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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

What is it?

Operational/observable definition?

How does one improve their self esteem?

summary of self esteem research

Summary of self-esteem research

from “NurtureShock” by Bronson & Merryman (2009)

self esteem1
Self Esteem
  • 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
  • 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
  • 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
  • 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

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
  • 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?
  • 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
  • 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 withEffective 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