“i long to accomplish a great and

“I long to accomplish a great and noble task,

but it is my chief duty to accomplish humble tasks

as though they were great and noble.The world is moved along,

not only by the mighty shoves of its heroes,

but also by the aggregate of the tiny pushes of each honest worker.”

  Helen Keller

❧The 21st Century Inclusion Classroom

Melanie Moss mmoss@scsk12.org Tamela Box

LiveBinder:http://www.livebinders.com/play/play_or_edit?id=414598

❧ Inclusion is not just about including children with disabilities. "It's about embracing the idea that diversity is the reality and, therefore,

each child is a unique learner.” Elizabeth Kozleski, director of the National Institute for Urban School Improvement

Tell us what you know!

❧Inclusion

• Individuals w/ Disabilities Education Act (IDEA):• To the maximum extent appropriate, children with

disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled, and special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

❧The Inclusion Debate

• While laws and court rulings have consistently supported the education of students within the least restrictive environment, there has not always been agreement as to what exactly that environment would look like for each child.

• There has been a great deal of debate regarding the benefits and drawbacks of inclusive, as well as, self-contained education programs.

❧• A belief that all children have the potential to learn

and grow.

• A dedication to seeing each child as an individual.

• The modification of curriculum and activities to include all students.

• The ability to support positive behavior in and out of the classroom.

Inclusive schools contain the following elements:

❧Inclusion Opportunities

General Education CurriculumAdaptations to the General Curriculum

Embedded Skills Within the General CurriculumFunctional Curriculum in the General Education Classroom

Functional Curriculum Outside General Education Classroom

❧ Same activities, same objectives, same

setting

• Can students complete the activities as written for the general education classroom?

• Do one or more lesson objectives match the student’s IEP?

General Education Curriculum

❧

Same activities, different (related) objectives, same setting

• Can the student meet the lesson objectives with minor accommodations (time, response, mode)?

Adaptations to the General Education Curriculum

❧Similar activities, different (related)

objectives, same setting

• Are there components of the activity that can be met by the student, even if not the

central objective of the lesson, but thatmatch an IEP objective?

Embedded Skills Within the General Education Curriculum

❧ Different activities, different (related)

objectives, same setting

• Are the class activities greatly unrelated to the student’s IEP? Are there IEP objectives that could be met in the same setting?

Functional Curriculum in the General Education Classroom

❧Different activities, different (unrelated)

objectives, different setting

• Are the class activities greatly unrelated tothe student’s IEP? Are IEP objectives

better met in a different setting

Functional Curriculum Outside General

Education Classroom

❧Inclusion Strategies

Behavior Management

❧You can't have one without the other

Inclusion Strategies

Go hand

Behavior Management

in hand

❧Behavior Management

Why is the student acting like this:

At this particular time In this particular place

With this particular person

❧Case Study

Independent Work

Teach them a life skill as well as helping the teacher with the daily lesson

Powerpoint Presentations Involve the student in the lesson

Assistive technology is often essential if students with severe and multiple disabilities are to be successfully included in general education classes. Assistive technologies enable these students to communicate effectively, access course content and participate in learning activities. As a result,

these students who are included in general education classes can experience multiple benefits: They may become more engaged in learning, spend increased time in general education classes, like school more and

improve social skills.

IPad and IPOD

Worksystem App

❧Promethean Boards

Make sure they can access the computer

❧Software

Attach assignment list to the desk,place a timetable on the desk

Make sure they have a means to communicate

❧Adapted devices

❧Additional Supports

Peers can assist by:• modeling,• reading,• scribing,• prompting

Paraprofessionals can:• work with the whole

class, as well as the student with special needs

• clarify instructions• help to organize• manage behaviors

❧• Keep evaluation strategies simple:• Evaluate on IEP progress• Set small goals• Keep work samples• Do spot checks• Enlist support of paraprofessional

Adapting Assessments

3 things to think about

2 things to try

1 thing to ask about

3 -2- 1

Code: Martin 183