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An inclusive school is led by a principal who establishes open communication, actively participates in IEP meetings, and personally involves parents. It provides students with disabilities the minimum knowledge for inclusion outlined by special education experts. An inclusive classroom features less whole-class instruction, worksheets, and covering large amounts of material. It instead focuses more on active learning, higher-order thinking, student responsibility, individual needs, and special help in general classrooms.
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Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Teaching language
This document discusses strategies for developing language skills in students. It outlines Cummins' distinction between basic interpersonal communication skills (BICS) needed for social interaction and cognitive academic language proficiency (CALP) required for academic success. It also summarizes Krashen's natural approach to language acquisition, emphasizing comprehensible input, low anxiety, and meaningful communication. Finally, it provides 15 specific strategies teachers can use to foster language development, such as using nursery rhymes, songs, conversations, stories, and dramatic play.
Review on Lesson Planning
Here are some examples of adaptations and accommodations that can be made for teaching students with special needs:
- Provide modified assignments and assessments that are tailored to students' ability levels. This could include altering length or complexity requirements.
- Use multi-sensory teaching methods that engage both visual and auditory learners, such as showing images and diagrams alongside verbal explanations.
- Break down large assignments into smaller, more manageable tasks with clear deadlines. This helps prevent students from feeling overwhelmed.
- Allow extra time for students to complete tests and assignments, both in and out of the classroom.
- Provide copies of notes or allow students to audio record lessons so they can review material afterwards.
- Se
Curriculum for Special Children
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
Instructional Materials
This document discusses instructional materials and technology application in curriculum. It defines instructional materials as anything used to transfer information from one person to another, such as PowerPoint presentations, books, and articles. The document outlines the different types of instructional materials and their roles in individualized, group, and mass instruction. It also discusses how technology can be used to deliver lessons or as partners in the learning process. The document provides guidance on selecting, using, and evaluating instructional materials to ensure they are appropriate, accurate, and help students develop critical thinking skills.
Instructional Strategies
This document outlines various instructional strategies for teachers including direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction. It also provides examples of specific strategies for teaching students with diverse learning needs such as providing outlines, visual representations, extra response time, and structured organization to support students who have difficulty with writing, speaking, or attending.
Transition from secondary school to adulthood
The document discusses federal initiatives to support the transition of students with disabilities from secondary school to adulthood. It mandates that schools provide transition services and defines these services as activities designed to promote movement to post-secondary education, employment, and independent living. It also describes supported employment which uses job coaches, and the role of job coaches in assisting adult workers with disabilities. Issues around transition differ for students with severe versus mild disabilities.
Current trends and issues in sped
The document discusses several key trends and issues in special education:
1) Normalization and deinstitutionalization promoted integrating those with disabilities into regular society and schools rather than institutions.
2) The Regular Education Initiative of 1986 argued that general education should be primarily responsible for students with disabilities.
3) Full inclusion advocates placing all students with disabilities in general education classrooms, but others argue this is not practically or empirically supported.
4) Early intervention programs, individualized family service plans, and preschool help children with risks and disabilities develop skills to avoid delays.
Language Development Strategies
The document discusses strategies for teaching oral communication, language, reading, and handwriting skills to students who may have problems in these areas. It outlines possible problem behaviors in articulation, fluency, voice, semantics, morphology, syntax, word finding, reading readiness, word recognition, comprehension, fine motor skills, legible writing, and writing flexibility. It then provides examples of strategies to address each area, such as using auditory discrimination exercises, reading aloud, riddles, multiple meaning words, comparative forms, sentence transformations, thesaurus use, labeling, cloze procedures, story guides, and handwriting checklists.
Cognitive development
The document discusses several topics related to cognitive and language development including:
1. Cognitive development refers to how people think and understand the world through genetic and learned factors. It includes areas like processing, reasoning, language, and memory.
2. Language development occurs in stages from prelinguistic to emerging language to developing language for learning.
3. A language development chart outlines typical skills at 6 and 12 months like responding to tones and names and using words and phrases.
Planing for instruction
Assessment is a process used to collect information about student learning and development to improve educational programs and demonstrate their effectiveness. It involves screening, diagnosing, determining program placement and instructional evaluation. When assessing students with special needs, different types of assessments and accommodations must be made to account for their unique needs and abilities. An Individualized Education Program (IEP) is created for each student with special disabilities and outlines accommodations, goals, services and placement designed to meet their individual needs.
Building partnerships
The document discusses the basics of collaboration, including that it involves how people work together voluntarily based on shared goals, shared responsibility for decisions, and shared accountability for outcomes. It also discusses the prerequisites of collaboration, such as reflecting on personal beliefs and refining interaction skills. Finally, it discusses different models of collaborative services that can be used for inclusion, such as co-teaching, shared problem solving, and working as a team.
Laws concerning people with disabilities
The document discusses three key laws pertaining to people with disabilities: the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Individuals with Disabilities Education Act. It provides an overview of the purpose and scope of each law, as well as some amendments made to the IDEA over time. The document also discusses Philippines laws on disability rights like the Magna Carta for Disabled Persons, and covers concepts like qualified individuals with disabilities, special education philosophy and goals.
Introduction to special education
This document provides an introduction to special education. It defines key terms like disabled persons, impairment, and handicap. It explains that special education is education modified for those with mental, physical, sensory or other differences to develop their maximum capacity. It discusses important historical figures in special education like Itard, Seguin, Howe, Gallaudet and Keller. It outlines the later history of advocacy, deinstitutionalization and inclusion. It also summarizes important litigation that advanced the rights of those with disabilities to education like Diana v. Board of Education and Mills v. D.C. Board of Education.
Why do we include students with special needs
The document discusses why students with special needs should be included in general education classrooms. The Individuals with Disabilities Education Act requires that students with disabilities be educated alongside their non-disabled peers to the maximum extent appropriate. For inclusion to be successful, certain attitudes, services, supports, collaboration practices, instructional methods, and a cooperative learning environment need to be in place. A sample scenario is provided showing how two teachers implement inclusive practices through co-teaching, individualized instruction, peer support, and collaborative planning.
Who are students with disabilities
Students with disabilities are those who have physical or mental impairments that substantially limit major life activities like learning. There are 13 categories of disabilities defined by IDEA, including autism, deafness, developmental delays, emotional disturbances, and specific learning disabilities. To qualify for special education services under IDEA, a student's impairment must negatively affect their educational or functional performance compared to peers. General teaching strategies for students with disabilities include presenting information in multiple formats, allowing flexible demonstrations of learning, teaching memory strategies, and adjusting workload and time expectations with a focus on mastery over pace.
Introduction
This document provides an overview of an inclusive education course. It discusses the objectives of the course, which are to equip students with knowledge of current trends in special education, strategies for teaching students with special needs in inclusive classrooms, and skills for addressing challenges of inclusion. The document also defines key terms related to special education, inclusion and mainstreaming. It outlines the philosophical roots of special education in the principle of normalization. Additionally, it discusses the historical development of special education, impact of litigation and laws like IDEA, ADA and Section 504 on supporting students with special needs.
Traumatic brain injury
The document discusses traumatic brain injury (TBI) in children and strategies for supporting students with TBI in the classroom. It defines TBI and describes common causes. It outlines physical, cognitive, behavioral, and communication impairments associated with TBI. It then provides examples of strategies teachers can use to help students with TBI, such as breaking tasks into smaller steps, using reminders, and giving clear, simple instructions.
Physical and Health Impairment
The document discusses physical disabilities and impairments, noting that there is no direct link between intelligence and severity of physical limitations. It aims to alter environments so children with physical disabilities can function. Having a physical impairment alone does not require special education placement; environmental and functional demands determine handicaps. The document outlines categories of physical disabilities including orthopedic, neurological, musculoskeletal and other health impairments. It discusses assessing students' abilities and needs, curriculum considerations, educational programming and potential IEP goals for students with physical or health impairments.
Students at risk
The document discusses various factors that can place students at risk of school failure, including low socioeconomic status, substance abuse, teenage pregnancy, abuse/neglect, eating disorders, and delinquency. It emphasizes the importance of early interventions, family involvement, reading/writing programs, mentoring/tutoring, and individualized instruction in helping at-risk students succeed. The document also stresses the role of teachers, schools, and communities in identifying and supporting at-risk students.
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Administrators
- 1. What does a truly inclusive school look like?