Our Presentation Share Our school profile (brochure) Role of Principal Teacher Parents
Role of Principal in Inclusive School serve as catalysts for the key stakeholders play a unique role in helping students, staff, and parents to think and act more inclusively guide and support the course of change, drawing together the resources and people necessary to be successful. (Salisbury & Mc Gregor, 2005)
My Role Upgraded from Principal to Innovative Instructional Leader( NASBE, May, 1995)
Accessible Collaborative Obtaining & providing resources Intentional Principal Monitor of inclusive efforts Invested in relationships Risk Taker Professional development Reflective (Salisbury & McGregor, 2002 and Sharma, U. & Desai, I, 2003)
Working on three domains for inclusion in our school
Personal Domain The affective part of the system, impacting attitudes, skills, and behaviors of people, including the following components: Staff Development Leadership & Supervision Internal Communication Climate & Culture Technical Domain The “stuff” of schooling, including the following components: Standards Curriculum (brochure) Instruction Assessment Organizational Domain The resources and structures of the system, including the following components: External Environment (classrooms) Stakeholders Resource Allocation Technology Accountability (McREL, 2000)
Activity for attitudes You are Stupid All your answers are wrong UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.
Cited in Friend & Bursuck, 2005, p.157, Figure 5.1
Classroom Organization Physical Organization Walls (used for decorating, posting rules, displaying students work, and reinforcing class content) Lighting (from windows or ceiling lights) Floor space and the kinds and placements of furniture (nonslip surface floor, height of tables and chalkboards) Storage (Friend & Bursuck, 2005) lttf.ieee.org
Classroom organization cont. Classroom routine (Academic and nonacademic) Help in reducing nonacademic time and increasing learning time Help in preventing many discipline problems by having predictable classroom routines (Friend & Bursuck, 2005) northgeorgia.easterseals.com
Classroom organization cont. Classroom climate (attitudes toward individual differences) Behavior management strategies, for example, positive reinforcement (recognition, praise), ‘punishment’ (consequence - stay after school), token systems (stickers, coupons), attribution training, public posting, timeout and level systems activity (computer time, free time), the Good Behavior Game, contracting, consumable (raisins, peanuts, jelly beans), tangible (school materials), privilege (errands, line leader), peer recognition (peer acceptance, approval), self satisfaction (motivation, seeing other’s accomplishments) (Vaughn, Bos, & Schumm, 2007; Mastropieri & Scruggs, 2004)
Classroom organization cont. Classroom rules and monitoring Use of time Instructional time Read story to teacher or independently Assist the teacher Write on or erase boards, clean desks, organize books Go to library Have free time to use specific supplies Sit in special place for specified period of time Tutor in class or with younger students Take turn as hall monitor or line leader Transition or free time Visit or help another class Care for class pets, plants, etc. Pass out or collect materials Help the custodian, in school office, in lunchroom Decorate classroom Eat lunch with teacher, principal or favorite adult Choose friend for game or activity Get time to work on a special project Display student’s work Use teacher’s materials (Vaughn, Bos, & Schumm, 2007)
Cited in Friend & Bursuck, 2005, p.157, Figure 5.1
Inclusive Classroom Peer assistance pairing students for the reason of having one student accessible to assist another student when necessary. Class wide Peer tutoring Tutors and tutees both can gain academically and socially (Mastropieri & Scruggs, 2004). Increase student achievement Responsiveness to diversity Increase self-esteem (Miller, 2002) Cooperative learning Provide special consideration to group project; put students with disabilities in groups with other students (Miller, 2002) improve achievement and social integration of diverse individuals (Mastropieri & Scruggs, 2004). Offer students with particular training in interpersonal, social, and/or cooperative skills Create an ethic of cooperation in the class (Miller, 2002)
Instructional Materials The instructional materials include textbooks, manipulates and models, and technology help in accommodating students with special needs in a classroom (Friend & Bursuck, 2005) The tasks for teachers including daily review, statement of objective, presentation of information, guided practice, independent practice, and formative evaluation. Model lessons are based on careful consideration of objectives, scope and sequence of instruction, pacing, curriculum materials, and types and levels of learning expected for successful achievement of all students (Mastropieri & Scruggs, 2004).
Instructional Methods Various instructional methods are suggested to use, such as direct and indirect instruction, scaffolding, independent student practice, and assessment (Friend & Bursuck, 2005). To promote better learning with proper instructional methods, different stages are considered: awareness knowledge simulation practice incorporation (Vaughn, Bos, & Schumm, 2007)
Assessment All assessments must be dependable and valid to be valuable Standardization model Modifications may enhance test validity without compromising standardization, such as teaching test-taking skills, improving motivation, and improving examiner familiarity Suggested types of assessments Competency-based and statewide testing Teacher-made test Curriculum-based assessment Performance test Portfolio assessment Explicit instruction Modifications can be made in evaluating and scoring the work of students with special needs. These modifications can be practiced on report card grades, homework, and seatwork (Mastropieri & Scruggs, 2004).
ORANGE YELLOW GREEN BLUE PURPLE RED UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.
Parents as Partners
Involving Parents There are six key reasons to involve parents in embracing social relationships (adapted from Porter 2000, p.280): They have the most important and enduring relationship with their child Children learn more from home environment Parent involvement assist development of their child’s attitude to learning Parents make a valuable contribution to school Accountability is more open when parents are involved Parents are involved in the planning of educational goals, through IEP or Individual Family Service Agreement (IFSA) meetings (Conway et al.2004 & Kemp 2003 in Loreman 2008).
Strategies for involving parents This can be achieved through (Mitchem, 2005): Parents-teachers meeting Brief notes home to parents (communication book-Wolfe and Bollig, 2003) Encouraging parents to visit the class Brief phone calls to parents to report good news (Conveying good as well as bad news )
The Stars of Tomorrow can be in our classrooms (Reference: Transcript from the movie ‘’TaareZamin Par”, 2007)
ALBERT EINSTEIN With Learning Disability He could not talk until age 4, or read until age 9
LEONARDO DA VINCI Famous artist (Mona Lisa) With Epilepsy
WALT DISNEY Creator of Mickey Mouse With Learning disability - He was slow in school
TOM CRUISE Actor with Dyslexia - He learns his lines by listening to a tape.
WHOOPI GOLDBERG Actress Oscar winner With Learning Disability
MICHAEL J. FOX Actor Voiced Stuart Little With Parkinson's Disease
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