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Inclusive Education in the New Normal.pptx
- 1. Inclusive Education in the New Normal: Learning to Serve Students with Disabilities Online DR. SUSAN L. COBARRUBIAS PSDS In-Charge of Special Ed Programs
- 2. SPED in the LCP Data from DepEd as of July 3 shows that there are 46,484 non-graded learners with disabilities that have enrolled for SY 2020-2021 scheduled to start on August 24. DepEd included them in the enrollment process to be able identify their needs through a survey.
- 3. Knowledge Categories and Practices of Online Teachers of Students with Disabilities Knowledge Category Example Practices Curriculum • Following a scripted lesson plan • Removing assessment questions or tasks • Monitoring student progress through the course • Directing students to supplemental resources
- 4. Knowledge Categories and Practices of Online Teachers of Students with Disabilities (cont.) Knowledge Category Example Practices Instructional groupings • Asynchronous lessons • Optional synchronous lessons • Small group lessons • One-on-one lessons
- 5. Knowledge Categories and Practices of Online Teachers of Students with Disabilities (cont.) Knowledge Category Example Practices Parent Communication • Calling parents regularly • Emailing parents regularly • Explaining concepts to parents • Supporting parents’ use of technology
- 6. Knowledge Categories and Practices of Online Teachers of Students with Disabilities (cont.) Knowledge Category Example Practices Technological Supports • Phone • Webcam • Text messaging • Email • Chatrooms • Text-to-speech • White board • Computer screen sharing • Online polls • Music • Microphone • Chatroom • Videos • Manipulatives • Drawing tools • Pointer tools
- 7. Online Teaching Tips & Techniques for the Special Ed Virtual Classroom 1
- 8. Ensure Your Learners Have the Resources They Need 2
- 10. Be Engaging From a Distance 4
- 11. Recreate a Physical Classroom in the Virtual Sphere 5
- 12. Help Your Students Make the Most of Online Classes 6
- 13. Provide Regular and Constructive Feedback 7
- 14. Tips to avoid frustration Stay calm! A teacher that is visibly anxious and frustrated does nothing good for the student except make the student frustrated and anxious.
- 15. Tips to avoid frustration cont… The more frustrated you get the worse their attitude may get. – A negative attitude may lead to less work completion and less effort on the students part.
- 16. Tips to avoid frustration cont… Have a smile on your face and try to remember that most everything is harder for them than it is for you.
- 17. Tips to avoid frustration cont… Try and make EVERYTHING about the student! – Ensure that they know you are their for them and want to see them succeed.
Editor's Notes
- Teachers also reported using a variety of instructional groupings as a strategy for meeting the needs of students with disabilities. These groupings varied from the asynchronous lessons that students could engage with at their own pace to synchronous small group lessons where students came together for additional instruction. For example, Alec reported: [O]utside of that hour to two hours a day where I’m providing instruction to my students, the rest of my time is analyzing data about the students and reaching out to students I’m seeing through the data are struggling on certain content, and then doing either one-on-one intervention work with them or inviting them to small group intervention sessions Some of the teachers held these synchronous small group meetings and required students to attend, some only required struggling students to attend, and some held these groups as an entirely voluntary activity. While some teachers intentionally grouped students by what they perceived as a skill deficit in accordance with expectations for reading objective data, most did not engage in strategic groupings because they could not require students to attend small group instruction in most cases. Even so, teachers reported that students with disabilities had access to instruction in groups of varying sizes
- Teachers should have frequent communication with parents. 30 minutes dedicated to this family, you really do get to know the whole unit, and it is really great.” notify parents when students failed to log on for a period or when performance on an assignment was low. make periodic contact to report progress generally. Communications were usually made through phone calls, but teachers also emailed parents and sent text messages. In addition, the teachers reported that for students with disabilities, they made additional efforts to make contact more frequently, they put more effort into explaining concepts to parents so that the parent could assist the child, supported parents in troubleshooting technology and learning skills such as attaching documents to emails.
- Have a diverse range of technological supports that they used in their online classrooms. the impact of online technologies on student engagement in her online classroom: Letting [students] use the drawing tools, or letting them use the pointer tool, or even turning on their microphone was fun and ... I found a lot more buy-in, and I just found them to be more engaged in the online lessons in general using programs such as text-to-speech, online polls, and drawing tools. These tools were referenced as instructional supports rather than assistive technology for students with disabilities, meaning that they were used with students regardless of disability status and they were not part of disability plan development. Even so, the technology supports were regarded by the teachers as being helpful for supporting students with disabilities. the teachers cited the opportunity to use technology as a circumstance that created engagement, even though they did not have access to a full range of ways to provide accommodations or modifications
- Creating a productive online learning environment starts with the right educational tools. While you probably have certain educational materials in mind (ebooks, PDF files, etc), you may not have considered some of the important tools you’ll need to communicate effectively with your students. Thus, the first step is to find the right tools for your virtual classroom. Video Conferencing Tools - You’re probably already familiar with applications like Zoom, Skype, and Google Hangouts. These will likely serve as the primary channels through which you conduct lessons. Note Taking Tools - Just like students, teachers have to remember what they’ve covered in each class. In addition to a lesson plan, it can be useful to have note taking tools like Otter.ai to record everything that gets covered in each session. Project Management Tools - While video conferencing will allow you to conduct virtual classes, you will also need platforms to help with scheduling, updates, and exchanging information outside of the classroom. Project management applications like Asana give you the ability to keep all of your course materials and conversations in one place. This way, you can easily organize class times, lesson plans, and even virtual “field trips.” Learning Management Systems - A Learning Management System (LMS) often combines many of the features listed above into one program designed for distance learning. Platforms like Blackboard and Google Classroom make it easier for teachers to assign homework, track progress, and provide feedback to their students without needing to switch between different programs.
- When students learn from home, they will all have unique online environments and equipment. Some students may be able to join classes using a desktop computer, while others may need to attend classes using a smartphone. Though you don’t have much control over these elements, you do have the power to provide every student with the learning materials and resources they need. You need to make sure that your students understand how to use the tools and platforms that you choose. Show to your students how to use the application. Similarly, if you use Zoom to conduct classes, make sure your students know how to join video conference calls and manage their audio and video settings.
- It can be difficult to communicate effectively with students, even when you’re in the same room. When you transition to an online setting, it becomes even more difficult. That’s why you need to communicate in a way that commands attention, even when students have their own distractions. So, practice the speed and volume at which you speak. You’re bound to experience some lag over video conference calls that both you and your students will need to figure out. Opening your classroom up to free-form discussions may work once all of your students are accustomed to the new way of learning, but you should start by taking the lead and setting the tone you want to have for your virtual course.
- Though you want to command respect in your virtual classroom, you also want to keep your students engaged. Every student has a different learning style, so you may need to find new ways to make your classroom a fun place to learn. For example, if you’re working with younger students, try to find games that complement your lesson. This way, you’re less likely to have trouble keeping all eyes on you. Even if you teach older students, you still need to make your lessons interesting and find creative ways to teach online. Students in higher education may be fine with an hour-long lecture, but high school (or younger) students will likely get bored and lose focus. So, try to split each lesson into parts, with activities that necessitate participation and active student engagement throughout. Additionally, educators have to remember that even good students lose focus from time to time. Many students lose focus not because they’re bored, but simply because the format is not conducive to their learning style. If a student zones out for a while, live notes can help them catch up on material that they missed. Providing both audio with live text transcriptions also helps students stay on task, especially if they learn better by reading than listening.
- Students may have a tougher time adjusting to a virtual classroom than many online instructors realize. When a student is learning from home, they may be more inclined to zone out or engage in activities unrelated to classwork. So, one way to avoid this problem is to recreate the physical classroom in the virtual sphere. Some video conferencing tools like Zoom allow you to choose a custom background. However, it can be beneficial to set up a professional background with a whiteboard, books, and similar objects that signify an educational environment. You’d be surprised how effective visual cues can be, especially for younger students who are more likely to feel lost.
- One benefit of online classrooms (as opposed to traditional classrooms) is that you have the ability to record and transcribe your classes with platforms like Otter.ai. This makes it easier for students who miss class to catch up and students who attend class to engage with activities, knowing that they will have access to notes afterward. Otter.ai makes it easy for students and teachers to quickly share notes and even make edits to the transcription in real-time. Otter Live Notes also helps students with different learning styles, as students can scroll back through the transcript at their own leisure and absorb information via written notes (as opposed to learning via audio only). Finally, Otter.ai live transcriptions allow students with hearing issues to keep up with lessons at the same pace as everyone else. In short, Otter.ai is a vital tool for online instructors and students with a wide range of needs.
- When you’re physically separated from your students, they may feel like you’re less accessible than usual. This is technically true, as your students cannot simply approach you to discuss a problem or ask for feedback in person. As a result, you need to work even harder to provide regular, consistent feedback that is constructive in nature. The tools and resources for teaching online like Slack, Otter.ai, and Blackboard will give you a way to provide feedback, but they won’t do the work for you. So, you will need to provide feedback on a regular basis. Additionally, you must make sure that your students know when and how to access grades, comments, and any other feedback you provide. Conclusion Online learning and teaching might seem complicated, but they are much simpler when you use the right tools and online teaching strategies. By focusing on the needs of your students and preparing your materials well in advance, you’ll ensure that your virtual classroom remains just as rewarding as it was before COVID-19. This way, you can teach with confidence and provide a high-quality, productive student learning environment.