Seven Skills of Inclusive Educators

Daniel W. Close, Ph.D.

Laos Study Group • October 10, 2013

Creating an inclusive learning environment for all

learners begins with the laws and policies of the government.

In Laos, this policy is the Inclusive Education Plan. This policy creates the momentum for inclusion of children with disabilities into the school setting.

Student Assessment: Making Laos Curriculum Accessible for All

2Laos~Oregon Inclusion Project 2014 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ

The Inclusive Education policy creates the need for

standards of how teachers will serve children with disabilities in the public schools.

The University of Oregon College of Education believes these standards should be developed on the basis of “best practices” and “evidence –based” strategies

These principles were presented during the initial presentations of the workshop .

Need for Standards


The major policy work was done by the Laos Office

of Inclusive Education.

The U of Oregon College of Education curriculum modification approach is strongly related to the 17 Indicators, and Five Star model presented by Dr. Peter Grimes and Save the Children.

In addition, the curriculum modification approach is influenced by information on Modifications and Differentiations presented by Dr. Silver on October 3 and 4 at Maple School.

Inclusive Education Policy


Assessing Student Ability

Developing strategies to make the Laos curriculum accessible to children with disabilities.

Main Elements of the Model


Assessing Student Ability – is accomplished by

educational assessment activities related to the educational policy offered within the Inclusive Education program.

The curricula for children with disabilities is based on the standard kindergarten and primary school curricula.

Children with disabilities are expected to take part in all normal school activities with the least amount of change or extra help necessary.

Assessing Student Ability


An initial assessment for eligibility is a careful look

at a child's abilities, strengths, interests and weaknesses.

An initial assessment is based on information from parents, observations by teachers, and an interview with the child.

The initial assessment is to determine whether a child has a disability and requires special instruction and related services.

The Assessment Activities


Instructional assessments of student ability are

conducted to help teachers determine “how and what to teach”

In this form of assessment, the teacher utilizes information from the initial assessment of the child’s strengths, abilities and interests, and attempts to find ways that children with disabilities may take part in an instructional activity that would otherwise not be possible.

Curriculum-Based Assessment


Curriculum-based assessment is done by making

small changes in activities that will enable a child to participate in a learning activity or some other instructional activity.

This assessment process is ongoing and is utilized to constantly adjust and adapt the learning and physical environment to enhance student performance.

Curriculum-Based Assessment (continued)


The final form of assessment is standardized

achievement testing.

Formal standardized achievement tests are used for comparing populations as well as evaluating individual children.

There are two forms of achievement tests:

Those used to evaluate large groups, such as schools or entire school districts, including annual state exams.

Individualized tests, to assess individual students.

Testing


Ensure that all teachers are competent to adapt

curriculum so it’s accessible to a range of learners.

Curriculum content will remain the same, but readability and complexity of requirements will vary depending on the individual student.

Teachers must be trained in strategies to assess student skills and then modify.

Adapt Curriculum to be Accessible to a Range of Learners


Madame Yangxia shared the Standard Laos

Education Curriculum with us

Each of these curriculum modules is written in a standard format and provides the basis for teaching children in Laos’s schools.

We believe teachers will need to learn strategies to adapt the standard curriculum to meet the needs of children with disabilities who will attend school.

Making the Laos Curriculum Accessible for All Children


We suggest that strategies for modifying these

curriculum materials will need to be taught to both students who are learning to be teachers in the Teacher’s Colleges

And to existing teachers through a rigorous program of in-service training.

It is important that all teachers learn these strategies for modifying existing curriculum to meet the needs of children with disabilities.

Laos~Oregon Inclusion Project 2014 ໂຄງການການສຶ ກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິ ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 13

Role of Ministry of Education and Teacher Training Colleges

Simplify reading materials,

Use alternative presentation strategies,

Organize students groups of differing sizes and ability levels,

Use local materials and “real life” situations into the lessons plans,

Use questioning strategies to encourage students to respond in small groups,

Provide Tiered Assignments,

Use Visuals


Seven Skills Teachers Need to Adapt Curriculum

Think about four different items you could have students

bring from home in in the “food” group.

Take one of these items and prepare an instructional program that utilizes visual cues, language instruction, and can be taught to a high functioning student and a student with intellectual disability.

Take three social greetings that would be used in the community.

Take one of these social greetings and use visual cues, language instruction, and role play to teach a student with an intellectual disability.

Small Group Activity


The curriculum modification process is highly

individual, based on the needs of each student

Teachers will need to learn this process of adapting curriculum to meet individual student’s needs

By developing strategies for modifying curriculum materials, which includes simplifying the reading requirements, teachers in the field will have a tool available to them as they increasingly are called to teach students who are slow learners.


1. Simplify Reading Level

We suggest that teachers will need to be taught to

utilize a broader range of presentation strategies to make learning accessible to children with disabilities.

A broader range of alternative presentation strategies will need to include the following techniques: Visual cuing devices such as picture cards, activities that give children experiential or “hands on” learning, etc.


2. Utilize alternate presentation strategies


Examples of hands-on learning

We suggest that teachers organize a variety of

students groupings to allow for small group instructions and work between students of mixed abilities.

By organizing students into smaller groupings, the teacher will at times be able to focus directly on those students who need additional assistance to be able to learn and perform the task or assignment.

In addition, by organizing small groups of mixed abilities, the value of student’s social interaction and communication is increased.


3. Organize student groups of varying sizes to facilitate learning for

all

We suggest that teachers bring additional outside materials into the classroom.

These materials should be accessed from the local community, and recognizable by all students in the classroom.

For example, teachers can develop lesson plans for slow learning students that directly taps into the student’s own experience.


4. Use instructional examples that emphasize “real life” experiences

Examples of utilizing “real life” experiences could

include instructional materials and lesson plans on local agricultural practices, home life, shopping for food and household items, sports, cultural activities, etc.


4. Real Life Materials

Utilizing “real life” examples in the development of

lesson plans and teaching examples helps the student

The child is able to both learn the math, reading, writing, and problem solving skills of the standard curriculum in a context that makes the information practical and relevant

4. Real Life Examples


We suggest that teachers be taught to adopt a strategy of

having students “pair-up” to work on tasks and assignments

Students can report back to the teacher what they have learned or what they have worked on during an instructional activity.

Utilizing the small group format encourages students to “report out” the results of their activities.

In both cases, students who would typically not verbally respond in a large group format are able to talk in the small group or “pair-up” arrangement.


5. Utilize “questioning styles”

Increase or decrease the complexity of the

assignment according to student abilities

Assignment looks similar, but meets students where they are

Example: Animal Reports from Marisa’s class


6. Provide Tiered Assignments

Use visual aids wherever possible to communicate

with students.

Pictures, instructions, reminders, diagrams


7. Provide Visuals

Seven Skills of Inclusive Educators

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