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Creating an inclusive classroom finish
 

Creating an inclusive classroom finish

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    Creating an inclusive classroom finish Creating an inclusive classroom finish Presentation Transcript

    • Rainbow Primary School86-88 Wellington Road, Victoria 3168Tel & Fax : 0397518800
      Jia Ying,
      Aryanty,
      Mehreen
    • 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.
    • Teachers Role
    • 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
    • ROBIN WILLIAMS Actor
      With ADHD
    • MAGIC JOHNSON Basket ball player
      With ADHD
    • References
      Aldridge, J. (2008). Extending inclusive opportunities. Childhood Education.
      84 (3), 181
       
      Christenson, S. L. (2004). The family-school partnership: an opportunity to promote the learning competence of all students. School Psychology Review. 33(1), 83-104.
       
      Deppeler, J., Loreman, T., & Sharma, U. (2005). Improving inclusive practices in secondary schools: Moving from specialist support to supporting learning communities. The Australasian Journal of Special Education. 29 (2), 117
       
      Disability fact sheet handbook . Retrieved 27 March 2008 from http://www.disability.uci.edu/disability_handbook/famous_people.htm
       
      Franko, J.A.(2004). TAKE IT APART!. Instructor (1999). 113 (6), 30
       
      Friend, M., & Bursuck, W. D. (2005). Including students with special needs (4th ed.). United States: Pearson Education
      Foreman, P. (2008). Inclusion in Action (2 ed.). South Melbourne. Vic: Thomson.
      Gardner, H. (1997). Extraordinary development. In Extraordinary minds: portraits of exceptional individuals and examination of our extraordinariness. Asic Book, pp.34-50.
       
    • Gartner, A. P. No longer excluded, just ignored: some ways to do it nicely. The Exceptional Parent. 18(1), 40-41.
      Harper, C.B., Symon, J.B.G, & Frea, W.D. (2008). Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism . Journal of Autism and Developmental Disorders. 38(5), 815-826.
      Lacey, P., Layton, L., Miller, C. , Goldbart, J., Lawson, H. (2007). What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy. Journal of Research in Special Education Needs. 7 (3), 149
      Loreman,T., Deppeler, J., Harvey D. (2005). Organizing the inclusive classroom. In Inclusive Education: a practical guide to supporting diversity in the classroom (pp. 185 ).
      Mastropieri, M. A., & Scruggs, T. M. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). Upper Saddle River, NJ: Pearson Education.
      Mahoney, J.L., Cairns, B.D., Farmer, T.W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology. 95 (2), 409
      Marano, H.E. (2008). What it really takes to prepare our children for a challenging new world. Work & Family Life. 22(4), 1-2
      Matuk, L.Y. & Ruggirello, T.(2007). Culture Connection Project: Promoting Multiculturalism in Elementary Schools. Canadian Journal of Public Health. 98 (1), 26-29
    • McRel. (2000). Asking the Right Questions. Aurora, CO: Mid-Continent RegionalEducation Lab.
      Miller, S. P. (2002). Validated practices for teaching students with diverse needs and abilities (Ed.). United States: Pearson Education.
      Mighty, E.J. Dr. (2001). Teaching for Inclusion: The Challenges and Opportunities of Diversity in the Classroom Extracted from the Keynote Workshopby Dr. E. Joy Mighty, University of New Brunswick,4th Annual Dalhousie Conference on University Teaching and Learning;Tuesday, May 1, 2001
      Moyer, Matthew J., Ph.D. (2007). The application of emotional intelligence (EQ): A correlational study of EQ with children and adolescents with Asperger's disorder. Capella University. 90 pages. AAT 3253614
      National Association of State Boards of Education (NASBE). (May, 1995). Winning ways: creating inclusive schools, classrooms and communities. Report Review. Summaries of
      NASBE Education Reports, Alexandria : NASBE. Retrieved 30 April 2008 from http://www.nasbe.org/Educational_Issues/Reports/Sum-winw.pdf)
      Oplatka, I. (2007). The Place of the "Open House" in the School-Choice Process: Insights From Canadian Parents, Children, and Teachers. Urban Education. 42 (2), 163
      Page, S., Coppedge, G. (2004). Hey, There's a Forest in the Classroom!. Science and Children. 41 (6), 52-55
      Page, S., Coppedge, G. (2004). Hey, There's a Forest in the Classroom!. Science and Children. 41 (6), 52-55
       
    • Paterson, J.(2006). Holiday Happenings. Leadership for Student Activities (NASC Edition). 35 (3), 8-11
      Ricketts, M., & Willis, J. (2002). The power of experiential learning. Retrieved 30 April 2008 from http://www.teambuildingguru.com
      Saddington, A. (n.d.). What is Experiential Learning? Retrieved 5 April from http://www.el.uct.ac.za/
      Sharon Lynch, Paula Adams. (2008). Teaching Exceptional Children. 40 (3), 36-39
      Smith, M. K. (2001). David A. Kolb on experiential learning.  the encyclopedia of informal education. Retrieved 5 April 2008 from http://www.infed.org/b- explrn.htm
      Salisbury, C. & McGregor, G. (2002). The administrative climate and context of inclusive elementary schools. Exceptional Children, 68(2), 259-274.
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    • Thank you for your attention