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Inclusion. Self Esteem as an Explanatory Phenomenon for Student Problem Behavior. Fact or Fiction?. Self Esteem. What is it? Operational/observable definition? How does one improve their self esteem?. Summary of self-esteem research. from “ NurtureShock ” by Bronson & Merryman (2009).

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Self esteem
Self Esteem Behavior

What is it?

Operational/observable definition?

How does one improve their self esteem?


Summary of self esteem research

Summary of self-esteem research Behavior

from “NurtureShock” by Bronson & Merryman (2009)


Self esteem1
Self Esteem Behavior

  • Branden (1969) The Psychology of Self Esteem

    • Wrote (opined) that self esteem was the single most important facet of a person

    • the belief that one must do whatever he can to achieve positive self-esteem has become a movement w/ broad societal effects


Self esteem2
Self Esteem Behavior

  • By 1984 California created an official Self Esteem Task Force

    • Believing that improving citizens’ self esteem would do everything from lower dependence on welfare to decrease teen pregnancy

      Self esteem turned into a “unstoppable train”

    • Anything potentially damaging to kids self esteem was axed

      • E.g. Competition (not keeping score, trophies for all), red pencils, etc.


Self esteem3
Self Esteem Behavior

  • 2003 Review of Self Esteem Literature by Baumeister

  • From 1970 to 2000 there were over 15000 scholarly articles written on self esteem

    • BUT results were often contradictory or inconclusive

    • ALSO polluted w/ flawed science

  • Only 200 studies employed scientifically sound way to measure self-esteem and its’ outcomes


Self esteem4
Self Esteem Behavior

  • Review of 200 sound studies found:

    (Baumeister, 2003)

    • High self esteem didn’t:

      • Improve grades

      • Improve career achievement

      • Reduce alcohol use

      • Lower violence

        • Found highly aggressive, violent people tend to think very highly of themselves


Traditional continuum of placements
Traditional Continuum of Placements Behavior

Regular Education

  • Push-in Special Education support

  • Pull-out Resource Room model

    • % of day in Gen Ed setting v. Resource Room

      Self Contained Settings

  • SPED classroom within a school

  • Special Day School

    Out-of District Placement

Less Restrictive

More Restrictive


Small group discussion
Small Group Discussion Behavior

  • How did the readings for today compare to your experience & conceptualizations of special education & inclusion?

  • Discuss your thoughts and feelings about the SAM schools model described by Sailor & Rogers?


Normalization
Normalization Behavior

  • Call for “patterns and conditions of everyday life which are as close as possible to the norms and patterns of the mainstream society”

  • Call for educators to focus on their students’ current environments as well as future environments of “ultimate functioning”

    • Brown et al., 1976


Inclusion checklist
Inclusion Checklist Behavior

  • Based on your most current or most familiar school experience, complete the inclusion checklist

  • In your groups, discuss the results & challenges?



Inclusion starts with effective host environments
Inclusion Starts with BehaviorEffective Host Environments

  • Foundation of Research-Based Practices

  • School-wide Intervention models

    • RTI & SW-PBIS

    • Effective Behavior Management

      • Clear behavioral expectations & routines

      • Acknowledgment of desired behavior

    • Effective Instruction

    • Data Based Decision Making

      • Universal Screening & Progress Monitoring



Assignment 5
Assignment 5 Behavior

Questions?


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