Creating an inclusive classroom finish


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Creating an inclusive classroom finish

  1. 1. Rainbow Primary School86-88 Wellington Road, Victoria 3168Tel & Fax : 0397518800<br />Jia Ying, <br />Aryanty, <br />Mehreen<br />
  2. 2. Our Presentation<br />Share <br />Our school profile (brochure)<br />Role of Principal<br />Teacher<br />Parents<br />
  3. 3. Role of Principal in Inclusive School<br />serve as catalysts for the key stakeholders<br />play a unique role in helping students, staff, and parents to think and act more inclusively<br />guide and support the course of change, drawing together the resources and people necessary to be successful. <br />(Salisbury & Mc Gregor, 2005)<br />
  4. 4. My Role Upgraded from Principal to Innovative Instructional Leader( NASBE, May, 1995)<br />
  5. 5. Accessible<br />Collaborative<br />Obtaining & providing resources<br />Intentional <br />Principal<br />Monitor of inclusive efforts<br />Invested in relationships<br />Risk Taker<br />Professional development <br />Reflective<br />(Salisbury & McGregor, 2002 and Sharma, U. & Desai, I, 2003)<br />
  6. 6. Working on three domains for inclusion in our school<br />
  7. 7. Personal Domain <br />The affective part of the system, impacting attitudes, skills, and behaviors of people, including the following components:<br />Staff Development<br />Leadership & Supervision<br />Internal Communication<br />Climate & Culture<br />Technical Domain<br />The “stuff” of schooling, including the following components:<br />Standards<br />Curriculum (brochure)<br />Instruction<br />Assessment<br />Organizational Domain<br />The resources and structures of the system, including the following components:<br />External Environment (classrooms)<br />Stakeholders<br />Resource Allocation<br />Technology <br />Accountability <br />(McREL, 2000)<br />
  8. 8. <br />Activity for attitudes<br /><br />You are Stupid<br />All your answers are wrong<br />UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.<br />
  9. 9. Teachers Role<br />
  10. 10. Cited in Friend & Bursuck, 2005, p.157, Figure 5.1<br />
  11. 11. Classroom Organization<br />Physical Organization<br />Walls (used for decorating, posting rules, displaying students work, and reinforcing class content)<br />Lighting (from windows or ceiling lights)<br />Floor space and the kinds and placements of furniture (nonslip surface floor, height of tables and chalkboards)<br />Storage <br /> (Friend & Bursuck, 2005)<br /><br />
  12. 12. Classroom organization cont.<br />Classroom routine (Academic and nonacademic)<br />Help in reducing nonacademic time and increasing learning time<br />Help in preventing many discipline problems by having predictable <br /> classroom routines <br /> (Friend & Bursuck, 2005)<br /><br />
  13. 13. Classroom organization cont.<br />Classroom climate (attitudes toward individual differences)<br />Behavior management strategies, for example,<br />positive reinforcement (recognition, praise), <br />‘punishment’ (consequence - stay after school), <br />token systems (stickers, coupons), <br />attribution training, <br />public posting, <br />timeout and level systems <br />activity (computer time, free time), <br />the Good Behavior Game, <br />contracting, <br />consumable (raisins, peanuts, jelly beans), <br />tangible (school materials), <br />privilege (errands, line leader), <br />peer recognition (peer acceptance, approval), <br />self satisfaction (motivation, seeing other’s accomplishments)<br />(Vaughn, Bos, & Schumm, 2007; Mastropieri & Scruggs, 2004)<br />
  14. 14. Classroom organization cont.<br />Classroom rules and monitoring<br />Use of time <br />Instructional time <br />Read story to teacher or independently <br />Assist the teacher<br />Write on or erase boards, clean desks, organize books<br />Go to library<br />Have free time to use specific supplies<br />Sit in special place for specified period of time<br />Tutor in class or with younger students<br />Take turn as hall monitor or line leader<br />Transition or free time<br />Visit or help another class<br />Care for class pets, plants, etc.<br />Pass out or collect materials<br />Help the custodian, in school office, in lunchroom<br />Decorate classroom<br />Eat lunch with teacher, principal or favorite adult<br />Choose friend for game or activity<br />Get time to work on a special project<br />Display student’s work<br />Use teacher’s materials <br />(Vaughn, Bos, & Schumm, 2007) <br />
  15. 15. Cited in Friend & Bursuck, 2005, p.157, Figure 5.1<br />
  16. 16. Inclusive Classroom<br />Peer assistance <br />pairing students for the reason of having one student accessible to assist another student when necessary.<br />Class wide Peer tutoring<br />Tutors and tutees both can gain academically and socially (Mastropieri & Scruggs, 2004).<br />Increase student achievement<br />Responsiveness to diversity<br />Increase self-esteem (Miller, 2002)<br />Cooperative learning <br />Provide special consideration to group project; put students with disabilities in groups with other students (Miller, 2002)<br />improve achievement and social integration of diverse individuals (Mastropieri & Scruggs, 2004).<br />Offer students with particular training in interpersonal, social, and/or cooperative skills<br />Create an ethic of cooperation in the class (Miller, 2002)<br />
  17. 17. Instructional Materials<br /> The instructional materials include textbooks, manipulates and models, and technology help in accommodating students with special needs in a classroom (Friend & Bursuck, 2005)<br />The tasks for teachers including<br />daily review, statement of objective, presentation of information, guided practice, independent practice, and formative evaluation. <br />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 <br />(Mastropieri & Scruggs, 2004).<br />
  18. 18. Instructional Methods<br />Various instructional methods are suggested to use, such as direct and indirect instruction, scaffolding, independent student practice, and assessment (Friend & Bursuck, 2005).<br />To promote better learning with proper instructional methods, different stages are considered:<br />awareness<br />knowledge<br />simulation<br />practice<br />incorporation (Vaughn, Bos, & Schumm, 2007)<br />
  19. 19. Assessment<br />All assessments must be dependable and valid to be valuable<br />Standardization model<br />Modifications may enhance test validity without compromising standardization, such as<br />teaching test-taking skills, <br />improving motivation, and <br />improving examiner familiarity <br />Suggested types of assessments<br />Competency-based and statewide testing <br />Teacher-made test <br />Curriculum-based assessment <br />Performance test <br />Portfolio assessment <br />Explicit instruction<br />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).<br />
  20. 20. ORANGE<br />YELLOW<br />GREEN<br />BLUE<br />PURPLE<br />RED<br />UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.<br />
  21. 21. Parents as Partners<br />
  22. 22.
  23. 23. Involving Parents<br />There are six key reasons to involve parents in embracing social relationships (adapted from Porter 2000, p.280):<br />They have the most important and enduring relationship with their child<br />Children learn more from home environment<br />Parent involvement assist development of their child’s attitude to learning<br />Parents make a valuable contribution to school<br />Accountability is more open when parents are involved<br />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).<br />
  24. 24. Strategies for involving parents<br />This can be achieved through (Mitchem, 2005):<br />Parents-teachers meeting<br />Brief notes home to parents (communication book-Wolfe and Bollig, 2003)<br />Encouraging parents to visit the class<br />Brief phone calls to parents to report good news <br /> (Conveying good as well as bad news )<br />
  25. 25. The Stars of Tomorrow can be in our classrooms (Reference: Transcript from the movie ‘’TaareZamin Par”, 2007)<br />
  26. 26. ALBERT EINSTEIN <br />With Learning Disability <br />He could not talk until age 4, or read until age 9<br />
  27. 27. LEONARDO DA VINCI <br />Famous artist (Mona Lisa)<br />With Epilepsy<br />
  28. 28. WALT DISNEY Creator of Mickey Mouse<br />With Learning disability - He was slow in school<br />
  29. 29. TOM CRUISE Actor<br />with Dyslexia - He learns his lines by listening to a tape.<br />
  30. 30. WHOOPI GOLDBERG Actress <br />Oscar winner <br />With Learning Disability<br />
  31. 31. MICHAEL J. FOX Actor<br />Voiced Stuart Little<br />With Parkinson's Disease<br />
  32. 32. ROBIN WILLIAMS Actor <br />With ADHD<br />
  33. 33. MAGIC JOHNSON Basket ball player <br />With ADHD<br />
  34. 34. References<br />Aldridge, J. (2008). Extending inclusive opportunities. Childhood Education.<br /> 84 (3), 181<br /> <br />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.<br /> <br />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 <br /> <br />Disability fact sheet handbook . Retrieved 27 March 2008 from<br /> <br />Franko, J.A.(2004). TAKE IT APART!. Instructor (1999). 113 (6), 30 <br /> <br />Friend, M., & Bursuck, W. D. (2005). Including students with special needs (4th ed.). United States: Pearson Education<br />Foreman, P. (2008). Inclusion in Action (2 ed.). South Melbourne. Vic: Thomson.<br />Gardner, H. (1997). Extraordinary development. In Extraordinary minds: portraits of exceptional individuals and examination of our extraordinariness. Asic Book, pp.34-50.<br /> <br />
  35. 35. Gartner, A. P. No longer excluded, just ignored: some ways to do it nicely. The Exceptional Parent. 18(1), 40-41.<br />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. <br />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<br />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 ).<br />Mastropieri, M. A., & Scruggs, T. M. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). Upper Saddle River, NJ: Pearson Education.<br />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<br />Marano, H.E. (2008). What it really takes to prepare our children for a challenging new world. Work & Family Life. 22(4), 1-2 <br />Matuk, L.Y. & Ruggirello, T.(2007). Culture Connection Project: Promoting Multiculturalism in Elementary Schools. Canadian Journal of Public Health. 98 (1), 26-29 <br />
  36. 36. McRel. (2000). Asking the Right Questions. Aurora, CO: Mid-Continent RegionalEducation Lab.<br />Miller, S. P. (2002). Validated practices for teaching students with diverse needs and abilities (Ed.). United States: Pearson Education.<br />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<br />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 <br />National Association of State Boards of Education (NASBE). (May, 1995). Winning ways: creating inclusive schools, classrooms and communities. Report Review. Summaries of <br />NASBE Education Reports, Alexandria : NASBE. Retrieved 30 April 2008 from<br />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 <br /> Page, S., Coppedge, G. (2004). Hey, There's a Forest in the Classroom!. Science and Children. 41 (6), 52-55 <br />Page, S., Coppedge, G. (2004). Hey, There's a Forest in the Classroom!. Science and Children. 41 (6), 52-55 <br /> <br />
  37. 37. Paterson, J.(2006). Holiday Happenings. Leadership for Student Activities (NASC Edition). 35 (3), 8-11 <br />Ricketts, M., & Willis, J. (2002). The power of experiential learning. Retrieved 30 April 2008 from<br />Saddington, A. (n.d.). What is Experiential Learning? Retrieved 5 April from<br />Sharon Lynch, Paula Adams. (2008). Teaching Exceptional Children. 40 (3), 36-39 <br />Smith, M. K. (2001). David A. Kolb on experiential learning.  the encyclopedia of informal education. Retrieved 5 April 2008 from explrn.htm<br />Salisbury, C. & McGregor, G. (2002). The administrative climate and context of inclusive elementary schools. Exceptional Children, 68(2), 259-274.<br />Salisbury, C. and Mc Gregor, G. (2005) Principals of Inclusive Schools, Denver, CO: National Institute of Urban School Improvement.<br />Selby, E.C. , Shaw, E.J., Houtz J.C. (2005). The Creative Personality. The Gifted Child Quarterly. 49 (4), 300-316. <br />
  38. 38. Treffinger, D.J., Isaksen, S.G. (2005). Creative Problem Solving: The History, Development, and Implications for Gifted Education and Talent Development. The Gifted Child Quarterly. 49 (4), 342-354.<br />UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.<br />UNICEF. (2005). Creating Learning Community for Children: Handbook for School Community.<br />Vaughn, S., Bos, C. S., & Schumm, J.S. (2007). Teaching students who are exceptional, diverse, and at risk: In the general education classroom (4th ed.). United States: Pearson Education. <br />Villa, R. A., Klift, E.V., Udis, J. et al. (1995). Questions, concerns, beliefs, and practical advice about inclusive education in T.A. Villa and J.S. Thousand (eds.) Creating an inclusive school, Alexandria : ASCD, pp.137-161<br />Wan, G. TEACHING DIVERSITY AND TOLERANCE IN THE CLASSROOM: A THEMATIC STORYBOOK APPROACH. Education. 27 (1), 140-154 <br />
  39. 39. Thank you for your attention<br />