Welcome! Please grab a marker and respond on the chart papers to this question: How would this be approached in a “traditi...
Inclusion, Collaboration, and Differentiation Ch 3
CASE STUDY: RICARDO <ul><ul><li>Third grade student struggling in reading and language </li></ul></ul><ul><ul><li>IEP Proc...
INCLUSIVE EDUCATION <ul><ul><li>What is inclusive education?  </li></ul></ul><ul><ul><li>Inclusion can also be defined by ...
INCLUSIVE EDUCATION Full inclusion : <ul><ul><li>all  support services are delivered to the student within the regular cla...
CHARACTERISTICS OF EVIDENCE-BASED INCLUSIVE SCHOOLS <ul><ul><li>Diversity, Acceptance, Belonging </li></ul></ul><ul><ul><l...
CHARACTERISTICS OF EVIDENCE-BASED INCLUSIVE SCHOOLS <ul><ul><li>Age Appropriate Classrooms in Neighborhood Schools </li></...
CHARACTERISTICS OF EVIDENCE-BASED INCLUSIVE SCHOOLS <ul><ul><li>Access to the General Curriculum </li></ul></ul><ul><ul><l...
EARLY CHILDHOOD YEARS What do you already know about special education for infants and toddlers? Talk in your group.
EARLY CHILDHOOD YEARS <ul><ul><li>Part C of IDEA </li></ul></ul><ul><ul><li>Evidence-based Early Intervention </li></ul></...
EARLY INTERVENTION Under Part C of IDEA
Eligibility
 
EARLY CHILDHOOD YEARS <ul><ul><li>Evidence-Based Early Intervention </li></ul></ul><ul><ul><li>In order for support models...
EARLY CHILDHOOD YEARS <ul><ul><li>Preschool Services: </li></ul></ul><ul><ul><ul><li>Multidisciplinary Assessment </li></u...
PRESCHOOL SERVICES <ul><ul><li>Preschool Services: </li></ul></ul><ul><ul><ul><li>Developing an IEP for the Preschool-Aged...
EARLY CHILDHOOD YEARS <ul><ul><li>Evidence-Based Practices in Preschool Education </li></ul></ul><ul><ul><li>Transition fr...
ELEMENTARY SCHOOL YEARS <ul><ul><li>The Roles of the Special Education Teacher </li></ul></ul><ul><ul><ul><li>Collaborator...
ELEMENTARY SCHOOL YEARS <ul><ul><li>Evidence-Based Practices in Inclusive Elementary School Programs </li></ul></ul><ul><u...
inclusion everyone collaborates Co-teaches sometimes
MULTIDISCIPLINARY COLLABORATION <ul><ul><li>Collaboration  :  professionals, parents, and students  working together  to a...
MULTIDISCIPLINARY COLLABORATION <ul><ul><li>In inclusive schools, effective collaboration has several key characteristics:...
CO-TEACHING <ul><ul><li>Two or more adults with equivalent licensure share teaching responsibilities </li></ul></ul><ul><u...
CO-TEACHING MODELS
What do you think are benefits to co-teaching? Drawbacks?
Break
Differentiated Instruction
Why Differentiate? All kids are different. One size does not fit all. Differentiation provides all students  with access t...
What Is Differentiation?
Content Process Product According to Students’: Readiness Interest Learning Profile Teachers Can Differentiate: Adapted fr...
Comparing Traditional and Differentiated Classrooms
Comparing Traditional and Differentiated Classrooms
Differentiation Strategies <ul><ul><li>All strategies are aligned with instructional goals and objectives. </li></ul></ul>...
Examples of Differentiation Strategies <ul><ul><li>Choice Boards </li></ul></ul><ul><ul><li>Tiered Activities </li></ul></...
<ul><ul><li>Thoroughly pre-assess the learner’s knowledge and document findings </li></ul></ul><ul><ul><li>Explain the pro...
<ul><li>Entrée (Select One) </li></ul><ul><ul><li>Draw a picture that shows what happens during photosynthesis. </li></ul>...
Learning   Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on ...
THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write...
Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom Beginning Intermediate Advanced Outcome/ Objective St...
I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: My...
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Ch 3 inclusion_and_collaboration

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Ch 3 inclusion_and_collaboration

  1. 1. Welcome! Please grab a marker and respond on the chart papers to this question: How would this be approached in a “traditional” classroom?
  2. 2. Inclusion, Collaboration, and Differentiation Ch 3
  3. 3. CASE STUDY: RICARDO <ul><ul><li>Third grade student struggling in reading and language </li></ul></ul><ul><ul><li>IEP Process </li></ul></ul><ul><ul><ul><li>Pre-referral </li></ul></ul></ul><ul><ul><ul><li>Evaluation </li></ul></ul></ul><ul><ul><ul><li>Determination of Eligibility </li></ul></ul></ul><ul><ul><li>Parents as partners in the multidisciplinary IEP team </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  4. 4. INCLUSIVE EDUCATION <ul><ul><li>What is inclusive education? </li></ul></ul><ul><ul><li>Inclusion can also be defined by the extent of the student’s access to, and participation in, the general education setting. </li></ul></ul>
  5. 5. INCLUSIVE EDUCATION Full inclusion : <ul><ul><li>all support services are delivered to the student within the regular classroom setting. </li></ul></ul>Partial inclusion : <ul><ul><li>when appropriate, the student may be “pulled out” of the regular classroom and placed in a special education setting. </li></ul></ul>
  6. 6. CHARACTERISTICS OF EVIDENCE-BASED INCLUSIVE SCHOOLS <ul><ul><li>Diversity, Acceptance, Belonging </li></ul></ul><ul><ul><li>Formal and Natural Supports </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  7. 7. CHARACTERISTICS OF EVIDENCE-BASED INCLUSIVE SCHOOLS <ul><ul><li>Age Appropriate Classrooms in Neighborhood Schools </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  8. 8. CHARACTERISTICS OF EVIDENCE-BASED INCLUSIVE SCHOOLS <ul><ul><li>Access to the General Curriculum </li></ul></ul><ul><ul><li>Multidisciplinary Schoolwide Instructional Support </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  9. 9. EARLY CHILDHOOD YEARS What do you already know about special education for infants and toddlers? Talk in your group.
  10. 10. EARLY CHILDHOOD YEARS <ul><ul><li>Part C of IDEA </li></ul></ul><ul><ul><li>Evidence-based Early Intervention </li></ul></ul><ul><ul><li>Preschool Services </li></ul></ul><ul><ul><li>Evidence-based Practices in Preschool </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  11. 11. EARLY INTERVENTION Under Part C of IDEA
  12. 12. Eligibility
  13. 14. EARLY CHILDHOOD YEARS <ul><ul><li>Evidence-Based Early Intervention </li></ul></ul><ul><ul><li>In order for support models to be effective, services should focus on individualization, intensive instruction, and comprehensive service delivery. </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  14. 15. EARLY CHILDHOOD YEARS <ul><ul><li>Preschool Services: </li></ul></ul><ul><ul><ul><li>Multidisciplinary Assessment </li></ul></ul></ul><ul><ul><ul><li>Eligibility: </li></ul></ul></ul><ul><ul><ul><ul><li>Developmental delay </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Needs special education/related services as a result </li></ul></ul></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  15. 16. PRESCHOOL SERVICES <ul><ul><li>Preschool Services: </li></ul></ul><ul><ul><ul><li>Developing an IEP for the Preschool-Aged Child </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Variety of disciplines </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Depends on individual needs </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Functional assessment of the child </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Child’s home elementary school </li></ul></ul></ul></ul></ul>
  16. 17. EARLY CHILDHOOD YEARS <ul><ul><li>Evidence-Based Practices in Preschool Education </li></ul></ul><ul><ul><li>Transition from Preschool to Elementary School </li></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  17. 18. ELEMENTARY SCHOOL YEARS <ul><ul><li>The Roles of the Special Education Teacher </li></ul></ul><ul><ul><ul><li>Collaborator </li></ul></ul></ul><ul><ul><ul><li>Consultant </li></ul></ul></ul><ul><ul><ul><li>Coordinator </li></ul></ul></ul><ul><ul><li>The General Education Teacher - IDEA requires that general educators be members of IEP teams. </li></ul></ul><ul><ul><li>Continued and/or increased inclusive educational opportunities… </li></ul></ul>
  18. 19. ELEMENTARY SCHOOL YEARS <ul><ul><li>Evidence-Based Practices in Inclusive Elementary School Programs </li></ul></ul><ul><ul><ul><li>Multilevel (Differentiated) Instruction </li></ul></ul></ul><ul><ul><ul><li>Universal Design for Learning </li></ul></ul></ul><ul><ul><ul><li>Direct Instruction </li></ul></ul></ul><ul><ul><ul><li>Assistive Technology </li></ul></ul></ul><ul><ul><ul><li>Curriculum-Based Assessment/Measurement </li></ul></ul></ul>©2011 Cengage Learning. All Rights Reserved.
  19. 20. inclusion everyone collaborates Co-teaches sometimes
  20. 21. MULTIDISCIPLINARY COLLABORATION <ul><ul><li>Collaboration : professionals, parents, and students working together to achieve the mutual goal of delivering an effective educational program designed to meet individual needs . </li></ul></ul><ul><ul><ul><li>Shared responsibility </li></ul></ul></ul><ul><ul><ul><li>Co-teaching </li></ul></ul></ul>
  21. 22. MULTIDISCIPLINARY COLLABORATION <ul><ul><li>In inclusive schools, effective collaboration has several key characteristics: </li></ul></ul><ul><ul><li>Parents as Valued Partners </li></ul></ul><ul><ul><li>Sharing the Responsibility </li></ul></ul><ul><ul><li>Peer Support and Cooperative Learning </li></ul></ul>
  22. 23. CO-TEACHING <ul><ul><li>Two or more adults with equivalent licensure share teaching responsibilities </li></ul></ul><ul><ul><li>Purposeful instruction (both actively teaching) </li></ul></ul><ul><ul><li>Heterogeneous grouping (all learners included in all instruction) </li></ul></ul><ul><ul><li>Occurs in 1 place </li></ul></ul><ul><ul><li>Joint accountability (share successes as well as challenges) </li></ul></ul><ul><ul><li>Participation, but varied </li></ul></ul>
  23. 24. CO-TEACHING MODELS
  24. 25. What do you think are benefits to co-teaching? Drawbacks?
  25. 26. Break
  26. 27. Differentiated Instruction
  27. 28. Why Differentiate? All kids are different. One size does not fit all. Differentiation provides all students with access to all curriculum.
  28. 29. What Is Differentiation?
  29. 30. Content Process Product According to Students’: Readiness Interest Learning Profile Teachers Can Differentiate: Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  30. 31. Comparing Traditional and Differentiated Classrooms
  31. 32. Comparing Traditional and Differentiated Classrooms
  32. 33. Differentiation Strategies <ul><ul><li>All strategies are aligned with instructional goals and objectives. </li></ul></ul><ul><ul><li>Specific strategy selection based on </li></ul></ul><ul><ul><ul><li>Focus of instruction – what is the curriculum objective? </li></ul></ul></ul><ul><ul><ul><li>Focus of differentiation – by readiness? Interest? Learning style? </li></ul></ul></ul>
  33. 34. Examples of Differentiation Strategies <ul><ul><li>Choice Boards </li></ul></ul><ul><ul><li>Tiered Activities </li></ul></ul><ul><ul><li>Compacting </li></ul></ul><ul><ul><li>Learning Contracts </li></ul></ul>
  34. 35. <ul><ul><li>Thoroughly pre-assess the learner’s knowledge and document findings </li></ul></ul><ul><ul><li>Explain the process and its benefits to the student </li></ul></ul><ul><ul><li>Create written plans and timelines for study </li></ul></ul><ul><ul><li>Allow student choice in enrichment or accelerated study </li></ul></ul><ul><li>Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step process: </li></ul><ul><ul><li>assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master </li></ul></ul><ul><ul><li>create plans for what the student needs to know, and excuse the student from studying what he/she already knows </li></ul></ul>Readiness Compacting <ul><ul><li>Focus task on a key concept </li></ul></ul><ul><ul><li>Use a variety of resource materials at different levels of complexity and associated with different learning modalities </li></ul></ul><ul><ul><li>Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration </li></ul></ul>Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness. For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate. Readiness Tiered Assignments and Products Things to Consider Description of Strategy Primary Use Differentiation Strategy [1] [1] This chart was adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).
  35. 36. <ul><li>Entrée (Select One) </li></ul><ul><ul><li>Draw a picture that shows what happens during photosynthesis. </li></ul></ul><ul><ul><li>Write two paragraphs about what happens during photosynthesis. </li></ul></ul><ul><ul><li>Create a rap that explains what happens during photosynthesis. </li></ul></ul>Diner Menu – Photosynthesis <ul><li>Appetizer (Everyone Shares) </li></ul><ul><ul><li>Write the chemical equation for photosynthesis. </li></ul></ul><ul><li>Side Dishes (Select at Least Two) </li></ul><ul><ul><li>Define respiration, in writing. </li></ul></ul><ul><ul><li>Compare photosynthesis to respiration using a Venn Diagram. </li></ul></ul><ul><ul><li>Write a journal entry from the point of view of a green plant. </li></ul></ul><ul><ul><li>With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. </li></ul></ul><ul><li>Dessert (Optional) </li></ul><ul><ul><li>Create a test to assess the teacher’s knowledge of photosynthesis. </li></ul></ul>
  36. 37. Learning Contract #2 To demonstrate what I have learned about ____________________, I want to _ Write a report _ Put on a demonstration _ Set up an experiment _ Develop a computer presentation _ Build a model _ Design a mural _ Write a song _ Make a movie _ Create a graphic organizer or diagram _ Other This will be a good way to demonstrate understanding of this concept because ______________________________________________________________ To do this project, I will need help with ______________________________________________________________ My Action Plan is________________________________________________ The criteria/rubric which will be used to assess my final product is _________ ______________________________________________________________ My project will be completed by this date _____________________________ Student signature: ________________________________ Date __/__/__ Teacher signature: ________________________________ Date __/__/__
  37. 38. THINK-TAC-TOE Book Report Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.
  38. 39. Tiered Activity – Writing a Persuasive Essay 4th–6th Grade Classroom Beginning Intermediate Advanced Outcome/ Objective Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence. Students will determine a topic, state a point of view, and write two paragraphs defending that point of view. Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view. Instruction/ Activity Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph. As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic. Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay. As a prewriting activity, students will use the graphic organizer to plan their writing. Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point. Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric. Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric. Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.
  39. 40. I will read: I will look at and listen to: I will write: I will draw: I will need: Here’s how I will share what I know: My question or topic is: I will finish by this date: To find out about my question or topic… Learning Contract #1 Name _______________________

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