Inclusion Sue Caudell

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Inclusion Sue Caudell

  1. 1. Inclusive Instruction Sue Caudell
  2. 2. IDEA 1997 <ul><li>Education in the general education classroom is far superior to any special education classroom instruction. </li></ul><ul><li>All students have the right to a Least Restrictive environment for learning. </li></ul><ul><li>Teachers will learn to adapt and accommodate for all learners in the classroom. </li></ul>
  3. 3. So I have this special education student in my classroom, help? <ul><li>Collaborate with a special education teacher </li></ul><ul><li>Consulting a mentor teacher </li></ul><ul><li>Utilizing teacher teams </li></ul><ul><li>Co-teach </li></ul>
  4. 4. Strategies to Help Struggling/Sp. Ed Students <ul><li>Inquiry Based Learning </li></ul><ul><li>Activity-based Learning </li></ul><ul><li>SCREAM </li></ul><ul><li>Partner Learning </li></ul><ul><li>Peer Tutoring </li></ul><ul><li>Cooperative Learning </li></ul>
  5. 5. SCREAM <ul><li>S tructure </li></ul><ul><li>Give the students an outline of what they are going to learn and discuss any new information. Keep to the topics in the outline and make sure that the students understand how the topics fit together </li></ul>
  6. 6. SCREAM cont <ul><li>C larity Do not waiver from the outline. Make certain that your examples are clear, you can accomplish this by speaking in clear terms and avoiding vague statements like “sort of like that”. </li></ul>
  7. 7. Cont’ <ul><li>R edundancy Repeating new information allows students to better understand concepts or language that is unfamiliar to them. Repetition in the classroom allows students to practice new information and allows teachers to test how well students have grasped the concepts being taught to them. </li></ul>
  8. 8. Cont’ <ul><li>E nthusiasm When teachers are enthusiastic about the material they are teaching, students also become enthusiastic. As with many behaviors, students will model their teachers' attitudes towards their subjects. </li></ul>
  9. 9. Cont’ <ul><li>A ppropriate Pace Assess your students' understanding of the material you are teaching and assess your teaching pace appropriately. Moving too slowly or too quickly can result in loosing the attention of your students. </li></ul>
  10. 10. Cont’ <ul><li>M aximize Engagement </li></ul><ul><li>Students learn more when they are actively engaged with the curriculum. Make sure that you ask questions throughout your lesson, which test the students' knowledge and ask them to think more deeply about the information being presented. Positively reinforce correct answers and give corrective feedback for any questions answered incorrectly. Return to any incorrect questions later in the lesson. </li></ul>
  11. 11. Three Important Parts of the IEP <ul><li>Current level of performance (PLEP) </li></ul><ul><li>Instructional goals </li></ul><ul><li>Short term objectives </li></ul>
  12. 12. Students Crave a Well Run Classroom <ul><li>Physical Dimension </li></ul><ul><li>Procedural Dimension </li></ul><ul><li>Progress and Behavior Dimension </li></ul><ul><li>Instructional Dimension </li></ul><ul><li>Communication Dimension </li></ul>
  13. 13. Summary <ul><li>IDEA requires that all students be educated in the LRE. </li></ul><ul><li>Classroom teachers need help outside of their own bag of tricks. ASK, ASK, ASK </li></ul><ul><li>Students need many types of instructional strategies to help them succeed. </li></ul><ul><li>IEP are vital to help in understanding the student’ learning </li></ul><ul><li>Classroom management is needed to help all students. </li></ul>

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