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Transcript of UST Inclusion
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Strategies and Ideas forTeachers of English
Dr. Donna C. MartinezSanto Toms University
August 11 & 18, 2010
Inclusion Toolbox
for Diverse
Learners:
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+Dr. Donna Martinez(George Washington University, Washington, D.C.)
International Education Consultant:
[email protected] , http://dcm-iec.com/
Director: HEATH Resource Center on Postsecondary Education forStudents with Disabilities (GWU)
(http://www.heath.gwu.edu )
College instructor- Masters Level Teacher Education
Author: (2010) Integrating Transition Planning into the IEP Processedited by Lynda West. CEC: Arlington, VA
Teacher: 5 licensures in Special and General Education
Parent of young adult with disability
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+Workshop Agenda:
DAY ONE-Day of Learning
What is Person First Language?
What is inclusion /access to the
general educationcurriculum?
Why are we including allstudents?
What is happening globally?
What are the processes forimproved teaching tofacilitate improved learningfor ALL?
DAY TWO-Day of Action
Apply positive behavior
intervention and supports
Demonstrate best practice
strategies for inclusion
Build and refine a model
universally-designedlesson
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+Workshop Goals/Outcomes
1. Refer to individuals with disabilities using Person First Language
2. Understand Inclusive and Differentiated education
3. Utilize a wide array of Differentiated Teaching Strategies across diversecontexts based on Universal Design for Learning and Backward DesignLesson Planning
4. Be ready to apply Differentiated Learning Theory and PositiveBehavioral Management Skills when instructing a diverse studentpopulation
5. Experience various strategies & reflect upon their usefulness in yourclass
6. Write a universally designed lesson plan that addresses the needs of adiverse student population
Participants will-
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+Concepts/vocabulary terms
Person First Language
Inclusion/Inclusive
education
Presumed competence
Access to the GeneralCurriculum
Augmentative andalternativecommunication
Curriculum Accommodation
Curriculum Modification
Backward Instructional
Design
Universal Design
Universal Design for Learning
Assistive Technologies
T
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+CLOCK BUDDY:Students add the names of 12 classmates on lines around
the clock face.Teacher calls out the hour- student works with that buddy
listed on his clock
THINK PAIR SHARE:
Ask a thought-provoking question.
Give students some time to think about the question ontheir own, as well as the language they will need to
respond.
Students share their thoughts with a partner.
(For example- Clock Buddy)
Students share thoughts with the whole group, which
serves as a form of accountability for the students.---??????---
Think about a time you taught a student with a
disability.
What was your experience like-how did it make you
feel?
Keywords: person /student with a disability
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+Examples of Person First Language
USE PEOPLE FIRST- If you dontknow the persons name
People/individual/adult/child
with disabilities
People/individual/adult/childwithout disabilities
People with intellectual/developmental disabilities
A person with Down syndrome
A person with mental illness
Accessible buses, bathrooms,etc.
INSTEAD OF DEVALUING LABELS
The handicappedThe disabled
Normal people,regular people
Mentally retarded, Retard,retarded people
Downs kid, mongoloid, Retard
Insane, lunatic, crazy, mentally ill,psycho
Handicapped buses, bathrooms, etc.,handicapped parking
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+
THE OTHER R-WORDProduced by Will Schermerhorn of Blueberry Shoes Productions.
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+
Reading for meaning using choral
readingChoose a book or passage that works well for reading aloud as a group:
patterned or predictable
not too long; and
is at the independent reading level of most students
Provide each student a copy of the text so they may follow along. (Note:You may wish to use an overhead projector or place students at acomputer monitor with the text on the screen)
Read the passage or story aloud and model fluent reading for thestudents.
Ask the students to use a marker or finger to follow along with the text asthey read.
Reread the passage and have all students in the group read the story orpassage aloud in unison.
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+LANGUAGE OF US AND THEM
by Meyer Shevin We like things
They fixate on things
We try to make friends
They displayattention-seeking behaviors
We take a break
They display off taskbehaviors
We stand up for ourselves
Theyare non-compliant
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+LANGUAGE OF US AND THEM
by Meyer Shevin We have hobbies
They self-stimulate
We choose our friends wisely
They display poor peer socialization
We persevere
They perseverate
We love people
Theyhavea dependency on people
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+LANGUAGE OF US AND THEM
by Meyer Shevin We go for a walk
They run away
We insist
Theytantrum
We change our minds
Theyare disorientedandhavea shortattention span
We have talents
Theyhave splinter skills
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+LANGUAGE OF US AND THEM
by Meyer Shevin
WE ARE HUMAN . . . .
THEYARE? ? ? ?
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+Presumed competence- The
guiding principal
The criterion of LDA holds that in the absence of
conclusive data, educational decisions ought to bebased on assumptions which, if incorrect, will have
the least dangerous effect on the likelihood that
students will be able to functional independently
as adults.
Furthermore, we should assume that poor
performance is due to instructional inadequacy
rather than to student deficits.
A. Donnellan, 1984:Donnellan,Anne, (1984) "The Criterion of theLeast
Dangerous Assumption" Behavioral Disorders, v9 n2 p141-50 Feb 1984
Brain
Gym
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+Presumed competence
All people have different talents and skills.
Intelligence is not a one- dimensional construct,
nor can it (or its absence) be measured accuratelyand reliably enough to base students educational
programs and future goals on test results.
Children learn best when they feel valued, when
people hold high expectations for them and when
they are taught and supported well.
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+Presumed competence
Students are seen as capable of learning
People speak directly to students rather thanspeaking to students through a buffer supplied by
paraprofessionals or other people who are
considered to be assisting the students.
People use age-appropriate vocabulary, topics,and inflection when talking to students.
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+Five Reasons for Presumed
Competence1. Human intelligence is a multi-faceted construct
2. Assessments of students I.Q. are seriously flawed when theyhave difficulty communicating and movement challenges.
3. Children and adults labeled retarded are capable when theyhave a means to communicate and are provided with highquality instruction.
4. To presume incompetence could result in harm to ourstudents if we are wrong.
5. Even ifwearewrongaboutstudents capacitiesto learngeneraleducation curriculum content,the consequencestothe studentofthatincorrectpresumption are notasdangerousasthealternative.
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+QUESTIONS & REFELCTIONS
How do our assumptions about
people impact our beliefs and
actions?
How can we decide if our
assumptions are right or wrong?
Other Questions/Reflections?
T
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+What is inclusion:
All students are members of their neighborhood school
All students are assigned to age-appropriate grades in
heterogeneous classrooms.
Student grouping and regrouping are based upon the individual
interests and skills ofALL students and not only on disability types
or labels.
Supports and special education services (therapies) are
provided in the classroom and coordinated with ongoinginstruction.
Related services, (e.g., physical therapy, occupational therapy,
speech therapy) are delivered in general classroom settings and
coordinated with ongoing instruction.
Ourabilityto reachunity in diversitywillbethe beauty &testof
our civilization.Gandhi
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+What is inclusion
The provision of supports for students (i.e., instructional,curricular, behavioral) is viewed as a school-wide need,
embraced by the staff, and part of the whole school
culture.
The instructional materials used for typical students aremodified for assignments, homework and tests, as
needed.
Effective teaching strategies and differentiated
instruction are used to meet the needs of every child and
to accommodate the learning styles of all children in the
class.
The general education instruction and curriculum are
used as the bases for instruction to meet education goals.
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+What is inclusion
Planned and structured activities are in place to
promote social inclusion and friendship development-
before, during and after school.
Students without disabilities are supported inwelcoming other students who have disabilities
Collaboration among general educators, special
educators and other school personnel occurs on an
ongoing basis.
School administrators provide vision and leadership
and welcome all students into their schools.
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+In an effective inclusive school
ALL staff members, students and parents...
believe thatALL children belong as part of the schoolcommunity
emphasize learning forALL students
provide equal opportunities forALL learners
equally valueALL persons
view each person as a unique individual
learn from and about people with diverse characteristics
work together in a problem-solving organization
share the responsibility for ALL students
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+
What is inclusion- Example of Student
AssessmentLife line Strategies
Phone a friend
1. Student may ask a friend to help with the answer2. Friend whispers the answer to the student3. Student responds to the class with the correct answer
Answer in my pocket
1. Student struggling with remembering the correctresponse to test question keeps a copy of the question
with the correct answer in his pocket2. Student is asked throughout the day by teacher and
friends what is the question / answer in his pocket.3. Student has frequent opportunities during the day to
learn content
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+Why inclusion? Its the right thing
to do and its the LAW-USA Individuals with Disabilities
Education Act, 2004 (IDEA),
Americans with Disabilities,
Act, 1990 (ADA)
Rehabilitation Act, 1973 (Sect.
504)
Elementary and Secondary
Education Act (ESEA/NCLB),2002
All students with disabilities have the right
to free appropriate public education in
the least restrictive environment
Civil right to equal access building and
learning
Expect to demonstrate learning in the
general education curriculum
With supports and services as necessary
States must ensure that all groups ofstudents, including including low-
income students, students from major
racial and ethnic groups, students with
disabilities, and students with limited
English proficiency-reach proficiency
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+Why inclusion? Its the right thing
to do and its the LAW-Chile Ley N20.422 que Establece Normas
sobre Igualdad de Oportunidades eInclusin Social de Personas conDiscapacidad
LeyOrgnicaConstitucional (LOCE)de1990; en la Ley 19.284 del 1994 deIntegracin Social de las Personas conDiscapacidady los decretossupremos deeducacin N 1/1998 quereglamenta laintegracinescolary el DFL N 2 /98 desubvencionesysusmodificaciones.
PolticaNacional de Educacin Especial2006 - 2010,
Ley 20.201 quemodifica la Ley deSubvenciones (D.F.L. 2/98)
Equal Opportunities and Social Inclusionof Persons with Disabilities.
Principles of independence, universalaccessibility, universal design,
intersectoral, participation and socialdialogue.
Establishes new body to address thechallenges created by the full socialinclusion of persons with disabilities: theCommittee of Ministers, NationalDisability Services and the AdvisoryCouncil.
Right of parents to choose the methodmost appropriate special education fortheir children.
Right to access general curriculum
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+What is happening globally
Defense for Children International (DCI) http://www.dci-is.org/dciwork/labour/compaign.htm
Inclusion International
http://www.inclusion-international.org/priorities/education/projects-and-activities/
The United Nations Educational, Scientific and CulturalOrganization (UNESCO)http://www.ibe.unesco.org/es/cie/48a-reunion-2008.html(EducacinparaTodos (EPT) a cumplir en 2015)
Convention on Human Rights for People with Disabilitieshttp://tinyurl.com/UNESCO-World-for-Inclsuion
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+PAUSE FOR QUESTIONS &
REFLECTIONS If inclusion is the law and for some considered best practice,
why do we not see this happening in all schools by all
teachers? What are the barriers?
What needs to be improved or changed in order to have
students included in school? How do we remove those
barriers?
What would help you to be prepared for a student with a
disability in your class?
Other questions about the inclusion of students with diverse
learning abilities?
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+Planning for Inclusion
Backward Lesson PlanningDesired results,
Acceptable evidence,
Learning experiences/instruction
Differentiated Lesson Planning Student centered: ability, interest, skill level
Ongoing and diagnostic assessments to makeinstruction more responsive to learners needs
Multiple formats of assessment
Varied groupings
Universal Design for Learning
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+Steps to Backward Design
1. Identify Desired Results2. Determine Acceptable
Evidence
3. Plan Learning Experiences andInstruction
Understanding by Design by Grant Wiggins and JayMcTighe (1999)
Start with the end in mind:
http://digitalliteracy.mwg.org/curriculum/process.html
Overview of Understanding by Design (pdf) http://tinyurl.com/templateUbD
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+Backwards Planning:
Establish Circular PrioritiesWhat all students will
learn? Content & Standards
What do we want students
to encounter in lesson?
Prerequisite skills/knowledge
to successfully accomplish
Key performances &
Assessments
Instruct the BIG IDEA-
worth remembering after
all else is forgotten-How
will I prepare that lesson?
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What will you accept as evidence oflearning, understanding, proficiency?
Continuum of Assessment Methods
Vary in scope-simple to complex
Vary in time frame- short to
long-termVary in structure- highly to
nonstructured
Ongoing & formative
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Performance Tasks & Projects
Open-endedShort-termed/long
termed/multistaged
Complex
Authentic
Personalized
Criteria known & guide studentswork
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+Academic Prompts- Pencil & Paper
Open-ended questions
Required to think critically,Response, product, performance
Not a single, best answer or strategy
Involves analysis, synthesis,
evaluation
Requires explanation/defense
Requires judgment-based score
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+Quiz and Test Items- Pencil & Paper
Simple, content-focused questions
Assess factual information, concepts,discrete skill,
Use select-response or short answer
Has single, best answer
Scored with answer key/machine
Questions not known in advance
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+
T-UbD
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+ Differentiated InstructionCarol Ann Tomlison: http://www.caroltomlinson.com/
Paula Kluth: http://www.paulakluth.com/differentiating-instruction.html
Applies an approach to teaching and learning that provides
students multiple options for taking in information and
making sense of ideas.
Approach to teaching is flexible: the curriculum &presentation of information is adjusted.
Recognizes students background knowledge, readiness,
language, preferences in learning, interests vary. Teachers
react responsively.
Classroom teaching is a blend of whole-class, group and
individual instruction.
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+What is Differentiated Instruction?
Instructional Content:
Several elements and materials are used to support
instructional content
Acts
Generalizations/principals
Attitudes
Skills
Aligns tasks and objectives to learning goals (individual,
school,State/National)
Instruction is concept-focused and principle-driven
adjusted by degree of complexity for the diverse learner
Identifying components/features:
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+What is Differentiated Instruction?
Process of teaching:
Flexible grouping
Positive behavioral classroom management
Initial and on-going assessments of student readiness and
growth
Active and responsible stu
dent learning
Varied expectations and requirements for student
responses.
Identifying components/features:
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+What is Differentiated Instruction?
Guidelines:
Clarifykey concepts and generalizations
Use assessment as a teaching tool to extend versus merely measure
instruction.
Emphasize critical and creative thinking
Engage all learners
Provide a balance between teacher-assigned and student-selected
tasks
Identifying components/features:
See: Balancing the Equation to Make Differentiation Work
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+What is the difference between
an adaptation, accommodation
and a modification?
Adaptations: Any type of change in delivery of
instruction, the conceptual difficulty and/or
content of the curriculum. accommodations andmodifications.
Two types:
Accommodation
Modification
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+What is the difference between
an adaptation, accommodationand a modification?
Accommodations are adaptations (changes) in materials,
procedures, the delivery or the method of student
performance/assessment that does not change the curricularcontent or conceptual difficulty
Allows student to be able to do the same work as his or her peers-
Levels the playing field, allows equal access (ADA)
Allows SWD to show their knowledge and skills rather thanthe effects of their disabilities. (Thurlow, M. (2002).
Does not change the curricular content or conceptual
difficulty in an effort to help the child be able to do the same
work as his or her peers.
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+What is the difference between
an adaptation, accommodationand a modification?
Accommodations are shaped by state/national
guidelines. They are grouped into separate types:
Presentation how the test looks, size of type or ofresponse bubbles, repetition of directions, having
materials read aloud.
Responses mark answers in the book, use references,
point.
Setting study carrel, special lighting, separate rooms.
Timing/schedules extended time, frequent breaks.
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+What is the difference between
an adaptation, accommodation
and a modification?
Modifications: more extensive adaptations (changes) made to
both difficulty level and/or content quantity of the curriculum,
performance or assessment.
Changes what the student is expected to learn and show based upon
individual ability.
Modifications involve combinations ofaltered content knowledge,
conceptual difficulty, educational goals, instructional method, and
assessment of learning
Examples:
student learns only one section of a unit, not the entire unit
use different grade level
Use of calculator in a math test, reading test read out loud to student
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+The Modification Process
Is the activity appropriate- can the student do the same
activity as peers
If no then
Is the activity appropriate with adapted materials
If no then
Is the activity appropriate with personal assistance
If no then
A decision-making approach for class participationfor students with diverse learning needs
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+The Modification Process
Is their an alternative objective student can achieve while
participating (Multilevel instruction)
If no then
Is there an alternative activity in which the student can
participate, in a different section of the room?
If no then
Is there instruction that can be provided in another
environment?
A decision-making approach for class participationfor students with diverse learning needs
U i l D i & U i l
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+Universal Design & Universal
Design for Learning
UDL derived from architecture: Universal design and
product development
curb cuts, automatic doors, video captioning, speakerphones
Build flexible designs first rather than retrofit later for greater cost
Everyone benefits from universal design features (e.g., watching
video with captions in a busy gym or airport).
UDL-Based on neurosciences that shows that each brain
processes information differently.
UDL-Allows students access to classroom environment,
learning.
CAST: http://www.cast.org/
National Center on Universal Design for Learning :http://www.udlcenter.org/
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+Universal Design for Learning
Universal Design for Learning utilizes flexible instructionalmaterials, techniques, and strategies that empower educators tomeet these varied needs.
UDL framework proposes that educators strive for three kinds of
flexibility:1. To represent and access academic content information in multiple
formats and media (the "what" of learning),
2. To provide multiple pathways for students' action and expression(the "how" of learning),
3. To provide multiple ways to engage students' interest and motivation(the "why" of learning).
UDL principles, implemented with new media and Technology,improves goal setting, individualizes instruction, and betterassess students progress.
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+How US Federal Statute Defines
UDL
The term UNIVERSAL DESIGN FOR LEARNING means a
scientifically valid framework for guiding educational
practice that:
(A) provides flexibility in the ways information is presented,
in the ways students respond or demonstrate knowledge and
skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriateaccommodations, supports, and challenges, and maintains
high achievement expectations for all students, including
students with disabilities and students who are limited
English proficient.
From the Higher Education Opportunity Act of
2008 ...
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+Why UDL?
Provides Student centered education for diverse learners
Students have a variety of skills, needs, and interests. Confirmed by neuroscience brain imaging technologies
Often curriculum is "fixed" and inflexible.
Individual differences become learning barriers as learners try
to bend their individual styles, skills, and abilities to the
curriculum's needs at the expense of genuine learning.
A universally designed curriculum is designed from the
outset to meet the needs of the greatest number of users,
making costly, time-consuming, and after-the-fact changes to
curriculum unnecessary.
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+Assistive Technology
Examples include: mobility devices such as walkers and wheelchairs, as well ashardware, software, and peripherals that assist people with disabilities in accessingcomputers or other information technologies.
People with limited hand function - keyboard with large keys or a special mouse to
operate a computer,
People who are blind - software that reads text on the screen in a computer-generatedvoice,
People with low vision may use software that enlarges screen content, people who aredeaf may use a TTY (text telephone),
People with speech impairments may use a device that speaks out loud as they entertext via a keyboard.
National Assistive Technology Technical Assistance Partnership (NATTAP)http://www.resnaprojects.org/nattap/RESNA.html
AbleData:http://www.abledata.com/
Technology used by individuals with disabilities in
order to perform functions that might otherwise bedifficult or impossible.
Curriculum Enhancements and
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+Curriculum Enhancements and
Strategies areA purposeful activities to engage learners in acquiring new
behaviors or knowledge
Tools for designing thoughtful lessons and units
Tools needed to bring thoughtful programs alive in the
classroom
Clearly defined steps or a clear description of what the teacher
does
Motivating for students and makes the work of differentiating
instruction manageable for teachers
What makes for consistent and significant gains in student
achievement & state/national assessments
How we help allchildren build different kinds of knowledge.
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+Strategies and resources
USED IN PRESENTATION
Think pair share
Choral reading
Lifeline
Pause for reflection / Brain Gym
Graphic organizers
Use of technology & software-
simple or advanced
AND MORE
REVIEW OF TOOLKIT
DIFFERENTIATED INSTRUCTION
BACKWARD DESIGN
UNIVERSAL DESIGN FOR
LEARNING
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+3-2-1 Summary:
New ideas you encountered
____________________________________________________________
____________________________________________________________
____________________________________________________________
Strategies you plan to try
___________________________________________________________
____________________________________________________________
Question you still have
____________________________________________________________
Reflect on the topics and information we discussed today and
list:
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+I have this child
Review packet-toolkit forinclusion, lesson plans
Select a student with a disability
Design a lesson plan that meetsthe needs of that student andassures access to the generalcurriculum
Describe adaptations,curriculum enhancements youmight use for that child
Teaching strategies
Accommodations
Modifications
Bring to class 2:
Description of the child
UDL/Backward design lessonplan
5 Strategies, accommodations,
modifications that you have
discovered- include
references/website
Be prepared to show the group
an example
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Online Inclusion Strategies:
http://www.inclusioninstitutes.org/
Inclusion for English Language Learners
English Language Learners with LD
http://www.readingrockets.org/webcasts/2007
http://tinyurl.com/35lyzy9
Paula Kluth: http://www.paulakluth.com/
LDOnline: http://www.ldonline.org/
NICHY: (Sp) http://www.nichcy.org/spanish/Pages/default.aspx
Collaboration Between General and Special Education: Making it
Work http://tinyurl.com/qrtpv
Inclusion links
http://www.kidstogether.org/inclusion/inclusionlinks.htm
Office of Special Education Programs: IDEAS that work toolkit:
http://www.osepideasthatwork.org/toolkit/index.asp
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+
Strategies and Ideas forTeachers of English
Dr. Donna C. MartinezSanto Toms University
August 11 & 18, 2010
Inclusion Toolboxfor Diverse
Learners- Day 2
Behavior andCommunication
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+What is Positive Behavior
Intervention Strategies? PBIS give schools capacity-building information and technical assistance
for identifying, adapting, and sustaining effective school-wide disciplinarypractices.
Changes the perspective:
The child IS the problem
The child HAS a problem
Negative approaches lead to harm Aversives- Seclusion
Positive approaches lead to learning and changed behavior patterns
Resources: http://www.pbis.org/and
Positive Behavior Interventions (pdf): http://tinyurl.com/PBI-pdf
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+How does PBIS help Students with
disabilities? Teachers are able to assess the student for problem behaviors
A functional assessment explains WHY a student has problem
behaviors:
Teaching methods
Academic learning level
Environment
Disability
Instructional decisions are based on data: observation, notes,
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+General interventions for
students with disabilities
1.Make changes in the environment (seating, etc.)
2.Provide opportunities to make choices.
3.Modify the curriculum.
4.Provide reinforcement for appropriate behavior.
5.Teach appropriate pro-social behaviors.
6.Teacher adapts instructional style.
7.Develop a behavior intervention plan using the data
Based on and supported by schoolwide& classroom positive
intervention plans
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+Goal # 1: Good teaching -best
behavior management tool
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
PBIS.org
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+
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
Goal #2: Apply
three tiered
prevention logic
to classroom
setting
PBIS.org
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+Goal #3: Link classroom to
school-wide
School-wide expectations
Classroom v. office managed ruleviolations
Common vision
Common experience
Common languagePBIS.org
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+
Classroom
SWPBS
Subsystems
Non-classroom Family
Student
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+ Goal #4: Teach academic
like social skillsDEFINE
Simply
DEFINE
Simply
MODELMODEL
PRACTICE
In Setting
PRACTICE
In Setting
ADJUST for
Efficiency
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
MONITOR &
ACKNOWLEDGE
Continuously
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+Example 1: School-Wide
BehaviorsExhibit respect for yourself and
others.
Accept responsibility.Give your best effort.
Look, listen, and learn to
Exceed expectations and
Soar to success!
EGALES SOAR TO SUCCESS!
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+Example 1: An improved approach
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+Example 2: SW Behaviors
The 3-Rs
Respect Yourself
Respect Others
Respect Prop
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+EXAMPLE 3: SW Behaviors
A ROSE FOR ROSEDALE:
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+EXAMPLE 4: SW Behaviors
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+Goal #5: Build systems to support
sustained use of effective practices
PBIS.org
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+Positive Behavior Intervention
Strategies for Your Classroom:
+
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+Did I give at least 4 positive for
each negative student contact?
Contextually, developmentally,
culturally appropriateGenuine, efficient, effective
Specific, meaningful
Varied in type & form
PBIS.org
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+Did I move continuously?
Obvious
PositiveInteractive
Predictable v. unpredictable
PBIS.org
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+Did I scan frequently?
Head up
Head & body orientationVaried in type & form
Predictable v. unpredictable
PBIS.org
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+Did I have positive interaction with
most students?
Contextually, developmentally,
culturally appropriateGenuine, efficient, effective
Specific, meaningful
Varied in type & form
PBIS.org
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+Did I handle minor rule violations
efficiently?
Contextually,
Developmentally
Culturally
appropriate
Privately v.publicly
Businesslike &efficiently
Follow w/opportunity for
positiveReinforce rule
followingPBIS.org
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+Did I follow SW procedures for
major rule violations ?
Calm & business-like
Follow procedure
Disengage if escalation
Precorrect for next occurrence
Look for opportunity to reinforce
PBIS.org
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+Did I positively acknowledge at
least 5 different students insetting?
Contextually, developmentally,
culturally appropriate
Genuine, efficient, effective
Specific, meaningful
Varied in type & formPBIS.org
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+Classroom Environment
Arrange environment to maximize
opportunities for:
Academic achievement
Social success
Effective & efficient teaching
PBIS.org
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+Minimize crowding & distractions
.
Design environments that promoteappropriate behavior
furniture,
traffic flow,
supervision,
student v. teacher areas,seating arrangements
PBIS.org
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+Maximize structure &
predictability
Teach teacher routines
Volunteers & substitutes, grading
& testing, transitions,
announcements
Teach student routines
Homework, group v. independent
study, materials, restrooms, drinks,
backpacks PBIS.org
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+Say, show, practice, review, &
reinforce positively statedexpectations
Post expectations & rulesTeach in context
Prompt &precorrect
Monitor continuouslyAcknowledge & reinforce regularly
PBIS.org
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+Give more acknowledgements for
appropriate than inappropriatebehavior
At least 4 to 1
At least once every 5 minutesFollow correction with opportunities
for positive acknowledgement
PBIS.org
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+Maximize varied opportunities to
respondIndividual v. group
Oral v. written v. gestural
Teacher v. student directed
Independent v. cooperative
Remember to utilize universal
design for learning
PBIS.org
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+Maximize active engagement
Written, choral, gestural, assistive
technology
Individual v. group
Continuous v. intermittentmonitoring
PBIS.org
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+Continuous active supervision
Move
Scan
Interact
Remind &precorrect
Positively acknowledge
PBIS.org
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+Respond to inappropriate
behavior by procedureMinors
Signal
Restate correct
Check
understanding
Reinforce
Majors
Signal
Follow SWprocedures &
agreements
PBIS.org
+ Establish multiple strategies for
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+ p g
acknowledging appropriate
behavior
Social, tangible, activity, etc.
Frequents v. infrequent
Predictable v. unpredictableImmediate v. delayed
Developmentally, culturally, contextually
appropriate, student focused
PBIS.org
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+Augmentative and alternative
communication (AAC) What happens if the students has no way to communicate wants,
needs, desires, joys, pains
Augmentative and alternative communication (AAC) includes allforms of communication (other than oral speech) that are used toexpress thoughts, needs, wants, and ideas. We all use AAC when wemake facial expressions or gestures, use symbols or pictures, orwrite.
AAC supplements existing speech or replaces speech that is notfunctional.
Special augmentative aids, such as picture and symbolcommunication boards and electronic devices, are available to helppeople express themselves. This may increase social interaction,school performance, and feelings of self-worth.
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+What are the types of AAC
systems? Unaided communication systems-
Rely on the user's body to convey messages.
Examples include gestures, body language, and/or sign language.
Aided communication systems
require the use of tools or equipment in addition to the user's body.
Aided communication methods include:
Paper and pencil to communication books or boards to devices that
produce voice output (speech generating devices) and/or written output. Electronic communication aids allow the user to use picture symbols, letters,
and/or words and phrases to create messages.
Some devices can be programmed to produce different spoken languages.
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+Where may I learn more?
American Speech and Hearing Association:www.asha.org
http://www.asha.org/public/speech/disorders/AAC/
International Society for Augmentative Alternative
Communication:http://www.isaac-online.org
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+3-2-1 Summary:
New ideas you encountered
____________________________________________________________
____________________________________________________________
____________________________________________________________
Strategies you plan to try
___________________________________________________________
____________________________________________________________
Question you still have
____________________________________________________________
Reflect on the topics and information we discussed today and
list:
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+
Norman Kunc&Emma Van derKlift
http://www.normemma.com/
Credo of
support
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