“I long to accomplish a great and

1. “I long to accomplish a great and noble task,but it is my chief duty to accomplish humble tasks as though they were great and noble.The world is moved along,not only by the mighty shoves of its heroes,but also by the aggregate of the tiny pushes of each honest worker.” Helen Keller

2. The 21st Century Inclusion Classroom Melanie Moss mmoss@scsk12.org Tamela Box LiveBinder: http://www.livebinders.com/play/play_or_edit?id=414598

3. Inclusion is not just about including children with disabilities. "It's about embracing the idea that diversity is the reality and, therefore, each child is a unique learner.” Elizabeth Kozleski, director of the National Institute for Urban School Improvement

4. Tell us what you know!

5. Inclusion • Individuals w/ Disabilities Education Act (IDEA): • To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled, and special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

6. The Inclusion Debate • While laws and court rulings have consistently supported the education of students within the least restrictive environment, there has not always been agreement as to what exactly that environment would look like for each child. • There has been a great deal of debate regarding the benefits and drawbacks of inclusive, as well as, self-contained education programs.

7. Inclusive schools contain the following elements: • A belief that all children have the potential to learn and grow. • A dedication to seeing each child as an individual. • The modification of curriculum and activities to include all students. • The ability to support positive behavior in and out of the classroom.

8. Inclusion Opportunities General Education Curriculum Adaptations to the General Curriculum Embedded Skills Within the General Curriculum Functional Curriculum in the General Education Classroom Functional Curriculum Outside General Education Classroom

9. General Education Curriculum Same activities, same objectives, same setting • Can students complete the activities as written for the general education classroom? • Do one or more lesson objectives match the student’s IEP?

10. Adaptations to the General Education Curriculum Same activities, different (related) objectives, same setting • Can the student meet the lesson objectives with minor accommodations (time, response, mode)?

11. Embedded Skills Within the General EducationCurriculum Similar activities, different (related) objectives, same setting • Are there components of the activity that can be met by the student, even if not the central objective of the lesson, but that match an IEP objective?

12. Functional Curriculum in the General Education Classroom Different activities, different (related) objectives, same setting • Are the class activities greatly unrelated to the student’s IEP? Are there IEP objectives that could be met in the same setting?

13. Functional Curriculum Outside General Education Classroom Different activities, different (unrelated) objectives, different setting • Are the class activities greatly unrelated to the student’s IEP? Are IEP objectives better met in a different setting

14. Inclusion Strategies Behavior Management

15. You can't have one without the other Inclusion Strategies Go hand Behavior Management in hand

16. Behavior Management Why is the student acting like this: At this particular time In this particular place With this particular person

17. Case Study

18. Independent Work

21. Teach them a life skill as well as helping the teacher with the daily lesson

22. Powerpoint Presentations Involve the student in the lesson

24. Assistive technology is often essential if students with severe and multiple disabilities are to be successfully included in general education classes. Assistive technologies enable these students to communicate effectively, access course content and participate in learning activities. As a result, these students who are included in general education classes can experience multiple benefits: They may become more engaged in learning, spend increased time in general education classes, like school more and improve social skills.

25. IPad and IPOD

26. Worksystem App

28. Promethean Boards

29. Make sure they can access the computer

30. Software

31. Attach assignment list to the desk,place a timetable on the desk

32. Make sure they have a means to communicate

33. Adapted devices

34. Additional Supports Paraprofessionals can: work with the whole class, as well as the student with special needs clarify instructions help to organize manage behaviors Peers can assist by: • modeling, • reading, • scribing, • prompting

35. Adapting Assessments • Keep evaluation strategies simple: • Evaluate on IEP progress • Set small goals • Keep work samples • Do spot checks • Enlist support of paraprofessional

36. 3 -2- 1 3 things to think about 2things to try 1 thing to ask about

37. Code: Martin 183