1. Inclusive
Classroom
Day 3
2012-2013

2. What would you expect to see in an inclusive
classroom?
What does modified curriculum look like?
How do you use formative assessment?
Class Kick-off!
The Inclusive Classroom 2012-2013

3. Understand what a truly inclusive classroom is
Apply principles of an inclusive classroom to your
work with your inclusive partner & your students
Enhance the collaborative inclusive partner
relationship to benefit the learning of all students
Identify future goals for work with inclusive
partners
Goals
The Inclusive Classroom 2012-2013
Page 2

4. What’s It Really Like to Have a Disability?
Big Ideas of Inclusive Classrooms
Modifying Curriculum, Instruction, & Assessment
Break
James: A Case Study
Lunch
Inclusive Partner Lesson Development
Next Steps 2013-2014
Agenda
The Inclusive Classroom 2012-2013
Page 2

5. Disability is a human reality that has been perceived
differently by diverse cultures and historical
periods. For most of the 20th century, disability
was defined according to a medical model. In the
medical model, disability is assumed to be a way to
characterize a particular set of largely static,
functional limitations. This led to stereotyping and
defining people by condition or limitations.
Disability Awareness
The Inclusive Classroom 2012-2013
Page 3

6. Take the label off.
 What do you see?
 What is that they can't do?
 Nobody has ever told me how to
work with this "disability."
You hear that you are going to have
three children with Autism in your class
next year. What are your thoughts?
Skills vs. Disability
The Inclusive Classroom 2012-2013
Page 3

7. Take a few minutes and define how you
see your role as a:
Special Education Teacher
or
General Education Teacher
Define Your Role
The Inclusive Classroom 2012-2013
Page 4

8. Special
Education
Teacher
Students
General
Education
Teacher
The Inclusive Classroom 2012-2013
Page 4

9. Take-Turn Teaching
Behavior manager (poking and shushing)
Differentiation for identified kids only
Prep period
Preponderance of whole group instruction
Fair means the same expectations for all
My kids, your kids
The Inclusive Classroom:
What It Is Not
Page 5

10. What is the essential concept that is guiding
the instruction?
There needs to be a variety of activities for all
learners to have meaningful engagement.
Both teachers are ALWAYS actively engaged
What Does it Look Like?
The Inclusive Classroom 2012-2013
Page 5

11. Take a few minutes, and think about the situations
below. With a partner, jot down ideas for how both
teachers could be engaged in instructing and
supporting students.
 Homework Review
 Group Lecture and Note-taking
The Inclusive Classroom 2012-2013
Think About It

12. Inclusive Instruction
The Heart of good inclusive classrooms
Parallel Teaching
Class is split
Content same or
different, concepts
same
Flexible grouping
Station Teaching
Both experts in
curriculum
Both plan explicitly
Credibility & Flexibility
The Inclusive Classroom 2012-2013 Page 6

13. 1. Can the role of each teacher be defined at any given
point in the lesson?
2. Are both teachers working with all students?
3. Are teachers focusing on both curriculum and
instruction?
4. How much whole-group instruction is occurring?
5. Are tasks respectful and based on individual student
needs?
What your administrators are looking
for AND will be commenting on?
Page 6

14. Is their evidence of:
• Modified Curriculum
• Modified Instruction
• Modified Assessments
Administrator Look-Fors:
Page 7

15. • Modified Curriculum
• Modified Instruction
• Modified Assessments
Three Target Areas for
Modifications
The Inclusive Classroom 2012-2013 Page 7

16. ASSESSMENT
CURRICULUM INSTRUCTION
The Inclusive Classroom 2012-2013 Page 8

17. How is curriculum modified?
In what ways does the topic being taught
require critical & creative thinking?
How is curriculum modified based on
formative assessment results?
How are daily objectives supported by
activities at varying levels of difficulty?
CURRICULUM
The Inclusive Classroom 2012-2013 Page 8

18. How is the instruction modified based on level
of student skill mastery?
How are students flexibly grouped according to
what they need to learn or based on their
interests?
Jot down various instructional activities used to
address how students learn differently.
INSTRUCTION
The Inclusive Classroom 2012-2013 Page 9

19. What opportunities do students have to self-assess
their work according to teacher and/or student set
criteria?
How are formative assessments used during the
instruction to indicate areas that need to be re-
taught?
To what degree do assessments accurately measure
mastery of a pre-identified skill or understanding of
concepts?
ASSESSMENT
The Inclusive Classroom 2012-2013 Page 9

20. The Inclusive Classroom 2012-2013

21. Curriculum
Instruction
Assessment
Share your thoughts
The Inclusive Classroom 2012-2013

22. The Inclusive Classroom 2012-2013
Blooms Taxonomy

23. What are essential standards--the skills,
concepts and knowledge that every child
needs to learn? That will differ from grade to
grade, year to year and student to
student. It's important to keep the essential
skills, concepts and knowledge at the
forefront of your teaching efforts so that
children have a strong academic foundation.
The Inclusive Classroom 2012-2013
Essential Concept

24. Article about James
Read up to Providing Support/Promoting
Excellence
Summarize his learning profile
JAMES
The Inclusive Classroom 2012-2013 Page 12

25. About James……
9th grader with a specific
learning disability in
language and reading
Instructional reading
level 5.6
Writing is poor
Struggles with
understanding of written
language, even when it is
read to him
The Inclusive Classroom 2012-2013
Page 12

26. Educational Placement
LRC for reading and
language arts in
elementary school.
Fully included in middle
school and HS
 Special Education
teacher is in some of his
classes
The Inclusive Classroom 2012-2013 Page 13

27. Activity-Based Interdisciplinary
Unit on the Civil War
Students read The
Killer Angels, a novel
about Gettysburg
Students watched
Ken Burn’s Civil War
documentary video
Students read from
their history textbook
Students raised
money for class trip to
Gettysburg
Final assignment –
research paper
The Inclusive Classroom 2012-2013 Page 13

28. Why was the Civil War significant?
When looking at modifying for James
consider:
 curriculum standpoint
 instruction standpoint
 assessment standpoint
Essential Concept
The Inclusive Classroom 2012-2013 Page 14

29. How will this
work for James?
Identify potential problems the activities might
present for a student like James.
Identify potential strategies to support James
in planned activities.
The Inclusive Classroom 2012-2013 Page 14

30. Movie based on The Killer Angels was provided
Watched movie but didn't remember a lot of details
Field trip was a high point for James
Began getting sources for paper – special education teacher
helped him with note cards
Completed outline and went to writing lab for help
Struggled with paper – didn't know information and had
difficulty expressing ideas on paper
Final project – two page paper, awkward sentences, and three
references
James’ Experience
Page 15

31. James did not master content
While physically included, he was “intellectually”
excluded?
How should things be different?
Is this effective support?
The Inclusive Classroom 2012-2013 Page 15

32. One Structured Approach…Pyramid Planning Model
What some
students will learn
What most students
will learn
What all
students
will learn Page 16

33. CURRICULUM LADDER
for James
Page 16

34. Subject:___________________________________________ Grade Level:____________
Objective: ____________________________________________________________________
or can 4. the student(s) do a different activity with enhanced expectations and materials?
e.g.,____________________________________________________________
or can 3. the student(s) do a similar activity but with enhanced expectations?
e.g.,__________________________________________________________
or can 2. the student(s) do the same activity but with enhanced expectations?
e.g.,___________________________________________________________
or can 2. the student(s) do the same activity but with adapted expectations?
e.g.,_____________________________________________________________
or can 3. the student(s) do a similar activity with adapted or modified expectations?
e.g.,___________________________________________________________
or can 4. the student(s) do a different , parallel activity?
e.g.,___________________________________________________________
1. Can all student(s) actively participate in the lesson
as is? e.g., Watching the Ken Burn’s video and take
notes
The Inclusive Classroom 2012-2013 Page 17

35. 4. Prepare AV materials for the summary, analysis, and cartoon
for a presentation to the class.
3. Write an event summary/analysis. Draw a political cartoon to
compare the concepts in the article to a current event.
2. Write an event summary and compare it to a current event.
1. Watching the Ken Burn’s video on the Civil War and take notes
2. Watch the video with guided notes to complete and verbally
describe the important information.
3. Pre-teach important vocabulary, show segments of the movie
that highlight the big idea, complete guided notes and verbally
describe the important information.
4. Pre-teach important vocabulary, show segments of the movie
that highlight the big idea, complete guided notes and create a
cartoon representation of the big idea.
The Inclusive Classroom 2012-2013 Page 17

36. With your partner, complete the
Curriculum Ladder for James based on
the following.
Be prepared to share.
Your Turn
1. Can all student(s) actively participate in the lesson
as is? e.g., Writing the research paper.
The Inclusive Classroom 2012-2013 Page 18

37. We Tend to Remember Level of Involvement
P
A
S
S
I
V
E
A
C
T
I
V
E
10% Reading Verbal
20% Hearing Words Receiving
30% Looking at Pictures Visual
Watching a Movie
50% Looking at an Exhibit
Watching a Demonstration Receiving
Seeing it Actually Done
70% Participating in Discussion Participating
Giving a Talk
Doing a Dramatic Presentation
Simulating the Real Thing
Doing the Real Thing
90%
Doing
Hierarchy of LEARNING
The Inclusive Classroom 2012-2013
Page 18

38. Ticket Out the Door
Choose one and hand it to
Jaime, Shighla, Ann or Sarah on
your way out to lunch 
The Inclusive Classroom 2012-2013

40. 1. Can the role of each teacher be defined at any given
point in the lesson?
2. Are both teachers working with all students?
3. Are teachers focusing on both curriculum and
instruction?
4. How much whole-group instruction is occurring?
5. Are tasks respectful and based on individual student
needs?
Self Assessment
The Inclusive Classroom 2012-2013 Page 19

41. Work with your inclusion partner and modify
upcoming lesson(s) to address the needs of
ALL the learners in your class.
Come back at 2:45 to share how you and your
partner applied your learning from today.
Enhancing Collaboration
Between Inclusion Partners
The Inclusive Classroom 2012-2013 Page 20