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Objectives

To provide an overview of: school and classroom practices that are the framework for effective inclusive education the elements of curriculum, instruction, and setting that can be modified the planning steps for designing and implementing individualised adaptations. Objectives.

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Objectives

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  1. To provide an overview of: school and classroom practices that are the framework for effective inclusive education the elements of curriculum, instruction, and setting that can be modified the planning steps for designing and implementing individualised adaptations. Objectives

  2. Goals of inclusive education are for all students to: • be full members of schools and classes • achieve academic and functional competence at a level suitable to them • make progress towards specific learning goals (social, academic, personal).

  3. For example: All students should have the opportunity to attend school together and to be treated as full and equal members of classroom groups and communities. and The most effective adaptations are designed to facilitate both social and instructional participation in class activities.

  4. 1 An inclusive programme model 2 Collaborative teaming and problem solving 3 Common goals and values Key components forinclusive education (Based on Snell & Janney, 2000) 4An inclusive school culture Accommodating curricular and instructional classroom practices 5 6Specific strategies to facilitate peer supports

  5. Are: meaningful and reality based integrated and thematic multi-cultural active and hands on. And: use a variety of flexible groups include systematic lesson structure provide multiple modalities. Accommodating curricular andinstructional practices

  6. incorporate strategic teaching and learning regularly monitor performance using alternative assessments. Accommodating curricular andinstructional practicescontinued ...

  7. “Curricular adaptations as used here refers to any adjustments or modification in learning expectations, curriculum content, the environment, instruction, or materials used for learning that enhances a person’s performance or allows at least partial participation in an activity” (Udvarie-Solner, 1992)

  8. The idea is to create adaptations that: • deviate as little as possible from the ordinary, yet enable the student to benefit • are provided alongside classmates within the context of ongoing classroom activities • alter (in the least extraordinary way) only the elements necessary to enable the student to participate actively in achieving IEP objectives.

  9. “The most effective adaptations are only as special as necessary”

  10. Adaptations Are ideally designed to enable the students to: • practise and master relevant instructional goals • take an active part alongside other students with very different curriculum goals • participate in age appropriate activities • increase social participation and interaction.

  11. A model for making adaptations A model assists in: • the selection of adaptations that are appropriate to the student and the classroom situation and • providing a common framework for team collaboration.

  12. “How can we make it work in this school for these students?” Key question is:

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