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EDS 100A. Designing Inclusive Unit and Lesson Plans . Things to keep in mind when adapting unit and lesson plans.

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Eds 100a

EDS 100A

Designing Inclusive Unit and Lesson Plans

Things to keep in mind when adapting unit and lesson plans
Things to keep in mind when adapting unit and lesson plans

  • What follows will help to remind you of issues we’ve discussed in class that will hopefully help you to focus on what’s important that you internalize about universal design for learning (UDL).

    • Provide multiple, flexible methods of presentation, expression, apprenticeship, options for engagement

Lesson plans and implementation for students with special needs
Lesson Plans and Implementation for Students with Special needs

  • Design a lesson and then make certain that both your lesson and instruction accommodate the following students:

    • Perceptual difficulties

    • ADHD

    • Memory difficulty

    • Metacognitive difficulty

    • Emotional/behavioral difficulty

    • Physical/health impairments

    • Mathematical difficulty

    • Difficulty with social perception

    • Reading difficulty

    • Giftedness

Ways to adapt instruction
Ways to Adapt Instruction needs

  • Computers, calculators, software

  • Buddy systems and peer tutoring

  • Special-education teams (teams of colleagues and staff)

  • Social-integration!

  • Formatting adaptations

  • Content adaptations

  • Adaptations in modes of communication

  • Teaching learning strategies and meta-cognitive awareness

  • Neverstreaming: focuses on intensive early intervention remediating at-risk students

Learners with exceptionalities
Learners with Exceptionalities needs

  • Remember:

    • Every student is exceptional (we are all individuals)

    • Disability: functional limitation that interferes with an individual’s physical, cognitive or socio-emotional abilities.

    • Handicap: a condition imposed by society, the physical environment, or a person’s attitude.

    • People first language: Students with, individuals with … (cerebral palsy, developmental delay)

Public law 94 142 99 457 101 476
Public Law 94-142, 99-457, 101-476 needs

  • PL94-142 was enacted in 1975 and enabled every disabled child to special education appropriate to the child’s needs at public expense (school districts or states must provide special education to students who qualify)

  • PL99-457 extended the entitlement to free, appropriate education to children ages 3 to 5 (pre-K) and added programs for toddlers

  • PL101-476 changed the name of the law to IDEA, and required schools plan for the transition of adolescents with disabilities into further education or employment starting at age 16

  • Students have these rights and yet still have to fight to be able to receive a free and appropriate education!

Idea 97
IDEA ‘97 needs

  • Strengthened the original act

  • Raised educational expectations for children with disabilities

  • Increased the role of parents in the education of their children

  • Assured that regular classroom teachers are involved in planning and assessment

  • Included students with disabilities in local and state assessments

  • Supported professional development for all who educate children with disabilities

Least restrictive environment
Least Restrictive Environment needs

  • Individuals with disabilities are educated with non-disabled peers to the maximum extent appropriate

  • Inclusion: general education teachers are likely to have in their classrooms individuals with mild disabilities (LD, MR, physical, speech, BED)

  • IEP: Guides the services a student receives and is composed by special education teachers, regular education teachers, professionals, parents, and the student (a parent can hold the school accountable if the child does not receive the promised services)

Cascade of services to ensure the least restrictive environment
Cascade of Services to Ensure the Least Restrictive Environment

  • General education classroom placement

  • Collaboration with consulting teachers and other professionals

  • Resource room placement

  • Special-education class placement with part-time inclusion

  • Self-contained special education

Inclusion Environment

  • Services come to the student not the other way around (e.g., students don’t have to go to a resource room– the resource room comes to them)

  • Research on inclusion

    • Improves the achievement of LD students (cooperative learning teams)

    • Improvement of social acceptance of students with academic disabilities (coop teams)

    • Promotes social justice

Intelligence and learning styles preparing inclusive classrooms
Intelligence and Learning Styles: Preparing Inclusive Classrooms

  • IQ

  • Multiple Intelligences

  • Emotional Intelligence

  • Social Intelligence

  • Divergent vs. convergent thinking styles

  • Tolerance for ambiguity

When difficulties emerge
When Difficulties Emerge Classrooms

  • If students are beginning to fall behind, finish all assignments early, begin to get frustrated or behave inappropriately and they have not been assessed as having special needs, it becomes the teacher’s responsibility to interview the student and document the student’s behavior and prepare to develop an IEP (Individualized Education Plan).

Preparing ieps
Preparing IEPs Classrooms

  • Pre-referral: in-class remediation and family notified of difficulties

  • Referral: referred for evaluation by professional

  • Assessment: testing by professional

  • Identification: special service committee meets to assess relevant information

  • Develop IEP

  • Teacher is involved and given strategies to implement the IEP

  • Program evaluation – annually