EEX Final

Name and describe four preventive practices related to classroom organization and management.

a. Arranging the Physical Environment i. Make effective use of physical dimensions of classroom ii. Arrange furniture and materials for accessibility, instructional effectiveness, appropriate social interactions, and safety iii. Design as a function of (1) layout and location; (2) age, number, and behavioral profiles of students; and (3) levels of supports required by students with disabilities b. Valuing Instructional Time i. Highlighting policies that encourage and reinforce attendance and punctuality ii. Ensuring that adequate time is devoted to task-relevant activities iii. Explicitly teaching and conducting transitions between and among activities efficiently with little disruption c. Being Prepared i. Organized/easy to follow lesson plans ii. Start lessons promptly iii. Have materials close by iv. Maintain a consistent schedule d. Coordinating Resources i. IEP-monitoring procedure that promotes instructional support and accountability ii. Substitute teacher packet that highlights the essential information one would need to teach and manage the class during short-term absences iii. Readily available resource guide of school and community services that can address critical needs presented by students/families

What is assistive technology? How is AT used to support students with disabilities in inclusive classrooms (2 examples)?

a. Assistive Technology: Specifically designed devices that meet unique needs of students with disabilities. i. Purpose of assistive technology is to help students who lack specific skills or abilities engage in activities that they otherwise could not do or could not do very well. b. Assistive Technology to Support Reading i. Technology may help students by providing them with visual and auditory supports. It can highlight certain words to improve visual discrimination, provide pictures cues, and even convert written text to speech that the student can listen to. ii. Text-to-speech software: students can scan printed materials and read using digitalized speech iii. E-books and e-texts can be downloaded to help students with reading difficulties acquire content that they might otherwise not be able to access iv. Example: Edmark Reading Program 1. This software uses a whole word, multisensory approach to teach comprehension and recognition. Users of this software learn sight recognition and meaning of a word, practice comprehension, and use the word in story content. Repetition and short instructional steps are used. c. Assistive Technology to Support Math i. These devices can help students whose challenges are associated with completing calculations or who have difficulty with problem solving due to language and comprehension. ii. Calculators can help students who have difficulty functioning due to weaknesses in basic calculations iii. Example: Texas Instruments Scientific Calculator 1. The features of this small scientific calculator include a learning mode for key identification that does not affect calculations. The key is announced when pressed. There is a choice of silent or talking operation. Tactile, large, functionally zoned keys, volume control, and earphones are included.

Name and describe the defining characteristics of collaboration.

a. Collaboration is based on parity. Parity suggests that the contributions of everyone involved in collaboration are equally valued. A critical factor that often influences parity is the power collaborators have, or are perceived to have, in decision-making. For example, collaborators may go along with suggestions from a principal because of the principal's powerful position and her responsibility for evaluating the performance of teachers. In an effective collaborative relationship, all involved must agree to equally respect the input of others and ensure that all are free to express perspectives on all issues or decisions, otherwise collaboration cannot succeed. b. Collaborators share mutual goals. All participants in collaboration should share specific, common goals, and these goals should be important to everyone. This ensures that the purpose of collaboration is clear to all participants, and that all are motivated to work together to achieve the goals. c. Collaborators share participation, decision-making, and accountability. All collaborators should actively participate in decision-making, reach a collective decision that all agree to support, and share accountability for the outcomes of the decision. This does not suggest that all participants should contribute to implementing the decision, which may be an intervention that one participant implements in his classroom. Rather, this suggests a perspective that "we're all in this together" and share responsibility for all aspects of collaborative decision-making. d. Collaborators share their resources and expertise. All participants bring valuable knowledge and skills to a collaborative activity. They also bring resources that others may not have. It is important that all participants share their expertise, and that all participants value the expertise of others. This does not imply that an "expert" will come up with a solution to the problem, but rather that all will share suggestions to assure that the best possible information and resources are available to make a good decision. e. Collaboration is emergent. If collaboration is to succeed, some positive personal characteristics of participants must be present at the beginning of a collaborative activity, and must grow and flourish over time. These characteristics include: Value collaboration, participate in collaboration in ways that participants gain trust and respect for one another, and work together to develop a sense of community.

Why is collaboration absolutely necessary to support inclusion?

a. Collaboration is used in so many ways to support teachers and inclusive programs. i. Working with a team of teachers to plan lessons, helps to differentiate lessons for certain students b. Teachers learn a lot from collaboration i.Different skills, opportunity to share these skills, teach context and use strategies to teach in interesting ways ii. Make accommodations for subject-matter teachers and special-education teachers

What is cooperative learning and what are common characteristics of cooperative learning groups?

a. Cooperative learning is a grouping strategy that uses mixed-ability groups for instruction. The goal of this strategy is to ensure that all students learn assigned content, which may range from basic academic skills to complex content that involves group projects. b. Step 1: The teacher divides the class into four to six-person Jigsaw groups. i. Group composition should be based on the individual strengths of each student, and groups should be diverse in relation to gender, ethnicity, and ability. One person should be appointed as the group leader. c. Step 2: The teacher divides the day's lesson into four to six components. d. Step 3: Each student is then assigned to learn one segment. i. The teacher ensures that each student has access only to information regarding her segment of the assignment. e. Step 4: Each student reads her assignment at least twice and becomes familiar with the information. i. Students then form temporary expert groups, by having one student from each group join other students who are assigned to learn the same segment. Students in these expert groups then discuss their segment, and rehearse the presentations they will make to their Jigsaw group. f. Step 5: Students return to their Jigsaw groups and present information regarding their segments to the other group members. All group members are encouraged to ask for clarification. g. Step 6: During these activities, the teacher floats from group to group, observes, and intervenes if any group is having difficulty. h. Step 7: At the end of the session, students may be required to produce a product with their completed work or take a quiz regarding the content of the lesson.

What is culture and why is important to consider when teaching students from diverse backgrounds?

a. Culture is a concept that helps teachers understand the implicit evaluations they make and the reasons behind some of the student behaviors that "seem" atypical or abnormal. It is the values, traditions, worldview, and social and political relationships created, shared, and transformed by a group of people bound together by a common history, geographic location, language, social class, religion, or other shared identity. b. Culture can influence how students interact in schools, especially students who are new to the US.

Name and describe dispositions needed for successful collaboration.

a. Flexibility i. Teachers should be flexible with their schedules because the needs of students should take priority. ii. Teachers take on many roles- floaters in class, monitoring student work, providing feedback to students, answering questions, managing behavior, etc. iii. Dealing with different teaching styles- whatever helps the student to learn best b. Trust i. Collaborators are credible, demonstrate empathy for fellow collaborators, and accept team members for who they are. ii. Depend on one another, become interdependent, and work to achieve mutual goals. c. Respectful Interactions i. Collaborators will work with each other as equal partners, respecting and attempting to understand the perspectives of others d. Frame of Reference i. Factors that influence frame of reference: disciplinary background, preparation, previous work experience, professional socialization, etc. ii. Differing frames of reference can result in difficulty collaborating and can contribute to distortions in communication as collaborative interactions occur. e. Belief in Collaboration to Meet the Needs of All Students i. Belief that students should be included in general education classes to the maximum extent appropriate ii. Believe in the power of the collaborative process

What is Functional Behavior Assessment (FBA) and why is it important in inclusive classrooms?

a. Functional Behavior Assessment: A powerful problem-solving process that identifies the function or purpose of an individual student's inappropriate behavior patterns i. Three key assumptions: 1. All behavior, appropriate and inappropriate, is learned and supported by current environment conditions 2. All behavior is purposeful, meaning that people behave in ways that satisfy their needs or that help achieve a specific outcome 3. Most effective when a team of professionals collaborate in the process ii. Steps of FBA: 1. Define the behavior 2. Provide concrete definition of behavior 3. Categorize behavior 4. Conclusion-probable cause of behavior b. Importance for Inclusive Classrooms i. From FBAs, we get Behavior Intervention Plans (BIPs) 1. Simultaneous strengthening and reducing of targeted behaviors through the application of behavioral techniques 2. Direct teaching of social skills 3. Emphases on self-management, self-control, and student independence

What are key considerations for arranging the classroom for inclusion?

a. Furniture arrangement and spacing. Placing furniture too close together can make movement difficult for students with poor motor control or physical disabilities. Remember that all students and teachers need to be able to move about easily in the classroom; make sure there is sufficient space for them to do so. b. Lighting. Generally, adequate lighting is necessary for students to learn. Keep in mind that some lighting, and the buzz emitted by fluorescent lights, may be quite bothersome to some students with disabilities. You should make sure all lighting is sufficient, have noisy lights replaced, and create some space that uses indirect lighting. c. Noise control. Most classrooms can be expected to have certain level of auditory stimuli. For some students, this can be distracting or even lead to challenging behavior. Use bookcases, room dividers, carpeting, and acoustic tiles to reduce noise levels, as well as set an expectation that students use "indoor voices" in the classroom. d. Ventilation and temperature. Some students may simply be more difficult to manage in extreme temperatures; others may be physically sensitive due to physiological conditions such as hypothermia. e. Visual accessibility. Remember that you need to see your students at all times, and they need to see you much of the time. Avoid placing bookcases, room dividers, or other structures that might interfere with making visual contact. f. Materials storage. Materials and equipment not in use must be stored out of the way so as not to be distracting. For materials that students themselves must retrieve, be sure that they are easily accessible. g. Plants and animals in the classroom. If you intend to have live creatures in the classroom, remember that some students will need to learn how to interact with them and care for them appropriately. Also remember that you may have some students with allergies or asthma who could be adversely affected by live creatures.

Name and describe what paraeducators want teachers to know.

a. Know and use the paraeducator's name. Paraeducators are not invisible or just a student's helper. They are a valuable member of the professional staff, and should be recognized and treated as such. This is an important first step in building trust, respect, and good communication. b. Be familiar with rules and policies in your district regarding paraeducators. It is important that the supervising teachers and others understand the ground rules regarding paraeducators. A special education supervisor or school administrator should have this information readily available. c. Work with the paraeducators as a valued team member. The working relationship that develops between a paraeducators and teacher should reflect professionalism, cooperation, and camaraderie. It logically follows that paraeducators should be recognized as a valued member of the professional team. d. Explicitly share your expectations. Paraeducators want to know what to do, as well as what not to do in the classroom. Teachers should explicitly share information regarding expectations regarding classroom management, student behavior, expectations for certain students, and so forth. e. Define roles and responsibilities for paraeducators and teachers. Avoid disagreements and conflicts by explicitly defining the role of paraeducators in a job description and ensuring that their role is clearly differentiated from the role of the teacher. f. The teacher should supervise and direct paraeducators. Paraeducators are often confused regarding who should provide them with direction in a co-taught, inclusive classroom. Teachers should be explicit regarding who provides direction and supervision, and should be clear about what is expected and how to do it. g. Ensure effective communication. Determining effective methods to provide formal and informal feedback to paraeducators regarding their work is a critical role for the supervising teacher. A time should be set aside for discussing how things are working, and improvements that may be needed. h. Recognize that paraeducators have knowledge and expertise to share in the classroom. Paraeducators often gain extensive information regarding students as they perform tasks across a range of settings. Furthermore, paraeducators gain valuable skills as they work with teachers and students over a number of years. Respecting and valuing the knowledge and skills paraeducators bring to their jobs helps to create a good working relationship, and can have a positive effect on student learning. i. Take ownership of all students. Teachers should be classroom leaders for all students, and not put paraeducators in the position of taking responsibility for some students. When a paraeducators works individually with a student for a long period of time, the teacher may not be familiar with the student and his needs. It is important to make sure that this does not occur, and the teacher knows and works with all students in the classroom. j. Respect paraeducators. If teachers model respect for paraeducators, students will likely model this same behavior. In addition, the job satisfaction and retention of paraeducators are influenced by the extent to which they are valued and respected for the work that they perform.

Name and describe the components of a tiered management system for comprehensive behavior management.

a. Mission Statement or Statement of Purpose i. A brief declaration that represents your approach to teaching and learning with a particular emphasis on expected school and classroom behavior ii. Seek to inspire, have positive focus, reflect respect for dignity of all students b. Rules, Procedures, and Behavioral Supports i. Rules define acceptable behavior; procedures delineate the steps required for the successful completion of a task, activity, or operation ii. Rules and procedures serve as specific behavioral targets that effective teachers reinforce with attention and praise c. Surface Management and Consequences i. Surface management techniques are the range of commonsense measures that address minor instances of misbehavior quickly, efficiently, and with little disruption of ongoing instruction ii. Consequences are teacher-initiated verbalizations and actions that follow students' behaviors, both appropriate and inappropriate iii. Teachers use positive consequences to increase levels of appropriate behaviors and negative consequences to reduce the frequency/intensity of troublesome behaviors d. Crisis Considerations i. Most challenging aspect of a crisis is that the student appears to have little or no control over the behavior, and management techniques and consequences designed to reduce problem behavior have little or no effect ii. Assist student in a safe, nonthreatening manner while maintaining safety of others in immediate environment iii. Develop crisis-response teams iv. Remain calm, remove dangerous items from the area, avoid body language and verbalizations that escalate the situation, instruct other students to vacate area, plan for the student in crisis to reenter class after the crisis e. Documentation for Access i. Share components of your comprehensive behavior management plan with students, their families, administrators, and related service providers.

Name and describe surface management techniques used to address student behavior problems.

a. Planned Ignoring i. Behaviors: Minor attention-seeking behaviors such as pencil tapping or making noises ii. Application: When teachers do not feed in, or reinforce, a student's need for immediate gratification, minor disruptive behaviors will eventually stop. b. Signal Interference i. Behaviors: Off-task behaviors such as talking with or annoying peers ii. Application: Use of nonverbal gestures, eye contact, noise, or body posture prompts students to redirect their inappropriate behaviors. c. Proximity Control i. Behaviors: Minor disruptive behavior such as talking and socializing with others during task-oriented activities ii. Application: Close physical presence to the student serves to deter disruptive behaviors and promotes greater task orientation. d. Changing the Pace i. Behaviors: Off-task behaviors such as staring out windows, resting head on desk, and talking to neighbors ii. Application: Infusing the lesson with a game, personal anecdote, story, or even a change in vocal tone revitalizes lessons and keeps students attending to work. e. Removal of Seductive Objects i. Behaviors: Disruptive and off-task behaviors associated with task-irrelevant objects ii. Application: Objects that co-opt student attention are removed without incident and returned at an appropriate time. f. Interest Boosting i. Behaviors: A student's flagging interest in activity ii. Application: Interest heightened by teacher noting the unique and challenging qualities of the activity as well as indicating personal interest in the content. g. Tension Decontamination Through Humor i. Behaviors: Tense or anxiety-filled classroom situations ii. Application: Diplomatic use of humor, mostly the self-deprecating type, can preempt confrontational and counterproductive situations. h. Antiseptic Bouncing i. Behaviors: A student who is on the verge of a potentially serious, highly disruptive behavioral event ii. Application: Safely and nonpunitively removing a student from the classroom (e.g., delivering a message to the school nurse, running an errand).

What are key principles for getting to know your students and their strengths?

a. Principle 1: Teachers who see the strengths in students teach positively. Many students with disabilities and special needs have strengths that are not recognized because their strengths are not in the traditional academic areas. Seeing students' strengths allows teachers to create instructional strategies that play to those strengths, like using a student's skill in art to prompt literacy learning. Also, when teachers see a student's strengths, they hold that student in higher regard and have higher expectations, and often that student will achieve more academically. b. Principle 2: Teaching to student strengths helps students see themselves positively. Students who are challenged by certain academic tasks can easily come to the conclusion that they are simply not able to be successful in particular areas. If success can be achieved by teaching to student strengths, the student may come to realize that her potential is greater that what she thought. c. Principle 3: Teaching to student strengths helps students see strengths in one another. When some students have weaknesses, others will sometimes tease, ridicule, or even exclude them from the academic and social structure of the classroom. This can make a student who is struggling feel even less able. If teachers can find a student's strength and help the rest of the class learn about it, the student who needs support may find useful encouragement and acceptance from classmates. d. Principle 4: Teaching to student strengths helps students see learning positively. As interesting and well-designed as a lesson might be, some students will not seem motivated to learn it. However, if you can tie to the lesson or embed something within it that is of personal interest to the student, he is much more likely to see positively what you are trying to teach. This means, of course, that you need to spend the time to determine the interests of your students. e. Principle 5: Teaching to student strengths helps students overcome weaknesses. Some students' weaknesses tend to dominate their lives. Whether it is a lack of academic skills, social or behavioral weaknesses, or a general lack of interest in all things related to school, their teachers tend to define them by these characteristics. However hard it may be to find, all students have strengths. Finding and reinforcing these early and frequently can be an important initial step in helping students overcome their weaknesses.

What are the principles of UDL (Universal Design for Learning)? How is UDL applied in inclusive classrooms (2 examples)?

a. Principle I: Provide multiple means of representation. i. Alternative means of presenting instructional material can reduce perceptual or learning barriers and can improve students' ability to recognize things. ii. Guideline 1: Provide options for perception. iii. Guideline 2: Provide options for language, mathematical expressions, and symbols. iv. Guideline 3: Provide options for comprehension. b. Principle II: Provide multiple means of action and expression. i. UDL allows students to respond with their preferred means of control. Different strategic and motor systems of students can be accommodated. ii. Guideline 4: Provide options for physical action. iii. Guideline 5: Provide options for expression and communication. iv. Guideline 6: Provide options for executive functions. c. Principle III: Provide multiple means of engagement. i. Students' interests in learning can be matched with the modes of presentation and response and can increase student motivation. ii. Guideline 7: Provide options for recruiting interest. iii. Guideline 8: Provide options for sustaining effort and persistence. iv. Guideline 9: Provide options for self-regulation. d. UDL Applied in Inclusive Classrooms: i. Forms of student participation 1. Students were given choices of how they would participate. For example, active, interactive, and leadership types of participation were offered, including more hands-on activities, team projects, and students teaching students. ii. Assessment 1. Forms of assessment increased, including reading tests to students and using rubrics and checklists to evaluate students during presentations and hands-on work sessions.

Name and describe components of effective instruction related to lesson delivery and follow up.

a. Review and check homework i. Develop routines for students to check each other's homework ii. Review and question students regarding past learning iii. Review relevant prerequisite skills before instruction iv. Reteach when necessary b. Presentation of material, information i. Provide a short statement of objectives and an overview or advance organizer ii. Present ideas so they are clear to students on different levels of understanding iii. Highlight main points iv. Provide concrete examples and illustrations v. Provide models and demonstrations vi. Proceed at a rapid pace, but in a logical, step-by-step order vii. Frequently check for understanding by asking questions c. Guided practice following instruction i. Initial practice is closely monitored or guided by teacher ii. Evaluate student responses and ask questions to check for understanding iii. Ensure that all students respond and receive feedback iv. Provide additional instruction if needed d. Correctives and feedback i. When the first response is incorrect, try to elicit an improved response ii. Use praise in moderation; specific praise is more effective than general praise iii. Continue guided practice and corrections until all students meet lesson objectives e. Independent practice (seatwork) i. Provide sufficient practice ii. Practice should be directly relevant to skills/content being taught iii. Practice to overlearning, when responses are firm, quick, and automatic iv. Students held accountable for seatwork v. Seatwork should be actively supervised f. Weekly and monthly review i. Systematically review material previously learned ii. Include review in homework iii. Test frequently iv. Reteach material missed on tests

Name and describe steps for teaching to use educational technology.

a. Step 1: Become knowledgeable about the program you are using. Before you introduce any of your students to the program, make sure you understand its features, how it operates, how the student uses it, and how the program directs the student through its activities. Take advantage of staff development sessions if they are available. b. Step 2: Identify appropriate objectives and activities within the software program. The advantage of most educational technology programs is that they allow differentiated instruction for students with different skill levels. The program itself may identify specific student needs if a diagnostic component is built into it. c. Step 3: Provide adequate supervision and support as each student begins to use the software program. Students who are younger, who have less experience working on computers, or who have intellectual or learning disabilities likely will require more direct instruction and more support in using the program. This may take several sessions to be successful. d. Step 4: Maintain an awareness of students' level of comfort and frustration with the program. Move the student to a lower level of the program if they are having too many failures at a higher level. If the student is using different programs, proportionally distribute the student's time so that the student spends more time on the program that addresses the student's greatest need. e. Step 5: Reinforce students for correctly using the software program. You may reinforce correct use of the program by letting students engage in another preferred educational program, or you may let them play another computer game. You cal also use more traditional types of reinforcement, such as extra playground time or token reinforcement. f. Step 6: Monitor the student's progress in the program. Examine the reports provided by the program and make sure the student is making adequate progress on the program's probes. If not, the student should not move forward in the program until better performance indicates that she should do so. The student may require more direct instruction from you to help her acquire some specific skills. g. Step 7: Monitor the student's progress independently of the program's evaluation. Performance on the program should not be assumed to equate with performance under other conditions, such as on curriculum-based evaluations in the classroom. You should always have off-program tests to make sure the student can demonstrate skills under different conditions.

What are the steps involved in planning basic skills instruction in an inclusive classroom?

a. Step 1: Determine students' current skill level. Teachers often assess the academic abilities and needs of students at the elementary level through end-of-grade testing or screening assessments. Using these assessments, teachers can identify students who are significantly behind their peers on academic skills. Teachers can then use individual diagnostic assessments to confirm specific weaknesses that will then be the target for remediation. b. Step 2: Group students into flexible same-ability groups for instructions. Teachers should place students with similar strengths and weaknesses into small groups of five to seven students for instruction. The groups should not be static. Teachers should move students between groups as performance data indicate changes in their skill level. c. Step 3: Use direct instruction methods to teach specific skills. Different formal, commercial instructional programs use direct instruction methods. Determine the programs used in your district for use in direct instruction. Your district may offer staff development sessions that will help you learn how to use direct instruction. Plan for 20 to 30 minutes a day with each group. d. Step 4: Supplement direct instruction with peer tutoring. It provides extra practice time for students to work in pairs on basic skills. The teacher must instruct all students on how to tutor and must give students material appropriate for practicing skills. This should occur 3 to 5 times per week. e. Step 5: Supplement direct instruction with educational technology. Individual students can work on developing basic skills by using educational technology. Many of these programs allow students to work on individually prescribed skills, provide a great deal of practice and feedback fro students, and monitor students' progress. f. Step 6: Monitor students' progress. Performance monitoring is important when focusing on basic skills. This process uses brief measures of performance called curriculum-based measures to directly assess each student's progress. Schools using direct instruction will usually have probe material available to collect performance data. Performance monitoring should occur once a week for each student, but it only takes a few minutes per student. g. Step 7: Plan for skill maintenance and generalization. As students show mastery of basic skills, teachers should advance them to higher-skill levels in the curriculum. Students should then practice previously learned skills in the classroom through different exercises so that the skills may be useful and applicable in different ways and at different times.

Name and describe steps to support students using augmentative/alternative communication devices.

a. Step 1: Develop a communicative rapport with the student. Develop a comfortable rapport with the student so that your interactions do not seem strained or artificial. Always assume that the student can understand what you are saying, but at the same time, try to say what you mean in a way that is most likely to be understood. b. Step 2: Make sure the student has continued access to the device and that it is functioning appropriately. Students who use an AAC device need to have as much access to it as possible, and the teacher should make sure the device works properly. It is important to let the SLP know if the device is not working as it should. c. Step 3: Encourage the student to communicate at natural times. All teachers and other key people in the AAC user's environment should not let him fade to the communication background but should encourage his communication whenever the chance occurs. d. Step 4: Promote interactions with other students. Interacting with peers is one of the best ways to promote communication, and students with disabilities often improve their communication skills in contexts where peer interaction is promoted. Prompting peer interactions is very important. e. Step 5: Ask open-ended questions, and encourage questions from the student. It is better for students if others ask questions or elicit comments that might require AAC users to stretch their ability so they can develop more elaborate responses. f. Step 6: Be aware of issues related to handling, maintenance, transportation, and storage of the device. AAC devices that are more elaborate can be expensive to purchase and repair. Understand any appropriate procedures and cautions that you should take when you must handle the device.

Name and describe steps for developing a peer buddy program. Why are these programs important to support inclusion?

a. Step 1: Develop a course that offers students course credit and an opportunity to fulfill service-learning requirements for participating in the peer buddy program. This course provides time for peer buddies to spend at least one class period per day with their partners. The content of the course offers participants the opportunity to learn about persons with disabilities and gain knowledge and skills necessary for successfully interacting with and supporting their peer buddies. b. Step 2: Recruit peer buddies to participate in the program. This involves promoting the program to teachers, administrators, school staff, and students. Students may be recruited in inclusive classrooms that include a student who would benefit from a peer buddy, or in classes where disability-related issues are being discussed. After the program is in place, peer buddies can provide support in recruitment. c. Step 3: Screen students who apply to be peer buddies. Screening criteria may include good attendance, an adequate GPA, recommendations of teachers, written applications, and interviews. Peer buddies should be willing to take the initiative and require minimal supervision, should be open-minded and tolerant regarding individual differences, and they should demonstrate personal qualities such as caring, flexibility, responsibility, and so forth. Keep in mind that peer buddies may not be the highest achieving students, and students with disabilities may be peer buddies. d. Step 4: Match students with peer buddies. Students should be tentatively matched by a teacher or counselor based on common interest, student preferences, and so forth. Students should then have the opportunity to interact, observe in classes, and clarify the role of the peer buddy to determine if the match is a good one. Students, teachers, and/or counselors should participate in making the final matches for peer buddies. e. Step 5: Develop expectations, and communicate those expectations to peer buddies. Teachers should communicate expectations to peer buddies through an orientation session. Peer buddies from previous years may assist with this session. Expectations should address attendance, role and responsibilities of the peer buddy, and other program procedures and expectations. f. Prepare peer buddies to ensure success. Training sessions should address topics such as student information and confidentiality, disability awareness, instructional strategies, interaction and communication strategies, suggestions for activities, addressing challenging behaviors, and handling emergencies. g. Benefits to Peer Buddy Programs: i. For students without disabilities 1. Friendships develop with students with disabilities 2. Knowledge regarding disabilities increases 3. Advocacy skills are improved 4. Interpersonal skills are enhanced 5. Expectations for peers with disabilities are increased ii. For students with disabilities 1. Develop friendships 2. Engage in more social interactions with peers 3. Acquire new social, academic, and life skills iii. For teachers 1. Gain assistance to support students with disabilities in learning academic and social skills 2. Provide all students with more opportunities to socialize 3. Increase diversity in the classroom iv. For administrators 1. School climate and sense of school community are improved 2. Gain assistance in supporting students with disabilities in all school settings v. For parents 1. Their children are more enthusiastic about school 2. More opportunities for new friendships and increased social activities 3. Their children experience academic and social growth

What are components of effective instruction in culturally responsive classrooms?

a. Step 1: Identify and address the academic needs of CLD students. i. Evidence indicates that many students from CLD backgrounds begin school behind their European American counterparts. These differences are often greatest among students from low socioeconomic backgrounds. This suggests the importance of a sense of urgency in identifying areas of academic weakness as early as possible, and intervening with intensive instruction to ensure that academic deficits do not increase. ii. When high quality instruction is delivered to small groups of students who have similar needs for short periods of time, evidence reveals that this instruction often significantly reduces the achievement gap. b. Step 2: Provide frequent academic monitoring. i. For students who have areas of weakness, more intensive instruction should be provided to address these needs, and student progress measures to determine whether the student's academic progress is accelerating. Providing tiers of increasingly focused, intensive instruction for students who do not make sufficient academic outcomes for students from CLD backgrounds in reading and math. c. Step 3: Engage students in a high level of academic responding. i. An academic achievement gap exists between students from CLD backgrounds and their European American peers at least in part because CLD students lack opportunities for active academic responding in most classrooms. ii. To support active student engagement, the following strategies should be considered: 1. Use movement that is expressive and purposeful 2. Encourage open expression of thoughts, ideas, and emotions 3. Use activities that encourage or support high levels of physical stimulation 4. Use music, dance, and rhythm when teaching academic tasks 5. Include multiple stimuli and activities when teaching 6. Use cultural practices originating in the home as part of academic tasks 7. Encourage student bonding or interconnectedness d. Step 4: Use an appropriate pace of instruction. i. Instructional pace relates to the speed at which academic information is presented. A brisk academic pace is more likely to keep students actively engaged and reduce off-task and disruptive behavior. e. Step 5: Develop a community of learners to support the learning of all students. i. A key component of culturally responsive instruction is the development of a supportive learning environment that employs a community of learners to support the learning of all students. ii. Involving students in their own learning using strategies such as cooperative learning and peer tutoring are approaches that may be used to develop a community of learners.

Describe procedures for developing and maintaining classroom rules.

a. Step 1: Know local community and school district expectations regarding the behavior of students. Consider the community context of your expectations for discipline. Design your classroom rules and procedures to be congruent with the prevailing legal requirement and school board expectations. b. Step 2: Articulate the specific behaviors and procedures associated with success in your classroom. Reconstruct these expectations into explicit statements that will enable you and the students to agree about the occurrence or nonoccurrence of the behavioral expectations. c. Step 3: Involve students in the development of the rules and procedures. Solicit input as to the importance of classroom rules and how they should be enforced. Generate procedural solutions for classroom processes that contribute to disruption and disorder. d. Step 4: Keep rules and procedures accessible. Limit the number of rules to five or six, and ensure that procedures are phased in a task-analyzed, easy to follow sequence of steps. Keep the wording of rules and procedures simple and jargon free. Phrase rules and procedures positively rather than negatively, focusing on what students should do rather than not do. Provide supports for those students who have difficulty meeting expectations. e. Step 5: Maintain the potency of rules and procedures. Keep rules and procedures posted in areas where students can see them. Teach and provide extensive practice with rules and procedures during the first week of school. Model desired student responses, and provide booster sessions on the rules and procedures at regularly scheduled intervals throughout the school year. Monitor your own level of consistency in adhering to the classroom rules and procedures.

Describe how general education teachers identify instructional needs of students with disabilities in their classrooms.

a. Step 1: Participate in the student's IEP meeting. A good starting point to learning about the educational needs of a student with a disability is to attend the student's IEP meeting. Often, general education teachers are invited to these meetings in order to explain their teaching philosophy, curriculum, or the progress of the student if he is already in the classroom. If you have or will be receiving a student with disabilities, you can learn more about the student and his needs by attending the IEP meeting. b. Step 2: Study the general curriculum. You should begin with an assumption that students with disabilities in your classroom will take part in and learn content from the general curriculum. Therefore, as a classroom teacher, your starting point in planning for these students is to study carefully the curriculum required by your local or state education agency for the courses and grade level you teach. c. Step 3: Identify learning goals from the general curriculum for each student with disabilities. For many students with disabilities, you can expect that they will achieve learning outcomes like students without disabilities. For some students, it may be necessary to identify high-priority learning goals from the curriculum. Often, this is done at the IEP planning meeting in conjunction with the special education teacher and the student's parents. As you look at the scope and sequence of the general education curriculum, make sure you know the high-priority outcomes for each student with disabilities in your classroom. d. Step 4: Decide how students with disabilities can participate in the general curriculum. Students will be able to participate more fully in the curriculum if teachers provide accommodations, use supplemental instruction, or make curriculum modifications. Collaboration with the special education teacher can help you identify more ways for the student to participate. e. Step 5: Identify other relevant learning objectives for students with disabilities as listed on their IEPs. Students with disabilities and special needs will often have other nonacademic learning needs that adults should address. These needs may be identified by parents, special education teachers, or related service professionals such as a speech therapist. You should learn about these other priorities by studying the student's IEP and talking to parents and other professionals. f. Step 6: Create a classroom list of important IEP goals and objectives for all students with disabilities in your classroom. A master list of goals and objectives for all the students with disabilities in your classroom, which is accessible and easy to review, will help you keep track of your learning priorities for these students.

Name and describe principles of research-based instruction in core content areas.

a. Step 1: Provide high quality core instruction in the general education classroom. i. This instruction should be well organized, explicit, and routinely provide students with opportunities for cumulative review of content that was previously mastered. High quality core instruction in general education classrooms is characterized by good classroom management; balanced teaching of skills; student supports or scaffolding for learning new content; integration of curriculum across content areas whenever possible; and support for students in developing skills for self-regulation. b. Step 2: Increase the time students spend learning key academic content. i. In most instances, students who struggle with reading should participate in general education reading instruction. This instruction should be differentiated to meet the needs of students who are struggling to learn the content. More intensive instruction should be provided in the general education classroom during this reading block using methods such as PALS. Still more intensive interventions that are needed and that cannon be provided in the general education classroom should be delivered in addition to this instruction, and should not supplant high-quality general education instruction. c. Step 3: Differentiate instruction in the general education classroom to meet student needs. i. All students will benefit from lessons that provide background information regarding material to be learned, or exercises that build skills related to content. Teachers should also provide some instruction in inclusive classrooms that differentiates activities or instruction based on individual student needs using activities such as peer tutoring, cooperative learning structures, center-based instruction, and small group instruction. d. Step 4: Closely integrate interventions with general education practices and curricular content. i. The same curriculum that is used in the general education classroom should be used when providing an intervention in reading, writing, or math for a student who is struggling to learn this content. Interventions are thus used that complement and build on the curriculum of the general education classroom. e. Step 5: Employ strategies to increase student attention to and engagement in tasks. i. Break a long task into shorter parts ii. Reduce the length of homework assignments iii. Use distributed practice iv. Use strategies to make tasks more interesting, such as building on student interests, using novel activities, or providing students opportunities to work in small groups v. Alternate tasks that are high interest for students with those that are low interest f. Step 6: Frequently monitor student progress. i. This should be done using measures that directly relate to the content being taught. Educators have developed curriculum based measurement techniques to provide an efficient and effective measure of student progress in basic content areas. The academic progress of students who are struggling should be monitored frequently to determine the effectiveness of instructional strategies and interventions.

Describe how general education teachers can contribute to IEPs.

a. Step 1: Recognize the importance of your role. Consider yourself an equal member of the team and a collaborator. General education teachers are expected to participate and contribute, especially with regard to issues related to inclusion and participation in the general curriculum. Many general education teachers feel that they need more preparation in developing IEPs. For this reason, we encourage you to take advantage of all opportunities for staff development in the area. b. Step 2: Become familiar with the terms, forms, and procedures. Don't be intimidated by words and acronyms that you don't understand. If you have not developed knowledge through various learning experiences, ask your colleagues to be kind enough to explain the meaning of their statements. c. Step 3: Be prepared for the IEP meeting. Your job will be to discuss the student's status and progress in your classroom, or to discuss the curriculum and instruction that student is currently in your class, collect information and student work samples to demonstrate current skill level. Formal or informal assessments will also be useful. If the student is not in your class, bring examples of the curriculum and work that will be required. d. Step 4: Involve students in the IEP session. Whenever possible, students should participate in their own IEP planning meetings. General educators and special educators can help students become involved participants by preparing before the meeting to identify and state their own goals. e. Step 5: Leave with a clear understanding of your role and that of others. After the IEP meeting, you should know the student's goals and how you will address these in the general education classroom. You should also understand the type of instructional interaction you are to have with the student and the support you will receive in the classroom. You should also know if the student is going to use any assistive technology or other special equipment or material. f. Step 6: Respect confidentiality. The material and information discussed in the IEP and other meetings about students are always confidential. Remember to respect this confidentiality after you leave the meeting.

What are components of effective behavior management in culturally responsive classrooms?

a. Step 1: Recognize your own biases and ethnocentrism. i. It's critical that teachers recognize that cultural differences exist, and that schools often reflect some of these biases. By examining your own biases, you are much less likely to misinterpret the behavior of students from different cultural backgrounds and treat them inequitably. b. Step 2: Be aware of and knowledgeable about the cultural backgrounds and related behavior patterns of your students. i. Many classrooms include students from a wide variety of cultural backgrounds, and at least some of these students are likely to have patterns of behaviors and beliefs that vary from the expectations in a typical classroom. ii. Teachers can learn about: 1. The experiences and history of persons from CLD backgrounds 2. Students' families and communities 3. Interpersonal relationship styles and discipline practices 4. Cultural conceptions of time and space c. Step 3: Establish clear expectations for behavior. i. When a mismatch occurs between a student's cultural background and classroom rules, the teacher must make a decision regarding whether or not this difference should be accommodated. ii. Teachers and students should develop classroom rules collaboratively d. Step 4: Organize the classroom to support culturally responsive practices. i. Display a map of the world that highlights students' countries of origin ii. Use different languages on signs and posters in the classroom that welcome students iii. Depict persons from different cultural groups in pictures that are displayed iv. Emphasize literature from different cultures, and ensure that books promoting diversity are prominently displayed. e. Step 5: Create a caring setting. i. Management of student behavior is more successful when a climate of trust, respect, and caring is developed. ii. Teachers can develop a sense of caring and respect for others within the classrooms by: 1. Greeting students in their native language and having other students learn words or phrases in this language 2. Modeling respect for diversity by including examples from different cultures in instructional activities 3. Taking on the role of a warm demander by not only caring for the students but also having high expectations and holding students accountable for their behavior and the quality of their work.

Name and describe features of classrooms with effective writing instruction.

a. Student work is displayed prominently; writing and reading material is abundant b. Students work on a range of writing activities daily c. Students are motivated to write by a risk-free setting, as well as by selecting their own topics for writing or modifying teacher assignments, and being reinforced for their writing accomplishments d. The teacher has a positive attitude that all students can learn to write successfully, and makes sure that all students are aware of this positive attitude e. The teacher regularly meets with students concerning their writing, and establishes goals and criteria to guide the students' work f. Students use a predictable writing routine as they reflect on and revise their work g. The teacher models the process of writing and a positive attitude about writing h. Students work cooperatively with others to assist with the writing process. Students work to present their work in progress or completed work to peers for feedback i. The teacher provides instruction that addresses necessary skills, including phonological awareness, handwriting, spelling, writing conventions, sentence-level skills, text structure, the functions of writing, and planning and revising j. Teacher provides follow-up, targeted instruction to ensure that all students master necessary writing skills k. Writing skills are integrated across the curriculum l. Teachers provide students opportunities to self-regulate writing by working independently, arranging their own space, and seeking help from others m. Teacher frequently assesses writing progress, strengths, and needs n. Teachers conduct conferences and communicate with parents regarding the writing program and students' progress as writers

Name and describe the qualities of a teacher who is a warm demander. Why are these qualities important when working with students from diverse backgrounds?

a. Teachers who are warm demanders are culturally responsive, do not lower their standards, and are viewed as willing to help students. b. Characteristics of warm demanders: i. A respectful, caring relationship between students and the teacher ii. Respectful relationships among peers iii. Clear and high expectations for behavior and achievement c. Care is the foundation for the warm demander i. The teacher believes in students and cares enough about their futures to create a community where it is safe to take risks, where achievement is valued, where support is provided, and where students are never "let off the hook." ii. Caring enough to make sure students behave and achieve d. Warm demanders create a respectful community i. Teachers communicate that respect for others is highly valued by respecting and listening to students and teaching students to respect and listen to one another. ii. Students are not strangers in their own classroom e. Warm demanders explicitly teach classroom rules, routines, and procedures i. Teachers never assume that students know what is expected. ii. Teachers should: 1. State their expectations 2. Providing models and demonstrations 3. Providing humorous negative examples 4. Requiring student restatement of expectations 5. Providing opportunities for practice with feedback 6. Repeating instructions as necessary 7. Reminding students of and reinforcing appropriate behavior f. Protecting the classroom community through teacher insistence i. Effective teachers strategically and respectfully insist that students abide by rules and procedures and that respect one another and the teacher.

Name and describe three types of co-teaching that are used in inclusive classrooms.

a. Team teaching: Both teachers share equal responsibility for instructing the whole group, and teach the group as equal partners b. Parallel teaching: This approach consists of splitting the class into two heterogeneous groups, and one teacher instructs each group using a collaboratively planned lesson. This is designed to reduce the class size or teacher-student ratio, and thus allows the teachers to provide more attention to each student and attend to individual student needs. c. One teaches, one observes: Teachers rarely have the opportunity to observe a student closely during the lesson. Similarly, teachers seldom have the opportunity to observe another teacher during the lesson to learn from another professional. This approach allows these opportunities. It is important to note that this is an approach that should be used infrequently, and should strategically focus on particular opportunities that arise when intensive observation is beneficial. d. Station teaching: When this approach is used, stations or centers are set up in class that addresses different content, and students rotate through the stations. Teachers then have the responsibility for a station, and teach all students as they rotate through the station. In many classrooms, students are expected to work independently or cooperatively in one or more stations, or a paraeducators may have responsibility for a station. This approach is used increasingly in elementary and secondary classrooms, given the emphasis on tiered instructional approaches.

Discuss guidelines for effective student grouping.

a. The number, size, and composition of groups should be flexible, and vary according to content and student needs. b. Groups should be periodically created, modified, and disbanded depending on student needs. c. Groups should vary in size, from to 2 to 10 students, depending on the purpose and format of instruction. d. Grouping should lead to more effective instruction and improved achievement, not simply differential pacing through the curriculum. e. Group scheduling and instruction should be flexible, and should depend on the content of instruction and students' instructional needs. f. Students should spend the majority of the day in mixed ability groups. g. Teachers should limit the extent to which membership in an ability group determines other school experiences. h. Groups should be organized so that struggling learners receive the extra instruction they need. Groups for these students should typically be smaller and meet for more instructional time with the teacher. i. An explicit strategy should be used for closely supervising the work of groups.