strategies needed to teach all children

Strategies Needed to Teach All Children

Daniel W. Close, Ph.D.University of Oregon

Strategies Needed to Teach All Children

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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 Policy. This policy creates the momentum for inclusion of children with disabilities into the school setting.

Student Assessment and

Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສຶ5ກສຶາຮຽນຮ8ວມລະຫວ8າງ ມະຫາວ>ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ

Making Laos Curriculum Accessible for All Learners


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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 shared in the initial presentations of the workshop.

Need for Standards


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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.

Inclusive Education Policy


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Assessing Student Ability Developing strategies to make the Laos

curriculum accessible to children with disabilities.

Main Elements of the Model

Assessing Student Ability


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Assessing Student Ability is accomplished by

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

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 possible.

Assessing Student Ability


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An Initial Assessment for eligibility is a careful

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

The 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.

Initial Assessment


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Get into your small groups Design a brief assessment to use with

parents to find out the interests, strengths, and difficulties for a 5 year-old child who is not talking.

Small Group Activity


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Teachers use Instructional Assessments of

student ability to help determine “how and what to teach”

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

Curriculum-based Assessment


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(continued) 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


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The final form of assessment is Standardized

Achievement Testing. Formal Standardized Achievement Tests are used

to compare populations as well as evaluate individual children.

There are two forms of Standardized Achievement Tests: tests to evaluate large groups, such as schools or

entire school districts, including annual state exams

individualized tests, to assess individual students.

Testing

Strategies for Accessible Curriculum


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Insure that all teachers are competent to

adapt curriculum to make it 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 beaccessible to a range of

learners


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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


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We suggest that strategies for modifying these

curriculum materials will need to be taught to both teachers-in-training in the Teacher’s Colleges and Universities 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.

Role of Ministry of Education and Teacher

Training Colleges


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Simplify the reading materials, Use alternative presentation strategies, Organize student groups of differing sizes and

ability levels, Use local materials and “real life” situations in

the lessons plans, Use questioning strategies to encourage

verbal responding for students in small group arrangements.

Teachers Learn to Adapt Curriculum


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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.

Simplify Reading Level


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We suggest that teachers will need to be

taught to use 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.

Use Alternate Presentation Strategies


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We suggest that teachers organize a variety of

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

By organizing students into smaller groups, the teacher will at times be able to focus directly on those students who need additional assistance 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.

Organize Teaching Groups of Varying Sizes


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We suggest that teachers bring additional

outside materials into the classroom. These materials should be 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 tap into the students’ own experience.

Emphasize “Real Life” Examples in Teaching


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Get into small groups. Put together a list of local materials that can

be used to teach the following subjects to a classroom with high, medium, and low skilled learners.

Foods used for dinner Transportation vehicles Types of residences

Small Group Activity


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Examples of using “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.

Use Real Life Experiences


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Using “real life” examples in the development

of lesson plans and teaching examples helps the student

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

Use Real Life Examples


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We suggest that teachers learn 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.

Using 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 are able to talk in the small group or “pair-up” arrangement.

Use “Questioning Styles”


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Are there any questions?

Thank you

strategies needed to teach all children

Education

oregon inclusion project

initial assessment

inclusion of children

student assessment

inclusive education

brief assessment

assessment process

form of assessment