designing a collaborative inclusive classroom

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    Get Some Numbers Down

    Percentages of students with LDslikely to be a part of a generaleducation setting in: Language arts: roughly 50% Math: 62% Science: 74% Social Studies: 71% Foreign language: 90%

    94% of students with LDs take atleast one general education class

    per semester. 80% take one ormore. 87% of students with LDs have

    few to none actual curriculummodifications. (Institute ofEducation Sciences)

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    Teachers, Step it Up!

    Loiacono and Valenti found that teachers usuallyhave low expectations for students with severedisabilities. They do believe, however, that propertraining and experience would change theseexpectations. (Loiacono)

    After the implementation of PL94-142, inclusion didnotreceive support from all educators. Rheams andBain found that this was due, again, to things suchas past experience and success in teaching studentswith LDs. (Rheams)

    William Niles notes that teachers are outrightscared that they wont have the ability to providecomplete access to both the curriculum andactivities for students with LDs. (Niles)

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    How We Help Both Students

    and Teachers

    A proper inclusive classroom canprovide: a. the tools students with a variety of

    learning differences need to be successfulin class

    b. the support teachers need to increase

    their general and personal teachingefficacy

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    Aims and Goals

    Focus on your class Learn about the skills, interests, and struggles of

    all your students Focus on key ideas

    Make sure students know what will be expected ofthem in class. Set both long- and short-term goals.

    Focus on presentation Target multiple learning preferences and styles.

    Focus on assessment of strategies Vary types of assessments used- standardized

    instruments, criterion-reference tests, andauthentic assessments. Offer a choice in eachsituation (Niles)

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    Aims and Goals Minimize student movement

    Create fixed desk placements and groups. Change placements each semester as you get to know

    your students and can predict what sort of groups willbe most beneficial.

    Minimize transition time Pick a queue for transitions. Such as a bell or music. (ie.

    When the music begins, you get up to go to your nexttask. When it ends, make sure you are seated and readyto begin)

    Minimize start-up problems Offer an incomplete outline/reflection page for each

    student at the beginning of each class Have students with specialized roles (ie. Monitors for

    attendance, etc.) (Niles)

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    Aims and Goals

    Maximize teacher movement, interaction, andassessment Make the room set-up, physically comfortable for

    students but also fully accessible to the teacher(s)

    so that they can easily help, demonstrate, andobserve Maximize heterogeneous group assignments

    Make sure groups are varied (ie. Learning ability,personal interests, gender, background) and have

    beneficial dynamics (ie. Place students who arestruggling with students who seem to be able tohelp). This especially helps build an acceptingenvironment for students with learningdifferences (Niles)

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    Bibliography

    Loiacono, V., & Valenti, V. (2010). General EducationTeachers Need to Be Prepared to Co-Teach the IncreasingNumber of Children with Autism in InclusiveSettings. International Journal Of SpecialEducation,25(3), 24-32.

    Newman, L., & National Center for Special EducationResearch (ED), W. C. (2006). General EducationParticipation and Academic Performance of Students withLearning Disabilities. Facts from NLTS2. NCSER 2006-3001. National Center For Special Education Research,

    Niles, W. J. (2005). Building a classroom management plan

    for inclusive environments: From fear tof.e.a.r..TEACHING Exceptional Children Plus, 2(1), Rheams, T., & Bain, S. K. (2005). Social Interaction

    Interventions in an Inclusive Era: Attitudes of Teachers inEarly Childhood Self-Contained and InclusiveSettings. Psychology In The Schools, 42(1), 53-63.