Including ALL Students: WHY and HOW? The Journey Toward Inclusive - PowerPoint PPT Presentation

UDL Solutions • Some students may still want to read the print New Goal: version of Invisible Man, but now students can also choose to access relevant content in other formats The students will such as; audio book, digital text, video, audio learn about the speeches, images – to suit their abilities and their cultural, economic, learning preferences political and social • Some students may still want to write a paper, but development in now students can also choose to give an oral mid-20th century presentation, make a video or create a short drama America U.S. and – again, based on their abilities and preferences then create a • Some students may still want to read, but some presentation may want to choose from other resources Ms. demonstrating Donaldson can suggest – a book about Jackie what they have Robinson for students who like sports, a documentary film for particularly visual students – learned. whatever it takes to engage students in the content

How many ways can you read a book in your classroom? Partner reading Audio books Rewordify.com PowerPoint Books Bookshare.org Kurzweil

How do you use visuals to support learning?

Anchor Charts help make sense of information

Walk It To Know It Udvari-Solner & Kluth (2007). Joyful learning . Corwin Press. • This structure is an effective tool for helping students memorize, retain, and review content. • To prepare for this structure, teachers or students design flow charts (     ) or series-of-events chains on paper and then transfer each square to a separate piece of poster board or butcher paper. • The squares are then laid out on the classroom floor and all students walk through the sequence.

How many ways can students write in your classroom?

teaching & learning Question-All Write Students jot down an answer to the question posed – dry erase boards mini-chalkboards This technique: paper plates -- builds in wait time and allows Ss to compare their grease pencil & sheet private response to a given answer protectors --consistently increases response rates of students laminated cardstock who are unlikely to volunteer verbal answers large sheets of scrap --can be done with slates that are held up construction paper After brief writing time ask: How many would be willing to read what they wrote?

How many ways can students show what they’ve learned in your classroom?

How do students move in your classroom?

review Match Game Udvari-Solner & Kluth (2007). Joyful learning . Corwin Press. The teacher needs two groups of cards (A & B); each card in one group (A) must have a matching card in the other group (B). The teacher distributes a card to every student in the class. Every student is given one index card and told to walk around the room, talking to other students and comparing their cards. Once students have found the card and the individual who matches their card, they should sit down next to that person and wait for others to find their matches.

adaptation idea: cut unique notches into cards so certain learners don’t have to review all choices in the group before finding their match From: Finding Joy in 6 th Grade: http://joyin6th.blogspot.com/ synonyms antonyms

www.paulakluth.com www.differentiationdaily.com

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Lesson Plan

Roles of Adults and Peers SUPPORT

Teachers and Paras.. • Encourage independence/interdependence by: • Taking data on cues/support that is being given • Providing direct support only when necessary • Providing indirect support when possible • Ensuring peers are cued/involved constantly • Ensuring student is being taught new skills • Having a written support plan! Adapted from Paula Kluth, 2014.

What will you take with you?

Stop 9 – Think about Behavioral Supports

General Prevention Strategies • Physical Environment • Effective Communication • Engaging Instruction • Appropriate Challenge • Opportunities for Choice • Clear, effective rules • Systematic and consistent reinforcement

Setting up the space: prepare for student success! Separate spaces for separate tasks Flexibility for different groupings Clear boundaries Room to move, but not too much!

Promoting Independence Easily Labels Clear accessible routines materials

Showing without Telling • Classroom rules • Transition charts • Prompts and reminders

Choices Between Within When Where Who Reject Terminate

Establish Expectations and Rules Clear, concise, & explicit Reasonable Positively worded Relatively few in number Posted and Visible

Basic Behavioral Principles • 3 – 5 • Positively stated • Applied throughout the day • School-wide or class-specific

Expectations to Rules Matrix Routines Entering the Independent Small Group Leaving the Classroom Seat Work Activity Classroom E x p e c Respect t a t i Responsibility o n s Ready

Teach, Practice, Reinforce Adjust Define Monitor Teach Reward Practice Model Remind

Responding to Behavior • Actively and continually supervise • Have a plan to address behavior • Respond to inappropriate behavior quickly and directly • Be CONSISTENT

Response Strategies Behavior Management Strategy/Response Strategy Off-task 1. Attend to students on task and delay responding behavior to student off task 2. Redirect student to task at hand and do not respond directly to off task behavior 3. Present choice between on task direction and negative consequence 4. Follow through on student choice

Reinforcement for Desired Behavior • Intermittent Reinforcement – “Catch Them Being Good” • Scheduled Reinforcement – Points – Tokens – Tangibles • Contingent Privileges Strive for 4:1!

Group Contingencies

What will you take with you?

Stand and Stretch for 5 minutes!

Stop 10 – Think about Social Supports

Peer and Social Supports • Students who provided peer supports for students with disabilities in general education classrooms demonstrated positive academic outcomes, such as increased academic achievement, assignment completion, and classroom participation. (Cushing & Kennedy, 1997) • Peer support strategies: – are evidenced-based – address curricular access and social interaction within inclusive classrooms and extracurricular activities – foster natural supports as an avenue for promoting inclusion in service-learning, after-school, and community activities. (Carter, 2011)

Creating Classroom Community Help students Celebrate All give and get get to know strengths support one another Collaborate on Share projects and Redefine “fair” responsibilities goals Kluth ,(2010) You’re Going to Love this Kid

Rapport Building Activities • Greeting students with a smile when they enter • Establish rules with your students • Planned ice-breakers • Flip book of students • Mailbox Messages • Use student interest surveys to inform your instruction • Toss and talk ball • Icebreaker cubes • Use humor • Create a collaborative culture • Plan ways to celebrate student strengths • Plan ways to embrace student diversity

Plan for Peer Connections • Human treasure hunt • Purposeful puzzles & partner puzzles • Tutor Scripts Kluth,(2010) From Tutor Scripts to Talking Sticks; Kluth, (2014) From Text Maps to Memory Caps

Roles of Peers SUPPORT

Peers Provide Supports by... • Walking with them from one class to the next • Helping keep their assignments and class materials organized • Reminding them how to follow established classroom routines • Helping them to pass out class materials • Encouraging interactions with other classmates • Helping them check the accuracy of their assignments and class work • Sharing notes or assisting them to take complete guided notes • Paraphrasing lectures or rephrasing key ideas • Prompting them to answer a question or contribute an idea during class discussion • Helping clarify a key concept • Helping them self-direct their own learning and self-manage their own behavior • Writing down answers given orally or using a communication device Adapted from E. Carter, Peer Supports Webinar, 2015

Peers- Also need a plan! Source: E. Carter, Peer Supports Webinar, 2015

What will you take with you?

Stop 11 – Plan Where You Will Go Next What’s your vision?