Technology Teacher 06/28/2016

• Instructing Students With High-Incidence Disabilities in the General Education Classroom

  • The focus of inclusion should be on the student
  • The services and resources should help the student build self-esteem and self-worth, while providing positive experiences. Helping students with special needs feel “ownership” and a part of the school community is a necessary component of successful inclusion.
  • Focus on multiple intelligence
  • For example, aptitude in music, sports, creative arts, dance, and drama should be highlighted in all students.
  • Adaptive curriculum
    Inclusive schools should provide curriculum programs that meet the needs of all students.
  • Adapting and enhancing the curriculum for all students is an ongoing part of teachers' roles and responsibilities.
  • Discussion about “responsible inclusion” is important to dispel some of the inaccuracies and myths about educating all students in one setting.
  • Recognizing that inclusion is an emotional issue for many people, one of the most frequently asked questions is, “Does inclusion mean all students with disabilities should be educated in general education classrooms?”
  • however, do not feel that “place” is the key issue to successful inclusion.
  • Battles (1994) suggests that the goal of inclusion is not to simply place all students in the general education classrooms, but to evaluate each student on an individual basis to determine if he/she will benefit from educational services provided in the general education classroom.
  • When a special education student is mainstreamed, his or her placement is part-time in general education and part-time in special education (Bos & Vaughn 1994)
  • hrough the collaboration of the special and general education teachers and the Individual Education Planning (IEP) committee
  • Larry is mainstreamed (placed in the general education classroom) for part of his school day. Other students such as Bill, a student with learning disabilities, is mainstreamed for the entire school day. Bill no longer attends the special education classroom and spends the entire day in his general education class.
  • Inclusion classrooms do not require students to leave the classroom for special instruction, rather the support comes to the student.
  • t is important to note that mainstreaming and inclusion are not mandated by PL 94-142; however, educating students in the least-restrictive environment is an integral component of the law.
  • Therefore, planning time for teachers becomes a factor in adapting the curriculum to challenge all students
  • This gave teachers an outlet to collaborate, share, and consult with others to problem solve together.
  • Mandatory assignment to teach an inclusion class could provoke hostile feelings, adversely affect the quality of teaching in the classroom, and frankly influence many teachers to search for different assignments.
  • Fear is a barrier to inclusion identified by teachers; the fear of responsibility, additional burdens, and the obligation to ensure that all students learn (
  • Learning strategies were identified as important for teachers to use because they provide a framework that gives students foresight into the content of the text.
  • Working in pairs is often a preferred strategy since sometimes students can explain a problem to a peer in a way that makes sense.
  • Learning strategies, textbook adaptations, grouping practices, peer tutoring, and cooperative learning are all procedures reported by students as having a positive effect on understanding, remembering, and learning material.
  • Planning for Inclusion Classrooms
  • Yes, because both the general and special education teacher are responsible for teaching all the students in the inclusion classroom and are ultimately responsible for their grades and mastery of the curriculum.
  • Gone are the days of “my kids” and “your kids” because now it is “our kids.”
  • Both teachers bring a wealth of information from two distinct but similar backgrounds. The special education teacher usually possesses the knowledge and expertise to adapt the curriculum and modify materials for special learners.
  • Issues at hand include developing joint classroom rules, deciding on the physical arrangement of the classroom, how to set up the grade book and grading procedures, who disciplines the students, and teachers' roles during whole-class and small-group instruction.
  • On the flip side of this question, no, the general education teacher is not required to plan and teach all students all the time.
  • The special education teacher role includes teaching whole-class lessons at any appropriate time, and small-group and individual lessons on an ongoing basis.
  • Pulling a group of students who need extra help or practice with a skill, regardless of academic level, is another way the special education teacher co-teaches in the classroom.
  • Working with students in flexible groups is appropriate and should be encouraged as a supportive form of teaching.
  • that flexible grouping is important in inclusive classrooms as this is a source for direct instruction and re-teaching of skills in a small supportive environment.
  • responsible inclusion to describe an orientation to the provision of educational services for students with high-incidence disabilities in the general education classroom that is based on the academic and social progress of the student (Vaughn & Schumm, in press-b).
  • We have identified several critical elements that are necessary to develop and maintain a responsible inclusion program. Each of the elements for maintaining a responsible inclusion program is contrasted with approaches taken in irresponsible inclusion models
  • Student First The first priority is the extent to which the student with disabilities is making academic and/or social progress in the general education classroom. Ongoing assessment and monitoring of student's progress is critical to success
  • Adequate Resources are Considered and Provided for Inclusion Classrooms Personnel understand that for inclusion to be successful, considerable resources, both personnel and material, are required to develop and maintain effective inclusion classrooms.
  • Models are Developed and Implemented at the School-Based Level School site personnel develop inclusive models that are implemented and evaluated to meet the needs of students and families in their community.
  • A Continuum of Services is Maintained A range of education programs are available to meet the needs of students with learning disabilities. It is not expected that the needs of all students will be met with full-time placement in the general education classroom.
  • The Service Delivery Model is Evaluated on an Ongoing Basis The success of the service delivery model is considered and fine-tuned in light of the extent to which it meets the academic and social needs of target students.
  • Ongoing Professional Development Personnel realize that for teachers and other key stakeholders to be effective at inclusion models, ongoing professional development at the school site level is required.
  • Teachers and Other Key Stakeholders Discuss and Develop Their Own Philosophy on Inclusion This philosophy on inclusion guides practice at the school and sets a tone of acceptance for all students. All school personnel are able to discuss the school's philosophy and policy regarding inclusion.
  • Curriculum and Instruction that Meets the Needs of All Students are Developed and Refined Successful inclusion provides for curriculum and instructional practice that makes adaptations for the special learning needs of students and yet challenges all students to achieve at their highest level.
  • Roles and Responsibilities of the General and Special Education Teachers are Defined Cooperative relationships between the special and general education teacher require mutual understanding of expectations and requirements that are written and intermittently reviewed.

• Education World: Dr. Ken Shore: Ten Mainstreaming Strategies

  • Ten Mainstreaming Strategies

  • Ten Mainstreaming Strategies
  • Connect with the student. Try to gain the student's trust by listening attentively to what he says and showing respect for his thoughts and concerns.
  • Help him start the day out on a positive note by giving him a high five or making an upbeat comment when he walks in the doo
  • The student will feel more comfortable in your classroom, and make better choices, if he feels supported and accepted by you.
  • Catch the student being good.
  • Your challenge with this kind of student, especially if you have a large class, is to identify areas of deficiency, catch him when he is performing well in those areas, and praise him immediately and genuinely.
  • State directions with a minimum of words. If you go over every detail, he might miss key points.
  • Give the student clear and simple directions.
  • The buddy should be a mature, responsible classmate who can help the student with classroom tasks when you are unavailable
  • Provide the student with a classroom buddy.
  • Adapt homework to the student's needs. If an assignment appears overwhelming for the student, consider shortening it
  • As his confidence and skills improve, you can increase the length of the assignment.
  • Break a task into smaller, more doable parts.
  • Feeling there is little chance they can finish the task, they might give up quickly or not even attempt it.
  • Develop a signaling system to help keep the student on task.
  • That might be as simple as walking by his desk, making eye contact with him, or pausing while you are speaking.
  • Seek parental support.
  • Find out what strategies they have found successful with their child and what suggestions they have for dealing with him in class.
  • If the student exhibits behavioral problems, try to determine the reason for his behavior through careful observation.
  • Develop a behavior modification system to improve an inappropriate or negative behavior
  • Divide a 3 x 5 card into ten boxes and tape it to the student's desk. Set a timer for 30 minutes at the beginning of the day. If the student does not call out within the 30-minute period, put your initials in a box and reset the timer.

• How do I Mainstream Special Education Students in Public Schools? | Our Everyday Life

  • Lev Vygotsky's constructivist theory of the More Knowledgable Other states that in order for special education students to grow academically as well as socially, they need to spend time with other children their age.
  • Planning and Collaboration
  • The first step in mainstreaming special education students is for the special education teacher to meet with the general education teachers.
  • ogether, the teachers can decide which classrooms are best suited to begin the mainstreaming effort.
  • it is easiest to start with classes such as art or music, particularly with students whose reading and writing skills lag behind that of their general classroom peers.
  • Introductions, Accommodations and Modifications
  • The students in the general education classes should be prepared ahead of time for their new classmate.
  • Accommodations are changes in how instruction is delivered to the special education student, such as providing an audio recording of a lecture or assigned reading. Modifications are changes to the actual curriculum, such as requiring a simpler level of writing from the special education student, in line with her abilities.
  • Monitoring Success
  • The special education teacher should maintain regular communication with the general education teachers so they can troubleshoot any difficulties with mainstreaming.
  • For example, a student with autism may find the noise of music class upsetting, but enjoy the quiet atmosphere of the art room.
  • Special education teachers can maximize chances for success by providing the student and general education teachers with the support they need, such as a paraprofessional or a teacher aide in the classroom to help the student.
  • Teamwork is the key to successful mainstreaming.

• "Mainstream Deaf Education"

  • IDEA states that every person with a   disability between the ages 3 and 21 is entitled to free public   education (inclusive if possible),
  • “Mainstreaming can have a positive impact on social skills,” says   one special education teacher. “It gives them real world repeated   practice of skills that cannot always be generalized from direct   instruction in the classroom” (Mintz 2). 
  • An assessment comparing deaf   and hearing children found “no difference in loneliness or sense of   belonging in the school” (Kreimeyer 7).
  • Alternatively,   children who are mainstreamed may feel isolated from the Deaf   community, while learning in a specialized school among other deaf   children can be comforting.
  • If a child is mainstreamed, efforts should be made to involve   the student in the Deaf community outside of school by educating the   child on Deaf history and engaging in social opportunities with   other Deaf children in the community.
  • Translators can work with the teacher to decide the appropriate type   of signing to use in the classroom (Britton 2).

• Mainstreaming Special Education in the Classroom

  • Every child has the ability to learn, but the way children learn and how much knowledge they can absorb can vary considerably
  • With mainstreaming, special education students “earn” the right to be in a regular classroom for at least one class to see if they are ready for the challenge.
  • At the same time, they realize that full-time inclusion might not provide the best learning experience for the special-needs child or the other children in the class.
  • Children who are mainstreamed will spend time in a resource room where they can receive more individualized attention from teachers.
  • By using both the regular classroom and individualized time in special education classes, pupils are exposed to mainstream students but get the attention they need for their specific challenges.
  • including disabled children in mainstream classrooms improves academic achievement, self-esteem and social skills.
  • A 2005 study conducted by the Special Education Expenditures Program (SEEP) showed that the price tag of educating a special-needs student is between $10,558 and $20,000.
  • Educating without special education services costs $6,556, by comparison.
  • is that a special-needs child can easily get lost in a regular classroom
  • they may be disruptive and may compromise the learning environment of other students.
  • Deaf children face a special challenge because the significant communication barriers between them and their mainstream classmates can cause feelings of lower self-esteem and isolation among the hearing-impaired
  • When addressing the needs of disabled students, it is important to remember the needs of the rest of the class. Including special-needs children in a regular classroom can be disruptive and make learning more difficult for the majority. However, children without special needs can benefit from interacting with children who struggle in some ways.
  • This exposure encourages children to help one another and develop empathy for other human beings, whether they suffer official “disabilities” or not.
  • we all have special needs, and many of these will be discovered by parents, teachers, mentors, employers and friends throughout our lives.

• Temple Grandin: The world needs all kinds of minds | TED Talk | TED.com

  • Autism is a very big continuum that goes from very severe -- the child remains non-verbal -- all the way up to brilliant scientists and engineers.
  • I'm really concerned that a lot of the schools have taken out the hands-on classes, because art, and classes like that, those are the classes where I excelled.
  • My mind works like Google for images. Now, when I was a young kid I didn't know my thinking was different. I thought everybody thought in pictures.
  • And where I was bad was algebra. And I was never allowed to take geometry or trig. Gigantic mistake: I'm finding a lot of kids who need to skip algebra, go right to geometry and trig.
  • That praying mantis is made from a single sheet of paper -- no scotch tape, no cuts. And there in the background is the pattern for folding it. Here are the types of thinking: photo-realistic visual thinkers, like me; pattern thinkers, music and math minds.
  • this ability to put information into categories, I find a lot of people are not very good at this.
  • You know, five fatal wrecks in the last 20 years, the tail either came off or steering stuff inside the tail broke in some way. It's tails, pure and simple. And when the pilots walk around the plane, guess what? They can't see that stuff inside the tail.
  • Now, this ability to put information into categories, I find a lot of people are not very good at this. When I'm out troubleshooting equipment or problems with something in a plant, they don't seem to be able to figure out, "Do I have a training people issue? Or do I have something wrong with the equipment?" In other words, categorize equipment problem from a people problem. I find a lot of people have difficulty doing that. Now, let's say I figure out it's an equipment problem. Is it a minor problem, with something simple I can fix? Or is the whole design of the system wrong? People have a hard time figuring that out.
  • Now, the thing is, the world is going to need all of the different kinds of minds to work together.
  • We've got to work on developing all these different kinds of minds. And one of the things that is driving me really crazy, as I travel around and I do autism meetings, is I'm seeing a lot of smart, geeky, nerdy kids, and they just aren't very social, and nobody's working on developing their interest in something like science.
  • You know, five fatal wrecks in the last 20 years, the tail either came off or steering stuff inside the tail broke in some way. It's tails, pure and simple. And when the pilots walk around the plane, guess what? They can't see that stuff inside the tail.
  • The thing about the autistic mind is it tends to be fixated. Like if a kid loves racecars, let's use racecars for math. Let's figure out how long it takes a racecar to go a certain distance.
  • In other words, use that fixation in order to motivate that kid, that's one of the things we need to do.
  • What can visual thinkers do when they grow up? They can do graphic design, all kinds of stuff with computers, photography, industrial design.
  • Mentors are just essential. I cannot emphasize enough what my science teacher did for me. And we've got to mentor them, hire them.
  • "If by some magic, autism had been eradicated from the face of the Earth, then men would still be socializing in front of a wood fire at the entrance to a cave."
  • If you have a two, three or four year old you know, no speech, no social interaction, I can't emphasize enough: Don't wait, you need at least 20 hours a week of one-to-one teaching
  • But then you get the smart, geeky kids that have a touch of autism, and that's where you've got to get them turned on with doing interesting things. I got social interaction through shared interest.
  • I'm passionate about that the things I do are going to make the world a better place. When I have a mother of an autistic child say, "My kid went to college because of your book, or one of your lectures," that makes me happy.

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