The document highlights the superiority of general education classrooms over special education, emphasizing the right to a least restrictive environment. It provides strategies for teachers to adapt instruction for all learners, including collaboration with special education professionals and various teaching methods to engage students effectively. Additionally, it underscores the importance of Individualized Education Programs (IEPs) and effective classroom management to support diverse student needs.

1. Inclusive Instruction
Sue Caudell

2. IDEA 1997

Education in the general education classroom is far
superior to any special education classroom
instruction.

All students have the right to a Least Restrictive
environment for learning.

Teachers will learn to adapt and accommodate for
all learners in the classroom.

3. So I have this special
education student in my
classroom, help?

Collaborate with a special education teacher

Consulting a mentor teacher

Utilizing teacher teams

Co-teach

4. Strategies to Help
Struggling/Sp. Ed Students

Inquiry Based Learning

Activity-based Learning

SCREAM

Partner Learning

Peer Tutoring

Cooperative Learning

5. SCREAM

S tructure

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

6. SCREAM cont

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”.

7. Cont’

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.

8. Cont’

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.

9. Cont’

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.

10. Cont’

M aximize Engagement
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.

11. Three Important Parts of
the IEP

Current level of performance (PLEP)

Instructional goals

Short term objectives

12. Students Crave a Well Run
Classroom

Physical Dimension

Procedural Dimension

Progress and Behavior Dimension

Instructional Dimension

Communication Dimension

13. Summary

IDEA requires that all students be educated in the
LRE.

Classroom teachers need help outside of their own
bag of tricks. ASK, ASK, ASK

Students need many types of instructional strategies
to help them succeed.

IEP are vital to help in understanding the student’
learning

Classroom management is needed to help all
students.