teaching in inclusive classrooms “if you want to truly understand something, try to change it.”...
TRANSCRIPT
Teaching in Inclusive Classrooms
“If you want to truly understand something, try to change it.”
Kurt Lewin
http://chzheroes.files.wordpress.com/2011/10/superheroes-batman-superman-so-it-takes-more-to-be-super-cute.jpg
Plan for the day. . .
Check in Announcements/Questions ”Collaborate” for student use Strategies Notebook #1 due by Sunday
Sept 15 at midnight. Summary of Chp 2 & 3
IDEA and Section 504 IEPs Designing Effective Instruction
Review Week 2 readings
What is the purpose of a 504 plan? Who is eligible for a 504? What is the purpose of IDEA? Who is eligible?
Refer to Section 504 and IDEA Comparison Chart
Six Original Principles of IDEA
Zero exclusion
Least-restrictive environment
Appropriate education (IEP)
Nondiscriminatory evaluation
Due process
Parent and student participation
Additions to IDEA
Transition services Plan of action bridging student from school to adult
life In place before 16th birthday
Early Childhood Education Discretionary funding provided for all young children
with disabilities, aged 0–3
Highly Qualified Teachers
Who Qualifies for Services? Two criteria for qualification:
The student must have one of the disability conditions identified in the law.
The student must have a demonstrated need for specialized instruction or services.
California Data 2009-2010Disability Category # %
Learning Disability 287,773 42%Speech/Language 168,046 25%Autism 59,690 9%Other Health Imp. 53,936 8%Int. Disability 42,897 6%Emotional Dist. 27,314 4%
Hearing Impaired 13,455 2%Ortho 15,394 2%Multi. Dis. 5,201 .08%Visual Impaired 4,465 .07%Traumatic Brain Inj. 1,831 0.03%Deaf/Blind 162 0.002%TOTAL 680,164
Who does Sect. 504 protect? Any student who has an impairment, physical or
mental, that substantially limits a major life activity
Students who had been placed in special education but have transitioned out
Students considered socially maladjusted or with a history of alcohol or drug abuse
Students diagnosed with medical conditions such as diabetes, asthma, or AIDS
Team Activity
IEP Scavenger hunt with your partner in breakout rooms - 15 min
Open Word doc “IEP Scavenger Hunt” and pdfs IEP 1 & 2
Complete scavenger hunt together in partners in breakout rooms
15 minutes
Break out rooms – 15 minutes
IEP Scavenger Hunt! Work together to find key
components Each person fills in their own grid “Save as” IEP Scavenger Hunt Put your name on it!
Complete Scavenger Hunt Grid
Upload on Moodle Week 3
BREAK!! – 10 minutes
Service Delivery Models
How instruction will be delivered
Consultation Model Resource Room Model Self Contained class Team teaching or Co-teaching
Authentic Multi-Level Instruction
1. Authentic learning. 2. Multiple levels. 3. Scaffolding. 4. Higher order thinking. 5. Inclusive,
heterogeneous grouping.
6. Integrated skill learning.
7. Focus on meaning and function.
8. Multi-modal. 9. Building on the
strengths of children. 10. Fostering respect. 11. Student interests,
choices, power, and voice. 12. Collaborative learning. 13. Reflection. 14. Growth and effort-
based evaluation.
Differentiated Instruction v. Universal Design
What does it mean to make different, differentiate?
Universal Design Universal Design for Learning
Wrap up
Strategies Notebook #1 due by Sunday Sept 15: Summary chp 2 & 3
Next week is asynchronous