Lecturette 2: Inclusion at the Classroom level Strategies for Including All Students.
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Transcript of Lecturette 2: Inclusion at the Classroom level Strategies for Including All Students.
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Lecturette 2:Lecturette 2:Inclusion at the Inclusion at the Classroom levelClassroom levelStrategies for Including All
Students
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Inclusive CurriculaInclusive Curricula
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Inclusive CurriculaInclusive CurriculaAn adapted curriculum may
change:
• goals/expectations, • materials • presentation • assessment and evaluation • environment • level of help required to teach
that concept
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Steps in Developing Steps in Developing Curriculum Variations:Curriculum Variations:
• 1. Note student strengths • 2. Determine goals • 3. Brainstorm ideas • 4. Choose ideas • 5. Decide who will be
responsible • 6. Make evaluations
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Steps in Developing Steps in Developing Curriculum Variations:Curriculum Variations:
1. Decide what is appropriate2. Evaluate the instructional
materials 3. Check for prior knowledge. 4. Preteach 5. Teach the concept 6. Provide postlearning
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How Can Students with How Can Students with Disabilities Participate in Disabilities Participate in
Standards-Based Lessons?Standards-Based Lessons?
• Personal supports• Accommodations and
modifications to curriculum• Instructional and assistive
technology
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How Can the How Can the Curriculum Be Curriculum Be
Modified to Meet Modified to Meet Individual Students’ Individual Students’
Needs?Needs?•Modifications:• Same – only less• Streamline the curriculum• Same activity with infused objectives• Curriculum overlapping• Module – Accommodations and
Adaptations
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Inclusive Instruction Inclusive Instruction (pedagogy)(pedagogy)
Instructional practices
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Why is it Essential that Why is it Essential that All Educators Vary All Educators Vary Teaching Methods?Teaching Methods?
• Learning should be active, not passive.• Varying instructional; methods is good for all students• Critical thinking skills are essential for all students in
the future.• Learning involves more than just hearing and
remembering.
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Inclusive Classroom Inclusive Classroom ClimatesClimates
•Establishing a positive classroom climate enhances academic achievement and helps to promote appropriate classroom behavior.
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Provide a Positive Provide a Positive Classroom Classroom Atmosphere Atmosphere
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Establish a Establish a Classroom Classroom Discipline Plan Discipline Plan
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Steps in Developing a Steps in Developing a Discipline Plan Discipline Plan
– Compose a list of expectations.– Encourage contributions to the list. – Brainstorm logical consequences.– Post the list in a prominent place. – Revisit and revise the plan as needed. – Acknowledge students who
demonstrate positive behaviors.
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Disruptive behaviors Disruptive behaviors
When students consistently speak out of turn, use inappropriate language or otherwise disturb classroom activities:
– Reinforce expectations and consequences.
– Use proximity or eye contact to engage the student when in a large group.
– Use "timeouts" as a time for self-reflection.
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Defying Authority, ArguingDefying Authority, Arguing
– Avoid confrontations – Reinforce positive behavior – Provide the student with leadership
opportunities such as tutoring or coaching younger students.
– Apply consequences consistently.
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Compulsive behavior
– Work with the student – Set up a private signal – Provide positive reinforcement – Teach the student to use self
talk
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Physically aggressive behaviorPhysically aggressive behavior
– Speak to the student in private – Discuss– reinforce – determine the cause – Provide opportunities – Be firm
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Defensiveness Defensiveness
– Draw attention to the positive aspects
– Use problem solving – Avoid overreacting– Provide the student with choices
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AttentivenessAttentiveness
– Minimize distractions– Seat student near good role models – Develop a private cueing system – Develop an awareness of the student's preferred
learning style – Break time periods into smaller blocks of time– Provide a student evaluation sheet– Pair the student with a peer. – Teach active listening strategies.
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Organizing materialsOrganizing materials
– Provide direct instruction– Encourage the use of color coded
folders – Designate specific storage areas– Develop lists – Encourage the use of a pencil case or
box
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Completing assignmentsCompleting assignments
– Break longer tasks into smaller steps– Have clear expectations– Display visual aids – Use personal planners or homework
books– Monitor progress frequently – Maintain a classroom calendar of
assignments
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Working independentlyWorking independently
– Establish clear time lines– Talk through steps– Break the task down– Provide models – Take advantage productive time– Praise successful experiences – Use contracts
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GroupingGrouping• A. Analyze each student's strengths. • B. Cluster four or five students per
classroom. • C. Consider when grouping students
into classrooms:• Academic needs • Reading levels • Learning styles • Math placement • Problem solving skills • Work habits • Organizational skills • Behavioral goals and objectives • Content or subject area
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What Is Assistive What Is Assistive Technology?Technology?
• Any item, piece of equipment or system that helps people bypass, work around or compensate for learning difficulties
• The purpose of assistive technology is to work around specific deficits, rather than fixing them.
• Assistive technology is not designed to improve particular skills or teach particular subjects.
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Collaborative Collaborative Teamwork in the Teamwork in the
Classroom Community Classroom Community
• Team Teaching • Paraprofessional Support
Personnel • Professional Support Staff • Peer Tutoring
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Physical SettingPhysical Setting
• Small group instructional area • Large group instructional area• Learning centers • Independent work stations • Computer work station • Time -out area • Storage area
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When preparing seating plans or work areas, consider students' vision, hearing, touch and smell.
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Consider the learner's toleration of movement or frequent desire to move; organizational abilities/preferences; need for sensory stimulation; as well as the preference to work independently or in a group.