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Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
Collaborative Instruction Week 1
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Collaborative Instruction Week 1

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Transcript

  • 1. Chapter 1<br />INCLUSION<br />
  • 2. Advanced Organizer for Chapter 1<br />
  • 3. Focus Questions<br />What are the factors influencing the need for educational reform? (including socio-economic conditions and current challenges that face the special education system)<br />What are the basic premise, concepts, and anticipated outcomes of inclusive school communities?<br />How do the educational practices affected by culture, language and ethnicity<br />How do you think about “Labeling” a student?<br />
  • 4. What is inclusion?<br />Students with disabilities are served primarily in the general education classroom, under the responsibility of the general classroom teacher. These student may receive some of their instruction in another setting based on their needs.<br />What does an inclusive school look like?<br />Shared responsibility<br />Shared decision-making<br />Roles changed<br />Educate all learners<br />
  • 5. Inclusion means<br />Teach all students<br />Each student is included in the class list<br />Shared responsibility for general and special education teachers<br />In-class support to students when needed<br />Inclusion does not mean<br />Dump students in the classroom without support<br />Exclude students from an activity, but assign them to do something else<br />Physically appear in the classroom only<br />Participate in non-academic activities only<br />
  • 6. Inclusive Schools<br />Can you list school professionals’ interests &amp; responsibilities in inclusive schools?<br />List families’ interests and responsibilities in inclusive schools:<br />
  • 7. School Personnels’ Interests in inclusive school communities<br />To be effective and productive professionally &amp; personally<br />To maintain their own dignity, safety, security<br />Opportunity to participate in a school community that fosters professional growth and development, that tolerates their differences, limitations, capacities and needs<br />Opportunity to initiate &amp;sustain relationships with other professionals<br />Opportunity to engage in life long learning<br />
  • 8. School Personnels’ Responsibilities in inclusive school communities<br />To request the assistance and support they need to be professionally responsible and productive<br />To share knowledge with others and offer supports as possible and responsible<br />To teach students how to make choices and to allow (foster) real choices among limited options<br />To teach students how to exert control over their environment in socially acceptable ways<br />To provide basic skills to earn a living and acquire housing, clothing, food<br />
  • 9. To teach workplace skills (cooperative work, conflict management, communication)<br />To provide normal environments and access to people with different capacities, limitations<br />To teach skills for establishing and maintaining relationships<br />To continually enhance their understanding of themselves as learners, to self assess strengths and weaknesses, to engage in change and gain new information<br />School Personnels’ Responsibilities in inclusive school communities (cont’d)<br />
  • 10. Families’ Interests in inclusive school communities<br />Quality of life<br />To maintain family life<br />Opportunity to make choice for themselves and their child<br />Control over their environment<br />Security/Safety for their child<br />Productivity<br />Community participation and support for themselves and their child<br />
  • 11. Families’ Responsibilities in inclusive school communities<br />Provide for their child’s needs and interests that allow for their own quality of life and the quality of life of their children<br />To interact with school professionals and to advocate for the needs and interests of their child as well as all children<br />To support the efforts of school professionals when those efforts have the intention of increasing their child’s quality of life or that of other children<br />To support school personnel in providing a secure, safe environment for their child, as well as all children<br />To support their child and other children in becoming caring people who can interact with and support the learning and social needs of their schoolmates<br />To continue to grow and learn and engage in change<br />
  • 12. Potential Barriers to Successful Inclusion<br />General education teacher may feel unable to meet the student’s needs<br />General education teacher may not want to work with the student<br />Finding time to meet with all classroom teachers is difficult<br />Student may not be socially accepted by peers<br />

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