Inclusion and Collaboration Test 1
Differentiated Instruction is...
A set of unique decisions that the educator makes to bring learning within the grasps of all students. Remember this includes students who are working on grade level, below grade level, and above grade level. It is a thoughtful process!
surveying
SQ3R: Surveying reading assignments to increase comprehension & retention Survey Question Read Recite Review
Impact of Inclusion on Students Without Disabilities socail performance
Social Performance Predominantly positive views of inclusion Made friends with and advocated for students with disabilities Felt SWD were less likely to be ridiculed CAUTION: Avoid having students without disabilities assume the caretaker role
high technology device,
Tend to be electronic, costly, & commercially produced Examples: speech recognition & reading systems
Anchor activities
are ongoing assignments that students can work on independently throughout a unit, a grading period, or longer.
traditional
Differences are acted upon when problematic. Assessment is most common at the end of learning to see "who got it" A relatively narrow sense of intelligence prevails Coverage of curriculum guides drives instruction Whole class instruction dominates A single text prevails
differentiated
Differences are studied as a basis for planning. Assessment is on-going and diagnostic to make instruction more responsive to learner needs Focus on multiple forms of intelligences is evident Student readiness, interest, and learning profile shape instruction Many instructional arrangements are used Multiple materials are provided
Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
Helped establish the precedent for education students with disabilities in the public school system
story/text mapping
Helps identify major elements of a story or passage using a visual representation
reciprocal interaction teaching approaches
fosters learning through verbal and written monologues between students and teachers and among students u use students prior knowledge and experiences to add a context that promotes comprehension and incorporates language development and use
How does flexible grouping benefit students
gives students and teachers a voice in work arrangement allows students to work with a variety of peers keeps students from being be pegged as advanced or struggling
Flexible Grouping
grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name...FLEXIBLE. Students have an opportunity to be in different groups depending on the activity. Initially use whole group for instruction Divide group for practice or enrichment Not used as a permanent arrangement Use groups for one activity, a day, a week, etc. Flexible grouping is the cornerstone of successful differentiated instruction - Carol Ann Tomlinson
overrepresentation
higher representation
elementary & secondary level students & students with varying disability conditions:
may differ as well as their reactions to inclusion
sheltered instruction
using cues, gestures, technology, manipulatives, and visual aids to teach new vocabulary and concepts
parallel lessons
which allows students to learn about individuals and content from both the mainstream culture and other cultures also helps makes the curriculum multi cultural
multicultural curriculum and its goal
making learning relevant interdisciplinary and challenging for all students
self-talk
taking about one actions experiences or feelings
paragraph restatements
Creating original sentences that summarize main points of the selection
inclusion
A philosophy that brings students, families, educators, and community members together to create schools and institutions based on acceptance, belonging & community. Recognizes that ALL students are capable of benefiting from the gen ed classroom
multicultural curriculum goal
1. understand view and appreciate events from various cultures perspectives 2. understand and function in their own and other cultures 3. take personal actions to promote racial and ethnic harmony 4. understand various culture and ethnic alternatives 5. develop their academic skills 6. improve their ability to make personal and public decisions and to choose actions that contribute enhancing and changing society
what can be tiered
ASSIGNMENTS ACTIVITIES HOMEWORK CENTERS EXPERIMENTS MATERIALS ASSESSMENTS WRITING PROMPTS
Impact of Inclusion on Students With Disabilities academics performance
Academic Performance Can be fostered when they receive appropriate curricular & teaching strategies in gen ed These benefits require educators to use universally designed and EBPs to tailor their instruction Some studies have shown some SWD are NOT receiving differentiated instruction in their inclusive classrooms
Impact of Inclusion on Students Without Disabilities academics performance
Academic Performance Placement in inclusion does not interfere with, and may enhance, academic performance Students without disabilities benefit from a range of individualized teaching strategies and supports Others note: Content may not be challenging enough Pace of instruction too slow Increase in challenging behaviors Decrease in teacher attention
principles of inclusion
All Learners and Equal Access Individual Strengths and Challenges and Diversity Reflective, Universally-Designed, Culturally-Responsive, Evidence-Based, & Differentiated Practices Community and Collaboration
Principles of differentiation classroom
All students participate in respectful work. Teacher and students work together to ensure continual engagement & challenge for each learner. The teacher coordinates use of time, space, and activities. Flexible grouping, which includes whole class learning, pairs, student-selected groups, teacher- selected groups, and random groups Time use is flexible in response to student needs. A variety of management strategies, such as learning centers, interest centers, learning buddies, etc. is used to help target instruction to student needs. Clearly established individual and group criteria provide guidance toward success. Students are assessed in a variety of ways to demonstrate their own thought and growth.
Impact of Inclusion On Educators
Attitudes Toward Inclusion Tend to agree with the inclusion principle Some support it only when it requires minimal accommodations Educators working in inclusion tend to have more positive views than those who do not. Elementary teachers favor it more than secondary teachers.
Anchor activities examples
Brain Busters" Learning Packets Activity Box Learning/Interest Centers Vocabulary Work Accelerated Reader Investigations CRCT Practice Activities Magazine Articles with Generic Questions or Activities Listening Stations Research Questions or Projects Commercial Kits and Materials Journals or Learning Logs Silent Reading Websites
Group membership
Can be determined by: Readiness Interest Reading Level Skill Level Background Knowledge Social Skills
Brown v. Topeka Board of Education (1954)
Challenged the separate but equal doctrine
How can educators differentiate
Content (what they teach) Process ( how they teach) Product (how students demonstrate content mastery) Affect (how students connect their thinkning and feeling) Learning environment (how they classroom is designed and what instructional groupings they use)
Ways to Differentiate
Content: What is taught Process: How it's taught Product: How learning is assessed
multicultural curriculum four hierarchical methods
Contributions approach: Additive approach: Transformation approach: Social action approach:
questioning
Having students individually or in groups respond to or generate questions about the text before, during, and after reading examples 3-2-1 strategy Reread-Adapt and Answer-Comprehend (RAAC)
All Learners and Equal Access
Effective inclusion improves the educational system for all, regardless of: Learning ability Race Linguistic ability Economic status Gender Learning style Ethnicity Cultural and religious background Family structure Sexual orientation
effective strategies for teaching students from diverse cultural and language backgrounds
Emphasizing verbal interactions Teach students to use self-talk Facilitating divergent thinking Using small-group instruction & cooperative learning Employing verve in the classroom Focusing on real-world tasks Promoting teacher-student interactions
exit cards
Exit Cards (AKA "Tickets Out The Door") are used to gather information on student readiness levels, interests, and/or learning profiles. They can be used as quick assessments to see if the students are "getting it." The teacher hands out index cards to students at the end of an instructional sequence or class period. The teacher asks the students to respond to a pre- determined prompt on their index cards and then turn them in as they leave the classroom or transition to another subject. The teacher reviews the student responses and separates the cards into instructional groups based on preset criteria
Impact of Inclusion on Families
Families of Children With Disabilities Inclusion has benefitted their child Concerns about implementation and negative side effects Families of Children Without Disabilities Inclusion does not report children from receiving a good education Concerns include receiving less teacher attention & acquiring negative behaviors
Strategies for Differentiation
Higher Prep Strategies Tiered Lessons Flexible Grouping Think-Tac-Toe Multiple Intelligence Options Graphic Organizers Response/Exit Cards Multiple Texts Lower Prep Strategies Reading & Study Buddies Anchor Activities Think-Pair-Share Choices of books Interest Surveys Multiple Levels of Questioning
enhance the readability of materials.
Highlight essential information Use instructional technology (can highlight specific words being read aloud by computers so students have a multisensory experience) Adjust the complexity of text language by: Eliminating unnecessary words that may distract students Using words with which students are familiar Refraining from using irregularly spelled words or proper nouns Using visual aids, but not unnecessarily Prepare readable and legible materials by Use 12- to 14-point type size for written material (larger for young children or people with visual impairments) Use simple fonts such as serif (e.g., Times Roman ) or sans serif (e.g., Arial) which resembles hand lettering Highlight using bold or italics, not underline, only to emphasize small amount of text Ensure adequate spacing between letters, lines, and sections Left sides of lines should be justified (aligned), right side jagged Print text in lowercase and capital letters where appropriate; limit use all capital printing
summarizing
Identify & group main points Eliminate unnecessary info Find topic sentence Devise topic sentences for paragraphs that don't have one Delete phrases & sentences that do not present new info
Community and Collaboration
Inclusive communities include: Educators Other professionals (e.g., therapists, ancillary staff) Students Families Community agencies
features of special education in italics
Individualized assessment Specialized instruction Intensive instruction Goal-directed instruction Evidence-based instruction Collaborative partnerships Student performance evaluation
Special education
Involves delivering & monitoring a specially designed and coordinated set of comprehensive, evidence-based & universally designed instructional and assessment practices
impact of inclusion Outcomes for Special Educators
Positives include greater part of school community, greater enjoyment of teaching Challenges include becoming familiar with gen ed curriculum & overcoming negative attitudes & low expectations toward SWD
deinstitutionalization
Movement of individuals with special needs from institutions to community-based settings.
universal designed learning
Multiple Means of Representation Multiple Means of Action & Expression Multiple Means of Engagement
impact of inclusion Outcomes for General Educators
Positives include increased confidence in teaching efficacy; greater levels of collaboration Negatives include insufficient training & support
universal design for learning
Philosophy guiding the design and delivery of products and services so they are usable by individuals with a wide range of capabilities and diversities. Based on universal design (for architecture), neuroscience, and educational research Three networks: Multiple means of representation Multiple means of action and expression Multiple means of engagement
backward design
Planning for units of instruction and lessons by determining the assessments you will use to assess students' learning Assessments guide you in designing and sequencing instructional activities
collaborative strategic reading
Previewing Click and Clunk Get the Gist Wrap Up
previewing
Previewing vocabulary, academic language, etc., and activating prior knowledge before reading a passage. Reviewing boldfaced terms Write critical language in students' native language examples Prevoke Anticipation guides Attending to text features K-W-L strategy
Differentiation Is...
Providing avenues to acquire content, process ideas, and develop AND A means to provide multiple options for taking in and making sense of information AS WELL AS A means of expressing learning
Using Technology to Promote Inclusion-Type size, proportional and monospaced type, leading, justification, visuals
Readability software programs Adapting text with QR codes Livescribe Smartpen Bookshare digital library
According to students
Readiness: refers to given skill, concept, or way of thinking Interests and attitudes: Have to do with those things that learners find relevant, fascinating, or worthy of their time Learning profile and need: Refers to things such as learning style, intelligence preferences, how the student processes information, and how the learner sees himself in relation to the rest of the world
Reflective, Universally-Designed, Culturally-Responsive, Evidence-Based, & Differentiated Practices
Reflective practitioners demonstrate: Thoughtfulness about profession Flexibility in teaching Responsiveness to student needs Awareness of student strengths
Least Restrictive Environment LRE
Requires schools to educate students with disabilities as much as possible with peers without disabilities. Determined individually, based on students' strengths & weaknesses Not determined by disability category. Encourages students to attend school as close as possible to their homes
normalization
Seeks to provide opportunities, social interactions, and experiences that parallel those of society
Impact of Inclusion on Students With Disabilities social performance
Social and Behavioral Performance and Attitudes Toward Placement SWD in inclusion have higher social, friendship, behavioral, and acceptance outcomes than those in noninclusive settings. Some SWD felt they benefitted from special ed; others noted receiving special ed in separate locations led to shame and lowered expectations
planning tiered activities 4 step method
Step 1: Identify key concepts or skills Step 2: Think about students and/or use assessment to determine: Readiness Levels Interests Learning profiles Step 3: Create an activity for "on-level" learners that is: Interesting Challenging Causes students to use key skill (s) to understand the major idea or concept Step 4: Adjust the activity accordingly. Remember....you may not need to adjust the activity if you are differentiating by interest or by learning profile. However, if you are differentiating by readiness, you will need to adjust for "struggling learners" and "highly-able" learners.
Individual Strengths and Challenges and Diversity
Student strengths are viewed as resources for the individual and class All students have challenges, although the degree may vary between students Diversity is valued
Establishing Climate and a Community of Learners
Students need to... feel included and respected accept and value each other's differences bond with each other and support each other feel physically and intellectually safe Students and Teachers: need to understand that fairness means that everyone will get what they need in order to be successful.
reciprocal teaching
Students read a selection, summarize it, discuss and clarify problem areas and unclear vocabulary, use questions to guide understanding, and five students the opportunity to predict future content.
collaborative reading groups
Students share responsibility for reading the text and ensuring all group members comprehend it.
TWA
Think before, While and After is a combinations of all the student strategies listed above
DI and UDL both have
Use varied curricula & instructional arrangements Use varied learning targets and strategies Use varied resources, materials, & technology to address individuals learning strengths and challenges and preferences Takes account of interests and cultural and language backgrounds
low technology device
Usually inexpensive, nonelectric, easy to use, readily available Examples: teacher made communication boards, pencil holders
3-2-1 summarizer
after reading rough draft 3 revisions I can make to improve my draft. 2 Resources I can use to help improve my draft 1 thing I really like about my first draft.
Attitudes of general educators towards inclusion:
agree with the philosophy of inclusion
assistive technology devices
allows people with communication, physical, learning, and sensory disabilities to gain control over their lives and their environment as well as greater assess to the general ed curriculum
special day school
allows students and teachers to centralize services option is highly restrictive and is sometimes used with student with more significant emotional, physical, and cognitive disabilities
expansion
allows you to present a language model by expanding on a students incomplete sentences or thoughts or asking students to expand on a classmates statement
acceptability
also referred to as social validity refers to the extent educators and their students view specific practices in a positive way and as easy to use, effective, appropriate, fair and reasonable /
high-impact differentiation
alter the content of the curriculum the ways students are taught or expectations for mastery
summative assessment
assessment at end of instruction to measure mastery of content, concepts, & skills taught
formative assessment
assessment during instruction to monitor student learning
scaffolding
breaking down comments and concepts that students dont understand or task that students have difficulty with into smaller components to promote understanding and mastery supports are gradual removed
Additive approach:
content, concepts, themes, and issues related to various cultures are added to curriculum.
residential schools
designed to helps students with more significant educational and social challenges students live at the school and participate in a 24 hr program these programs provide more than education that also provide medical and psychological services
tiered assignments
during and at the end of instruction units allow you to differentiate your assessments to meet the strengths and challenges of your students you identify key concepts that need to be learned in which students can show mastery that differ in complexity and learning preference and allows students to select how they want to learn
Social action approach:
encourages students to identify social problems and take action to solve them.
Transformation approach:
enhances the curriculum by encouraging students to examine and explore content, concepts, themes, issues, problems, and concerns from various cultural perspectives.
Natural language techniques
expansion, expatiation, parallel talk, self-talk
individualized teaching/instructional accommodations
for students are make based on data to determine whether and how students disabilities affect their educational performances and whether and to what extent individual students need teaching accommodations to assess the general curriculum
Contributions approach:
including various ethnic heroes, highlights, holidays, and culture events into the curriculum.
low-impact differentiation
involves adjustments but have minimal to no impact on level of curricular mastery
parallel talk
involves an event students are seeing and doing
multilevel teaching
lessons in the same curricular areas as peers but at varying levels of difficulty
the types of questions
literal questions (ask about facts) (WHO WHAT WHEN THERE AND WHY literacy based questions (related to written/oral language components of a selection inferential questions: which cause students to make interpretations about and reflect on the material ponderable questions : which present dilemmas or situations that have no right or wrong answer elaborate questioning: which ask students to incorporate their prior knowledge into information presented in the selection
underrepresentation
lower representation
total physical response
modeling the message by emphasizing physical gestures and objects.
expatiation
occurs when you or one of your students adds new info to the comments of others
disproportionate representation
of students with culturally and linguistically diverse backgrounds including ELL in sped classes that segregated these students regarding inclusive placement as a way to counter segregation Presence of students from a specific group in an educational program that is higher (overrepresentation) or lower (underrepresentation) than one would expect based on their representation in the general population of students.
teacher directed text comprehension strategies
previewing questioning reciprocal teaching collaborative strategic reading collaborative reading groups story/text mapping communicative reading strategies
access differentiation
provides students with access to the curriculum and does not change the mastery expected of students
visual imagery
requires students to read text and create a image for ever sentence or paragraph, contrast the new image to the last image evaluate the images and make sure they are complete
field dependent
students prefer to work in groups
field independent
students prefer to work independently
resource room
students with disabilities educated in the inclusive classroom receive direct services from teachers RR provides individualized remedial instruction related to specific skills and provides instruction that supports and parallels the instruction to the general ed classroom
student-directed text comprehension strategies
surveying summarizing main idea in text predicting self questions summarizing paraphrazing outlining paragraph restatements visual imagery verbal rehearsal
curriculum overlapping
teaching a diverse group of students individualized skills from different curricular areas
homebound instruction
the teacher teaches the student at home used for students recovering from an illness or surgery
advocacy groups
they stand up and represent a certain minority of people
