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Inclusion

Inclusion. Classroom Modifications and Accommodations Dr Merris M. Page-Smith New Frontier Inclusion Conference March, 2013. Research shows. - Inclusive Classrooms…

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Inclusion

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  1. Inclusion Classroom Modifications and Accommodations Dr Merris M. Page-Smith New Frontier Inclusion Conference March, 2013

  2. Research shows - Inclusive Classrooms… - Most frequent concern for teachers is the lack of time and the increased demand on their planning organizational time (Forlin, 2001; Westwood 2003 et al) - Teachers who are most successful are those who see all of their students as having individual needs – not just students who had recognized/diagnosed learning disabilities or ELL needs (Shaddock, Hoffman-Raap, Hook, Spinks, Woolley & Pearce 2007) - Well-planned accommodations and modifications benefit ‘all’ students (Hattie, 2005)

  3. Accommodation or Modification? • General accommodations • Testing & Assessment accommodations • General Modifications • Behavior Modifications • Accommodations.docx

  4. Simple Tips! Simple accommodations will help ALL students in the classroom • Repeat and summarize classroom content • Verbalize what is written • Pre-warn/pre teach • Use graphic organizers

  5. More Simple Tips… • Much of the information we glean from students is hampered by our ineffective presentation • One task at a time • Step out instructions • Keep assigned tasks clear and simple (and questions!) • USE a range of strategies and technology

  6. Things to think about… • KISS – • Avoid ambiguity – • It is important that we donot make our materials less accessible to students by: • Creating unintended challenges through presentation style • Using complex (usually unnecessary) language • Using complicated or ambiguous questions

  7. For Example…

  8. One more…

  9. And this…

  10. What’s Wrong? History Test: 1) Explain, using evidence from your knowledge of English History, whether King Henry would have eaten his chicken leg with his left hand or right, on a Sunday, compared to on a Monday. 2) Did King Henry ever have a wife whose head he didn’t cut off? Mention all of Henry’s wives in your response. • size 11, • times new roman font, • single spacing, • underlined heading. • convoluted, • multi-faceted questions, • not enough space for answer, • no lines or provided structure for response, • narrow margins on page

  11. Compared to this?

  12. What’s Wrong? MATH TEST Use your own paper and make sure that you number each question correctly. 1) Find the value of the variable in the following expressions: a) x + 4 = 6 b) 47 – p = -63 c) y2 = 25 d) 6z + 4 = 4z + 8 2) Evaluate the following expressions when q = 2, p = 3 and g = 1 a) 2q = 3p b) 5g – p + qc) p – g + 12q d) p2 + g • Small font (Garamond 11), • underlined and capitalized heading, • use of italics, • single spacing, • no space for answers, • cluttered format, • terms and operations too close. • use of easily confused letters: p,q and “z” can easily be confused with “2”.

  13. Compared to this? Math Test: Write your answers in the space provided. Show your working out. 1) Find the value of the variable in the following expressions: a) x + 4 = 6 b) 47 –p= - 63 c) y2 = 25 d) 6z +4 = 4z + 8

  14. Remind Teachers… • Bigger is better! (12 pt minimum) • Plain print styles (italics can be difficult) • Avoid using CAPITALS or underlining (OR BOTH TOGETHER) • Bold is better! • Use 1.5 spacing

  15. What Teachers Say… • I don’t have the training or expertise to deal with these students • Keep him/her back a grade • It is best to take those students who are behind or struggling out of the classroom so that they can get more help • Well, I can understand it • Students with learning problems should be in school situations that have specialists to deal with them

  16. The Real Change is…

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