working in the inclusive classroom prof bob conway school of education, flinders university...
TRANSCRIPT
Working in the inclusive classroom
Prof Bob Conway
School of Education, Flinders University
The key concepts
Rights of those with special needs to be
involved in meaningful ways
ACCESS PARTICIPATION
Curriculum
Relevant
Broad
Qualification outcomes
ContentTeaching/learning
activities
Student Engagemen
tActive learning
© R Conway, 2012
Four key issues – outcomes to date
Nationally consistent data
Gonski Review and disability
Disability adjustment categories
Disability Standards for Education 2005 and review
© R Conway, 2012
Categories of disability under National Consistent Data
Physical
Cognitive
Sensory
Social/Emotional
DEEWR, 2012
Disability categories – Descriptors for adjustment
No adjustments at this time
Supplementary
Substantial
Extensive © R Conway, 2012
The level of adjustment may change over time and across curriculum areas
DEEWR, 2012
Disability Standards for Education 2005
© R Conway, 2012
Standards covered in the DSE
“On the same basis” Enrolment Participation Curriculum development, accreditation
and delivery Student support services Harassment and victimisation
© R Conway, 2012
DSE Participation compliance
Flexibility Alternate activities to ↑ participation Negotiate, agree and implement programs to
↑ participation Additional support to assist achievement of
learning outcomes Reasonable substitute activities for those
who can’t participate Non-classroom and extra-curricula activities
are designed to include the student
© R Conway, 2012
DSE Curriculum development, accreditation and delivery compliance Reasonable adjustment to:
Curriculum Teaching materials Assessment and certification Teaching and learning activities delivery modes including non-classroom
Assessment procedures and methodologies adapted to allow students to demonstrate knowledge skills and competencies
© R Conway, 2012
UDL and Differentiation
UDL
Plan for the needs of all students – whole class not the few
Conscious and deliberate creation of lessons and outcomes that enables all to access and participate in the same curricula
Can have two different versions to access
Differentiation
Recognises differences in learning
Ways of presenting key concepts in accessible ways
Can have different activities and outcomes for sub-groups
© R Conway, 2012
What does an inclusive classroom look like?
Teacher Peer
Factors Factors
BEHAVIOUR, LEARNING AND TEACHING
Curriculum Physical
and Resources Setting
Factors Factors© R Conway, 2012
Student(s) with additional needs
What do we want students
to learn?
Why do we want them to learn these things?
How best can we help
them to learn?
How will we know when they have learned?
Operating within
CurriculumGuidelines
for all
© R Conway, 2012
A shared curriculum framework model
The supports and adjustments are required to enable the student to
access the curriculum and participate in the life of the school
© R Conway, 2012
Issues in making decisions on programming and
teaching activities What’s the purpose of the task?
What are the outcomes I want for the class and the individual student(s)?
How does this task relate to the broader learning needs? other curriculum framework areas? existing knowledge/skills? planned outcomes?
What and How to teach – What and How to assess
© R Conway, 2012
What types of supports and adjustments may be
required?
Curriculum decisions
What to teach and
assess
Teaching and learning activities
How to teach and assess
Technology and other
instructional supports –
Phone apps; Tablets
© R Conway, 2012
Who will teach and who will support?
Need to be aware of the learning abilities and limits of students
© R Conway, 2012
Disability categories – Descriptors for adjustment
No adjustments at this time
Supplementary
Substantial
Extensive © R Conway, 2012
The level of adjustment may change over time and across curriculum areas
Learning and teaching options
Adopt the class program?
Adapt the class
program? Create a new
program?
Same curriculum but with modifications
Multilevel or mixed ability teaching
Curriculum overlapping or alternate curriculum focus
© R Conway, 2012
Descripter - None at this time
Some students with disability, at particular stages during their time at school, may not require any personalised adjustments beyond the resources and services readily available in the school for all students.
Adopt the existing program
Consider whether you need to alter any of these:
format of instructional materials
format of assessment tasks
altered teaching or learning styles to meet specific disability needs
adaptive technology for specific disability needs
© R Conway, 2012
In practice - No adjustment at this time
Examples of adopting the curriculum – areas and topics?
What adjustments/differentiations have been needed?
What are the issues/challenges in addressing Adoption strategies?
Who benefits from the adjustments/differentiations?
© R Conway, 2012
Descripter - Supplementary
Supplementary adjustments are provided when there is an assessed need at specific times to complement the strategies and resources already available (for all students) within the school. These adjustments are designed to address the nature and impact of the student’s disability, and any associated barriers to their learning, physical, communication or participatory needs.
Typical adjustments:
Adjustments to teaching and learning might include: modified or tailored programs in some or many learning areas; modified instruction using a structured task-analysis approach; the provision of course materials in accessible forms; separate supervision or extra time to complete assessment tasks; and the provision of intermittent specialist teacher support. Adjustments might include: modifications to ensure full access to buildings and facilities; specialised technology; programs or interventions to address the student’s social/emotional needs; and support or close supervision to participate in out-of-school activities or the playground. These adjustments may also include the provision of a support service that is provided by the education authority, or that the school has sourced from an external agency.
Typical students: Students with disability and lower level additional support needs access and participate in schooling on the same basis as students without disability through the provision of some personalised adjustments.
Instructional levels
Year 11
Year 9
Year 8
Year 5
Material instructional level
Grade level
Teacher instructional level
Student instructional level
/////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
For a
hypothetical
Year 9
classroom
© R Conway, 2012
Making adapting decisions
Content Decisions
Vocab Decisions
Essential
Alter precipitation rain
Delete
Must
Know
Should
Know
© R Conway, 2012
Presenting adapted materials
Worksheets etc use visual cues
reduce readability• more shorter sentences• use vocab that’s used &
understood
predictability
cloze procedures
only 60% of page
consider the audience when using written material
Alternate teaching approaches
remember that comprehension of oral is higher than written
use the learning styles of the students
variety of teaching approaches and activities
ALSO ADAPT ASSESSMENT
© R Conway, 2012
Descripter - SubstantialSubstantial adjustments are provided to address the specific nature and significant impact of the student’s disability. These adjustments are designed to address the more significant barriers to their engagement, learning, participation and achievement.
Typical students:
Students with disability who have more substantial support needs generally access and participate in learning programs and school activities with the provision of essential measures and considerable adult assistance.
Typical adjustments:
These adjustments are generally considerable in extent and may include frequent (teacher directed) individual instruction and regular direct support or close supervision in highly structured situations, to enable the students to participate in school activities. They may also include adjustments to delivery modes, significantly modified study materials, access to bridging programs, or adapted assessment procedures (i.e. special provisions) such as the use of assistive technology or a scribe. Other adjustments may be the provision on a regular basis of additional supervision, regular visiting teacher or external agency support, frequent assistance with mobility and personal hygiene, or access to a specialised support setting. Close playground supervision may be required at all times, or essential specialised support services for using technical aids, or alternative formats for assessment tasks, to enable these students to demonstrate the achievement of their intended learning outcomes.
Teaching adapted curriculum units
1. Determine the objectives, content and vocabulary
2. Divide the content into smaller manageable units
3. Teach each sub-topic
4. At the end of the sub-topic assess progressmastery? - extension activitiesnot mastered? - remediation activities & re-assess
5. At the end of the unit assess key content & vocabulary knowing that sub-unit content is known
© R Conway, 2012
Working together in collaborative teams
Trying to meet needs alone is difficult and frustrating and ultimately doomed
Working as a team benefits all participants In secondary, consider grade groups for
curriculum, learning and teaching adaptations or subject area teams
Develop materials and then file for sharing based on take an example and return it with another you develop.
© R Conway, 2012
Failure to plan adequately can have unintended consequences
© R Conway, 2012
In practice - Adapting/Supplementary
Examples of adapting the curriculum – curriculum areas and topics?
What Supplementary adjustments/differentiations have been needed?
What are the issues/challenges in addressing Adaption/Supplementary strategies?
Who benefits from the differentiation?
Who took responsibility?
© R Conway, 2012
Descripter - ExtensiveExtensive adjustments are provided when essential specific measures are required at all times to address the individual nature and acute impact of the student’s disability and the associated barriers to their learning and participation. These adjustments are highly individualised, comprehensive and ongoing.
Typical students:
Students with disability and very high support needs generally access and participate in education with the provision of extensive targeted measures, and sustained levels of intensive support.
Typical adjustments:
These adjustments will generally include personalised modifications to all courses and programs, school activities and assessment procedures, and intensive individual instruction, to ensure these students can demonstrate the development of skills and competencies and the achievement of learning outcomes. Other adjustments might be the provision of much more accessible and relevant curriculum options or learning activities specifically designed for the student. They may involve the use of highly specialised assistive technology, alternative communication modes, the provision of highly structured approaches or technical aids to meet their particular learning needs, and some students may receive their education in highly specialised facilities.
Create: Developing individual learning plans
When? A student’s difficulties significantly
differ from those of the other students
Modification of existing programs isn’t sufficient to meet the student’s learning needs.
© R Conway, 2012
Developing individual learning support plans
What is it? A framework to integrate a student’s
specific learning needs within KLAs
What does it contain? Specific teaching activities and strategies Who will be involved in the program
implementation
© R Conway, 2012
Individual needs Curriculum requirements/guidelines
Planning Programming
Individual goals
Supports
Adjustments
What to teach?
Adjustments
Assessment
Learning Support Plan (LSP)
Individual Education Plan (IEP)
Individual Transition Plan (ITP)
Class Program
© R Conway, 2012
Changing levels of planning for students with special needs
IFSA
Family Focus
developmental
IEP
KLA
Focus
growth through broad curriculum exposure
ITP
Post school
Focus
employment options
recreation
“life skills” curriculum © R Conway, 2012
In practice - Creating/Substantial or Extensive Adjustment
Examples of Substantial/Extensive Adjustment to the curriculum including creating activities and resources – curriculum areas and topics?
What Substantial/Extensive adjustments/differentiations have been needed?
What are the issues/challenges in addressing Substantial/Extensive adjustment strategies?
Who benefits from the differentiation?
Who took responsibility?
© R Conway, 2012
Adapt assessment not just teaching
© R Conway, 2012
Alternate assessment approaches
Option 1
Same task - Same Assessment Strategy
Option 2
Same task - Alternate or modified assessment strategy
Option 3
Different task - Alternate or modified assessment strategy
Option 4
Exemption from assessment task© R Conway, 2012
Measuring the outcomes
Outcomes are:
•Knowledge and understandings
•Skills
•Values and attitudes
Stage appropriate outcomes
Ability appropriate outcomes
© R Conway, 2012
In practice - Reporting
How do you address reporting a student with special needs to parents in terms of academic performance?
What are the issues for the school, the parents and the student?
© R Conway, 2012
Achieving effective learning and teaching
Curriculum issues•linking current and past learning
•how achievable is the task or materials?
•does the student identify the goal of the task and recognise its relevance and application?
Instructional issues•pacing instruction (task size)
•types and amounts of feedback
•productive learning time
•strategies such as prompting, modelling, chaining
The learning context•classroom management and organisation
•classroom climate
•communication processes
Effective learning and teaching experiences
© R Conway, 2012
We need to be realistic in our expectations of all students
© R Conway, 2012
5 Criteria of a positive inclusive classroom
Substantial student-teacher interaction being asked questions, responding, receiving feedback
Opportunity to respond critical to being involved and included non-responding can lead to potential behaviour problems
Academic engaged time meaningful engagement with learning tasks high achievers > 85% of time; low achievers < 40% of time
Relevant curriculum• skills, processes, content for now and the future taught
and assessed within the jurisdictional curiculum framework Maximisation of student success
keeping within the frustrational levels of the student
© R Conway, 2012
Teacher behaviours found to facilitate inclusive
learning expecting student differences within any one class
having knowledge of a wide range of instructional strategies and the know-how to match them to the nature of the student
varying the amount of instruction and practice with the needs of the individual to provide activities at the students’ levels
being flexible with class routines continually assessing students’ levels of understanding making activities relevant and interesting to the learner
© R Conway, 2012
Teacher behaviours found to facilitate inclusive learning
Not the nature or severity of a student’s learning needs
Not the facilities or particular resources associated with different school settings
What the teacher does is far more important: having high expectations and being positive will have the most positive effect on student learning.
© R Conway, 2012
Some students need additional support to ensure they can fully participate in the inclusive school
© R Conway, 2012