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Inclusive Education PLC. November 16, 2012 Facilitated by J ennifer Gondek TST BOCES. Make a nametag!. Jennifer. a chocoholic. Welcome Back!. Participants will be able to: Describe elements of successful inclusive settings and compare those settings to their own school climate . - PowerPoint PPT Presentation

Text of Inclusive Education PLC

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Inclusive Education PLCNovember 16, 2012Facilitated by Jennifer GondekTST BOCES

Make a nametag!

Jennifera chocoholicWelcome Back!Participants will be able to: Describe elements of successful inclusive settings and compare those settings to their own school climate.

Explain the three principles of Universal Design for Learning.

Apply the UDL 2.0 Guidelines to refine an existing lesson.

Explain how to use the UDL framework to set clear goals, individualize instruction, and assess progress.

Agenda8:30-8:45 Breakfast, Welcome, Overview, and Table Sharing 8:45-10:00 Effective Inclusive Schools: Designing Successful School-wide Programs10:00-10:15 Morning Break 10:15-11:30 Universal Design for Learning12:30-12:45 I am Norm12:45-1:30 Universal Design for Learning1:30-2:45 Independent/Team Work Time 2:45-3:00 Evaluation and Feedback

The News on Inclusion70% of the 2003 cohort of SWD completed high school.Youth with emotional disturbances demonstrated a 16 percent increase in school completion.Rate of postsecondary education participation by SWD doubled over the past 10 years.70% of SWD had worked for pay since leaving high school.Youths from households in the lowest income group did not have a significant improvement in postsecondary education.Youths from low-income households did not have an increase in employment since leaving high school; or current employment.Only white SWD experienced an increase in postsecondary education enrollment.ButCriteria for Successful Inclusive SchoolsConsistently high large-scale test scores for SWD over 3 years.Low drop-out levels; low suspension / expulsion rates for high schoolsInclusive of students with disabilities (no separate special education classrooms for a majority of the day)Broad range of disabilities (high/low incidence)Very low suspension and transfer rates.

Effective Inclusive SchoolsWhat are barriers to effective inclusive schools?

Not enough time in the daySchedulingLack of money/supplies/resourcesToo few people (resources) to meet the needsLack of administrative supportLack of parental supportLack of trainingLack of willingness to modify/re-createForced relationships/collaboration strainsTeaching philosophies/mindsetsAccountability (State Tests/APPR)

What are the pre-domintating features of effective inclusive schools?

Effective Inclusive SchoolsOHearn Elementary SchoolWatson Elementary SchoolBoston Arts Academy

Read the case study. Note any features of this school that promoted effective inclusion.Case Studies

The philosophy is simple. Wherever you are, we take you higher. -Bill Henderson

Round the Table:What is one success you are currently having around inclusion in your classrooms?

What is one challenge you are experiencing around inclusion in your classrooms?

UDL vs. Assistive TechnologyUniversal Design for LearningAssistive Technologywww.cast.orgThe Value of Universal Design for Learning

Universal Design for Learning provides a framework for individualizing learning in a standards-based environment through flexible pedagogy and tools. It challenges teachers to incorporate flexibility into instructional methods and materials as a way to accommodate every student in the classroom.

www.cast.org

www.cast.orgSetting Clear GoalsAllow teachers to determine the best methods and materials to reach the goalsClearly communicated goals let students know what to do, how to do it, and why it is important.Setting clear goals and communicating them so that students understand them is neither as easy nor as widely practiced as we might think

-David Rosewww.cast.orgour strategic networks create internal plans based entirely upon the goal of an action (see Frith & Dolan, 1996; Funahashi, 2001; Levine et al., 1998). Following a plan that is based on an outcome-rather than one that is more concerned with the precise steps necessary to reach that outcome-is the surest way to preserve the outcome when external conditions change.

a fuzzy goal, or a goal confounded with the means to achieve it, leads to actions that lack focus. Without clear objective, it's difficult to gauge progress.

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StandardsTrue Purpose of a StandardPurposeMethodGoal StatementTrue Purpose of a StandardFor recognition goals, focused on specific content, that content is key. For strategic goals, focused on a specific process or medium, that process or medium is key. For affective goals, focused on a particular value or emotional outcome, that emotional outcome is key.

Knowing which network is most central to a particular standard helps us determine what its true purpose is. Only then can we know which aspects must be held constant if the standard is to be met and which aspects can be varied to support individual learning differences.20Try it Out!Standard:The student will demonstrate competence in the general skills and strategies of the writing process.

What is the purpose of this standard?What could you alter to support this student?What scaffolds might you put into place to create success right now?Try Again!Standard:"Students will identify and express the major causes of the United States Civil War.

What is the true purpose?What could you alter?What scaffolds might you put into place to support the student right now?The Fosbury Flop

There are two lessons to take from this example. First, it shows us again why it's wise to avoid too much specification when we set goals. Second, it points out that we should always consider whether particulars of expression, recognition, or affect are germane to the goals we set. If we give students appropriate latitude and supports to pursue goals in their own fashion, they can be both creative and successful.

23I Have a Goal.Now What?Set the level of challenge for individual students...

ScaffoldsPerformance Criteria

24Zone of Proximal Development

Scaffolds: Giving students the supports needed to be cognitively engaged. Its that Productive tension when the goal can be attained with a little bit of help.

The ideal challenge as a level just beyond easy reach, but attainable with scaffolds or help from others. Faced with an insufficient challenge, students can complete a task without thinking or working; faced with too much challenge, students have little incentive to stay engaged.

Read Setting Universally Designed Goals Think about how this teacher is able to reach his diverse learners. Doable? Questions? Reflect!25Individualizing Successful learning experiences challenge and support each learner appropriately and adjust as the learner changes over time. The goal of UDL is to provide every student this kind of customized and responsive experience.www.cast.org26IndividualizingClearly Stated and Well-Communicated Goals1. Which methods of teaching are most compatible with the ways that each brain network actually functions? 2. What kinds of flexibility must instructional materials have to make individualization work?

To support diverse recognition networks Provide multiple examples Highlight critical features Provide multiple media and formats Support background context.

To support diverse strategic networks:

Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill.

29To support diverse affective networks:

Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context.

30Designing Instruction to Support Recognition LearningProvide Multiple Examples

~-_wugnot wugs / ]But if we now show you these examples and tell you that they are also wugs ( ~, -, _ ), you can begin to derive the features that define "wugness." You might hypothesize that wugs are horizontal symbols and decide that it doesn't matter whether they are long or short, wavy or straight, or where they are located in space. If we then offer the following counter-examples of things that are not wugs ( / and [ ), your hypothesis is supported. The more examples and counter-examples you see, the more clearly you understand the essence of wugness.

Selecting, presenting numerous effective examples (and non-examples)31Designing Instruction to Support Recognition Learning2. Highlight Critical Features

Speaking: pitch, emphasis. Facial expressionsConventions in text :highlighting, bold, underline

Digital media and tools offer teachers a wider variety of ways to highlight key features. Animations, color highlighting, graphic elements that add emphasis, and the capacity to "zoom in" on photographic images are just a few examples. We can also overlay text and images onto video to emphasize particular elements of content. Even more significant for individualizing, with the flexibility of digital tools, we can select different sets of highlighting options for different learners and show or hide these scaffolds depending on the student and his or her particular stage of learning.

Wont work for everyoneSome are gone after classSomethings such as musical themes, are harder to support32Designing Instruction to Support Recognition Learning3. Provide Multiple Media and Formats

mediaformatsorganizationdetailDepthCHOICE works best for them, increasing access to learningREDUNDANCY- opportunities to discern patterns in a variety of ways!

Providing multiple representations of patterns through a variety of media, formats, organizations, levels of detail, and degree of depth includes more learners by offering both choice and redundancy. Choice enables those with disabilities affecting a particular mo

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