1. Inclusion Project
Ed 4200
Mia Casale & Allison Kranich
“A Strategy for Accommodating Students with Special
Needs in the General Education Classroom”
2. Meet
Bryce...
He is in the 3rd grade & lives at home with his mother, father
& little sister.
He repeated the 1st grade & now is in the same class as his
sister.
He has delayed progress in reading, writing, & comprehension.
He often says he is “So dumb, he couldn’t pass 1st grade”
He is appropriate in social situations & often leads games &
activities.
He loves physical activity & athletics.
3. Strengths Needs
Academics: Basic Math Academics: Reading Comp.,
Functions, Has Clear/Neat Subj/Verb Agreement,
Handwriting Vocabulary, Spelling, Word
Problems, Organization, &
Social-Emotional Staying on Task
Development: Initiates &
Leads Games & Activities Social-Emotional
with Peers Development: Easily
Frustrated when Reading/
Physical Development: Enjoys Writing, Abandons Tasks when
& Excels in Athletics & Frustrated, & Often Refers to
Physical Activities Himself as “Dumb”
Physical Development: None
4. Identifying Classroom
Classroom Demands
Organization: Walls are Decorated
with Student Work,
Arranged to feel School & Class
Welcoming, Decrease Bulletins, Calendars
Student & Maps.
Interruptions,
Encourage Student Classroom Routines &
Interaction, & Visual Schedules are
Increase Learning & Clearly Displayed at
Engagement Times. the Front of the
Room
The Physical
Organization allows Student-Generated
for Easy Transitions Classroom Standards
& Instructional are Displayed.
Materials readily
available.
5. Identify Classroom
Demands
Classroom Grouping:
Includes a Large Group
Instruction Area with Desks in
Rows
A Small Group Instruction Table
Area for Individual Study
Grouping is Based on Student
Learning Styles & Characteristics
Groups will have “Themed” Names
to Assist with Labeling &
Organization
6. Identify Classroom
Demands
Instructional Materials:
Language Arts Materials
Consist of an Extensive
Library of Books.
Computer Stations, iPad,
& Audiovisual Aids
Informational Posters
Textbooks
Writing & Art Materials
7. Identify Classroom
Instructional
Demands
Methods:
Whole-Group Power Point
Presentations
Small Group
Computer
One-To-One Work
Homework Hands-On
Projects
Peer
Instructions Readers
Theater
Independent
Student Silent Reading
Practice
8. Identify Classroom
Demands
Student
Evaluation:
Performance
Spelling Tests During Class
Journals/ Direct
Expository Instruction
Writing
Assignments Standard Letter
Grade
Book Reports
Narrative Report
Formal/Informal
Assessments DIBLES
See-Say
9. Check for Potential
Successes
With Self- With Academic
With Classroom
Image: Teacher Activities: Basic
Demands:
Assistant for Math Problems,
Participation in
Games & Language Art
Listening Stations,
Activities, Display Lessons via the
Reading Programs
His Neat Listening Stations
on the Computer/
Handwriting, & Computer Based
iPad, Projects with
Submit Drawings Reading Programs,
Art/Drawing
to the School Enhancing Reading
Newspaper, or Join Skills using iPad
the Art Club Applications
10. Look for Potential
Problems
Classroom Academic
Self-Image:
Demands: Demands: May
Becoming
Scaffolding & not be able to be
Frustrated with
Adaptations in successful in
Academic Demands
Reading & Writing Spelling Tests, Book
other than Basic
Assignments. Reports, Word
Math. Feeling like
Prompts & Problems, Textbook
he is failing and
Checklists to stay Reading, Following
not smart enough
on task Written
Instructions,
Reading Comp &
Organizing without
Support
11. Accommodation
Classroom Teaching & Organization:
Front of Classroom Sitting
Provide Graphic Organizer/Check List
Allow for Extra Instruction & Time for Assignments
Flash Cards
Allow Book Reports in Forms of: Posters, Comics, Book Cover,
Oral, Collage, Etc.
Oral Instructions to Accompany Written Ones
12. Accommodations
Teacher/Peer Strategies
Peer Editor
Give Student
Responsibilities
Employ Student’s
Strengths
Model & use Think-Aloud
Strategy
Allow for Breaks & Plenty
of Movement
14. CATEGORY 4 3 2 1
Focus on The entire story is Most of the story is Some of the story is No attempt has been
related to the assigned related to the assigned related to the assigned made to related the
Assigned topic & allows the topic. The story wanders topic, but a reader does story to the assigned
Topic reader to understand off at one point, but the not learn much about topic.
much more about the reader still learns the topic.
topic. something about the
topic.
Spelling & There are no spelling There are few spelling There are several The final draft has
or punctuation errors or punctuation errors in spelling & punctuation numerous spelling &
Punctuation in the final draft. the final draft. errors in the final draft. punctuation errors.
Organization The story is very well The story is pretty well The story is a little Ideas & sentences
organized. Topic Topic organized. One idea or hard to follow. The seem to be randomly
sentences related to scene may seem out of paragraphs are arranged.
detail sentences in place. Paragraphs are sometimes not clear.
each paragraph. well formed.
Neatness The final draft of the The final draft of the The final draft of the The final draft is not
story is readable, story is readable, neat story is readable & neat or attractive. It
clean, neat, & & attractive. It may some of the pages are looks like the student
attractive. It is free of have one or 2 erasures, attractive. It looks like just wanted to get it
erasures & crossed- but they are not parts of it might have done & did not care
out words. It looks like distracting. It looks like been done in a hurry. what it looked like.
the author loot great the author too some
pride in it. pride in it.
