Diversity in Education Exam #1

Retaining Information

Utilize graphic aids Incorporate formal learning strategies (pg. 120) Teach test-preparation skills Teach class-discussion preparation skills

Requirement 5

An explanation of the extent, if any, that the student will not participate in regular education classes.

Requirement 6

Accommodations to be used in state or district-wide assessments of student achievement.

Response to Intervention (RTI)

An alternative process recommended for identifying students potentially eligible for services under the category of learning disabilities.

Inclusion

Assumes that students with disabilities belong in general education with appropriate supports.

Integration

Assumes that students with disabilities belong in special education and are to be placed in general education part-time, primarily for socialization.

Preparing Students for Inclusion

Awareness Programs Class Discussions Simulations Guest speakers

Fear of Differences

Decrease fear How a student is introduced will impact the student's acceptability

Requirement 3

Description of how progress will be measured and when reports will be provided.

Operating procedures for Differentiating Instruction 1

Determine need for differentiation

Operating procedures for Differentiating Instruction 5

Evaluate and modify differentiation practices.

Tier I

First level of intervention; Implemented with flexible grouping.

Operating procedures for Differentiating Instruction 2

Identify the specific areas of need

Operating procedures for Differentiating Instruction 3

Implement various differentiation practices-least intrusive first

Resource Room model

In this pull-out model, students go to the resource room for only part of the day for specialized instruction.

The Setting

Includes the aspects of the physical environment that teachers can manipulate to enhance the conditions for learning. Preferential seating is essential for use with students who have hearing issues and for those who have difficulty with attention. Classroom arrangements refer to physical facets of the classroom including layout, storage, wall space, and signage. Accessibility warrants special attention because of legal mandates, such as Section 504. Accessibility extends beyond physical accessibility—it involves overall program accessibility for all students. Specialized equipment (adaptive desks, wheelchairs, etc.) for students with disabilities is important to allow accessibility and accessibility and access to the general education curriculum

Preparing Staff for Inclusion

Involve all staff members Include exposure to good inclusive classrooms Allow for acquisition of information and skills Provide for planning time

Instructional Differentiation

Learning considerations Delivery of systematic and explicit instruction Capitalize on location/your proximity to student Utilize the demonstration-guided, practice-independent, practice evaluation paradigm Take care in presenting new information Use multi sensory experiences Make needed lecture-related accommodations Use assistive technology Instructional Planning Include accommodations Use different input and output modes in teaching Consider grouping In class activities: Presentation Processing Active engagement

Requirement 2

Measurable goals enabling the student to be involved in and make progress in the regular curriculum (as appropriate) and meet the annual goals.

Operating procedures for Differentiating Instruction 4

Monitor student progress

Elements Impacting the Effectiveness of Instruction and Learning

Multidimensionality - wide variety Simultaneity - many things at once Immediacy - rapid pace Unpredictability - unexpected events Publicness - many witnesses History - shapes classroom dynamics

Primary Components of UDL and Differentiated Instruction

Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression

Decreasing Undesirable Behavior

Natural consequences should be used when the situation itself provides the contingencies for a certain behavior. Example: Student forgets permission slip for off- campus event and is not allowed to go. Example: Ricky Logical consequences occur when there is a logical connection between inappropriate behavior and the consequences that follow. Example: Student forgets lunch money and has to borrow money in order to eat.

Models of Co-Teaching

One teach, one observe (most frequently used model) Team teaching Alternative teaching Parallel teaching Station teaching One teach, one drift

Planning for Successful Inclusion: One Student at a Time

Planning must be accomplished for students on an individual basis.

Requirement 7

Projected dates for beginning of services and the frequency, location, and duration of services and modifications.

Key components of an IEP

Provides a summary of the student's current functioning Serves as the basis for developing annual goals Must be written in each area of priority

Content Differentiation

Reducing content coverage Expediting coverage (Compacting) Covering additional content that is not stated in the curriculum. Acceleration Skills applicable to the student's lives and interests

Creating and Increasing Desirable Behaviors

Reinforcer - any event that rewards and thus strengthens the behavior it follows Positive reinforcement - process that presents a desirable consequence for performance of an appropriate behavior Praise Physical contact Tangible items Activities Privileges

Tier III

Required by only 3-5% students; Interventions provided in smaller, homogeneous groups; More individualized plan and interventions implemented.

Tier II

Required by only 5-10% of students; Teachers reach out to Prereferral Intervention Team for strategy ideas; Requires smaller groups and differentiated instruction.

Individualized Education Program (IEP)

Required for every child determined eligible for services. Legal document containing a summary of strengths, limitations and needs. Must be reviewed at least annually. IEP development must be driven by the needs of the student. Goals must be written to address each identified need.

Perceptions of Inclusion

Schools who have implemented inclusion practices: Teachers have a positive attitude towards inclusion Administrators support inclusion Few teachers prefer that students with be educated in a special class Educators see that inclusion has a positive impact on other students. Making a decision of how to achieve inclusion is often problematic. Satisfaction of general classroom teachers and special education teachers concerning inclusion increases over time Parents of students with disabilities have mixed reactions Attitudes of non-disabled peers toward inclusion vary considerably.

Critical dimensions of inclusive classrooms

Sense of community and social acceptance Appreciation of student diversity Attention to curricular needs Effective management and instruction Personnel support and collaboration

Enhancing Comprehension

Set purpose Preview the assignment Teach students to use format feature Engage the student prior to reading Use a study guide Utilize graphic organizers Modify the assignment Highlight material Teach comprehension-monitoring strategies

Model of Differentiated Instruction

Setting Differentiation Content Differentiation Material Differentiation Instructional Differentiation Management/Behavioral Differentiation Affect Differentiation (Personal-Social-Emotional)

Self-Management

Special attention needs to be given to students who do not display independent behavioral control. Self-regulated strategies are interventions that, though initially targeted by the teacher, are intended to be implemented independently by the student. Self-regulated strategies are an outgrowth of cognitive behavior modification, which combines cognitive strategies with behavioral techniques. Self-monitoring Self-instruction

Requirement 4

Special education and related services for the student, supplemental aids, and program modifications or supports provided.

Requirement 1

Statement of present levels of performance and how the disability impacts the student's progress in the general education curriculum.

Areas in Which Family Participation Should Occur

Student Identification and Assessment Development of the IEP Involvement with Parent Groups Observation in the School Setting Communication with Educators

Material Differentiation

Textual Materials Differentiation Substitute alternative materials Comprehension enhancement Use of retention techniques Adapting textual materials Audiotape textual material Read material aloud Pair students Alternate delivery Individual or small group Multilevel, multi-material approach Develop abridged versions of content Simplify textual material

Special Education Classroom Approach

These classrooms are sometimes referred to as "self-contained" classrooms. Students receive the majority of their educational program from a special education teacher.

Universal Design for Learning (UDL)

This is one flexible "whole school" approach that contributes to progress in the general education classroom in designing assessment methods and teaching strategies to accommodate a wide range of individual abilities and preferences, including exceptionally gifted and culturally diverse.

Contingency Contracting

To be thorough, contracts should state: What behaviors students are to complete or perform What consequences (reinforcement) the instructor will provide To be effective, contracts should: Initially reward imperfect approximations of the behavior Provide frequent reinforcement Reward accomplishments rather than obedience Be fair, clear, and positive

Facilitating Inclusion

Work on effective cooperative methods Facilitate the acceptance of students with disabilities and provide services to support their academic success. Promote acceptance Implement instructional strategies that support inclusion.

Co Teaching

an instructional model where a special education teacher and general classroom teacher share instructional efforts and responsibilities for students with disabilities included in a general education classroom.