way,
They said.

Oh, no no no, it was too cold always
(Still the dead one lay moaning)
I was much too far out all my life
And not waving but drowning. Not Waving but Drowning Reading of Not Waving but Drowning Three techniques... Shift Throughout this short poem the narrator shifts from first person narrative to third person narrative two times. That helps us see what the man was thinking and feeling and what the rest of the people were oblivious too, emphasizing the theme. Symbolism Paradox There is symbolism found in line 4 and 12 "And not waving but drowning." Drowning is a symbol for how the man was overwhelmingly depressed, he was not literally drowning, but internally drowning, which is the whole point of the poem. There is a paradox in line 1-2 "Nobody heard him, the dead man, But still he lay moaning:" A dead man can not literally be moaning if he is actually dead. The self-contradictory statement furthers the theme of his emotional distress and isolation. references Thesis: Stevie Smith forwards her theme of a depressed man, who was not literally waving, but drowning by using shifts, symbolism, and paradox. The structure of this poem is separated into three stanzas with four lines each. The rhyme scheme is roughly in ballad meter. Not Waving but Drowning Similarities:
Both poems have repetition, and symbolism.
Both are narratives
Both have simple, easy to read diction and deep meanings hidden within the syntax.
Not Waving but Drowning switches back and forth between first and third person.
When I Was One-and-Twenty is more comical and less depressing.
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