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Inclusion > Inclusion - Teacher Beliefs & Attitudes > Flashcards

Inclusion - Teacher Beliefs & Attitudes Flashcards

1
Q

Concepts for ensuring “education for all”

A
  1. UDL: curriculum level; implemented before we know who our students are, shapes teaching
  2. DI: student level; after we know, specific learning styles (interest, LP, level of functioning)
  3. Progress monitoring: all ages; one form is RTI
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2
Q

ATA policy on neccisary supports

A
  • reasonable class size
  • adequate time to plan
  • support to participate in PD
  • access to the services of well trained ed/assistants
  • access to materials/resources
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3
Q

How has the face of special ed in Alberta changed

A

setting the direction –> action on inclusion –> inclusive ed (people with all types of abilities in your classroom)

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4
Q

What is response to intervention (RTI)?

A 
- children who are struggling after receiving class instructions are given different types of instruction which is more intense and longer duration than regular instruction as your tiers change
tier 1: classroom instruction
2/3 type, intensity & Duration of instruction that some student will require (increase)
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5
Q

What are 3 commonalities of IPP’s

A
  1. identify strengths and needs
  2. establish long term goals and short term objectives
  3. articulate ways to monitor student profress
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6
Q

IPP
- many have argued that success for exceptional students depends on complex rights that include id of their ed. needs and differentiated teaching and services to meet those needs

A
  • an IPP is a working document.

- it is a written plan developed for an exceptional student that describes the adaptations and services to be provided

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7
Q

What is an IPP?
individual program plan

(IEP- individual education plan)

A
  • A document mandated by AB learning (monitored by the child’s school)
  • A concise plan of action (address needs, assist in development of intervention strategies)
  • summary of goals & obj. for a student’s lrng during a school year
  • written plan prepared for students who require adaptations
  • tool to assist in monitoring & communicating
  • flexible, working document
  • ongoing record to ensure community in programming
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8
Q

IPP Is not?

A
  • a description of what will be taught
  • goals & obj. for all students
  • means of monitoring effectiveness of teachers
  • daily plan
  • report
  • legal contract
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9
Q

IPP goals

A
  • everyday language
  • reflect on accomplishments/goals for a time year (achieveable)
  • important to consider what change is expected: quantity (already does) & quality (doing better)
  • goals need to be SMART
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10
Q

what does SMART stand for

A 
Specific
Measurable
Attainable
Relevant
Time-Limited
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11
Q

What does ACT stand for?

A

Action: student need to do?
Context: where or when does the student need to do this
Terms: what are the indicators that will show the student achieved this obj.

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12
Q

Wiley’s model of human performance technology

A

PERFORMANCE
–>*EXTERNAL–>~ENVIRONMENTAL–>ORGANIZATIONAL SYSTEM; INCENTIVE
~RESOURCES –>COGNITIVE SUPPORTS; TOOLS; PHYSICAL ENVIRONMENT

–>*INTERNAL –> SKILLS KNOWLEDGE; INHERIT ABILITY

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13
Q

internal and external vs. pathognomic and interventionalist

A
  • internal - pathognomic

- external - interventionalist

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14
Q

the term “fairness” is often thought of as meaning…

the functional definition of fairness is that..

A
  • everyone gets the same thing (wrong)

- everyone gets what they need (right)

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15
Q

what is naked independence?

A
  • exults the performance and of able-bodied individuals and devalues the performance of others who rely on external devices/tools
  • technology isn’t valued, less superior.
  • knowledge is contained in one`s head
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16
Q

what is personal efficacy?

A
  • you are confident in your ability to make a difference in the learning of students
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17
Q

what is teacher efficacy?

A

belief and expectations that teachers hold about the influence that their teaching can have despite the influence of the students internal, family and community characteristics

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18
Q

Factors that Contributions to learning?

A
  • teacher 30%: greatness impact; know, do care about
  • home 5-10%: encouragement & expectations not from school
  • peers 5-10%
  • schools 5-10%: finance, building
  • principles: climate of school - high student responsiveness, safety, discussion
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19
Q

What is an exceptionality?

What are exceptional students entitled to?

A
  • Canada defines it: a student who is gifted/disabled
  • AB: student with special needs

-Entitled to: adapted ed. programs or special ed

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20
Q

Educational adaptations are grouped into 2 types?

A
  • accommodation: alternative formats, instructional strategies, changes to assessment
  • modification: changes to grade-level expectations for a subject- outcomes, expectations,

There is also ALTERNATIVE EXPECTATIONS (ontario): development of skills deemed essential to lrng in areas not represented in curriculum - mobility, anger management

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21
Q

Charter of rights and freedoms: equality and rights:

A
  • equal protection & benefit of law without discrimination
  • one of the first countries to guarantee rights to people with disabilities
  • participation in ed. institutions is a fundamental right of all Canadians
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22
Q

Dominant themes in inclusive education for exceptional students

A
  • change
  • inclusion
  • accountability
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23
Q

cross country summary

A
  • education is moving toward child-centred schools & school-centered communities, embracing inclusion
  • certain to have exceptional students in your classroom
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24
Q

Approach to RTI

A

Tier 2: instructional support for students who continue to struggle to make progress
goal: what kind of instruction & instructional supports are needed for success/progress

  • Tier 3: supports involve specialized consultation with specialists
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25
Q

Tier One

A
  • DI
  • General Education teacher
  • uses evidence based core curriculum
  • meets the lrng needs of 80-85% of students
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26
Q

Tier Two

A
  • builds upon tier 1 instruction
  • uses strategic, evidence based intervention
  • small groups within general ed
  • 15% of all students
  • Critical point: participates in core curriculum
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27
Q

tier 3

A
  • intensive evidence based instruction group
  • provided to small groups or individuals
  • supplement instruction from T1, not replacing it
  • delivered by specialist/special ed
    0 don’t have to be identified as disabled
  • 5% of all students
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28
Q

inclusive education suggests:

A

embrace people with exceptionalitites as part of the mainstream of society and all its institutions from birth onward

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29
Q

Families

A
  • are an integral part of the ed. system
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30
Q

ableism:

examples:

A
  • able-bodied individuals are the norm & individuals with disabilities must strive to become normal
  • disability = failure
    examples: read print instead of brain, walk instead of use wheelchair
31
Q

ableism and inclusive education and special education goal

A
  • minimize the impact of disability and maximize the opportunities for students with disabilities to participate in school/community and provide the
    least restrictive environment
    minimize = support skills to live life as full as possible
    maximize = full participation in all activities
32
Q

Pathognomonic perspective

A
  • teacher isn’t responsible for student lrng
  • don’t feel trained/competent to address lrng needs
  • student is the problem
  • unexplored assumptions
33
Q

Interventionist perspective

A
  • disability created by social conditions
  • therefore society is responsible for re-establishing equity
  • adaptations made in env (curb ramps)
  • teachers have responsibility, capable of making differences
  • don’t express fear of disability but “what can i do to help”
34
Q

What is fair?

A

technology enhanced lrng is widely accepted, but tech. enhanced performance is an issue
- most adult nnotions of fairness are arrested in kindergarten level (everyone gets the same thing (wrong))

35
Q

what was the message of aimee mullins video: it`s not fair

A
  • society conversations have changed –. limb – potential, power to create, change identity
36
Q

What does Hattie suggest about contributions to learning outcomes

A
  • need to focus on the greatest source of variance that can make a difference = teacher
  • interventions targeted at structural, home, policy or school level
  • parents are asked to help manage schools ignoring their major responsibility to co-educate
37
Q

schools & classroom teachers role in creation of inclusive society

A
  1. legal responsibility

2. legislated responsibility to participate in an inclusive society

38
Q

To study your own teaching practice..?

and steps

A
  • through action research: intent to change/improve practice
    Steps:
    1. identify concern
    2. decide what you will do
    3. select evidence that you will allow you to make a judgment a
    4. think about how you can validate any claims you might make about the success of your action research
39
Q

action practice

A
  • takes several weeks/months

- talk with collegues

40
Q

what is the RAP strategy?

A

Read
Ask yourself questions
Paraphrase

41
Q

Special Education is?

A

programming and/or services designed to accommodate students within the public school system whose educational needs require interventions different from, or in addition to, those which are needed by most students

42
Q

current state of inclusive ed

A
  • 3 dominant themes
  • focus on aboriginal ed
  • goal of access for as many students as possible to success for as many as possible
43
Q

what did the laidlaw foundation present

A
  • challenging concepts of inclusion and cornerstones were
    1. valued recognition
    2. engagement
    3. proximity
    4. material well being
    5. learning and development opportunities
44
Q

UDL methods fall into 3 clusters

A
  1. demonstrations & presentation of new content in various ways - instructional technology, explicit instruction & inquiry
  2. engagement/practice
  3. expression
45
Q

what is normalization?

A

all people, should live and learn in environments as close to normal as possible

46
Q

mainstreaming/integration

A
  • moving exceptional students from segregated settings into classroom is the mainstreem
  • re-entry
47
Q

community

A
  • classroom meeting
  • participation
  • naturally occurring events
48
Q

Who are exceptional learners?

A
  • gifted or developmentally advanced
  • learning disabilities
  • ADHD
  • speech & language exceptionalities
  • behavior & emotional exceptionalities
  • intellectual abilities
  • Austism spectrum disorder
  • hard of hearing/deaf
  • visual impairment/blind
  • physical disability
49
Q

gifted or developmentally advanced

A

high abilities in one or several areas - academic subjects, overall intellect, leadership, creativity, fine art

50
Q

learning disabilities

A
  • dysfunctions in processing info
  • reading, writing, arithmetic
  • discrepancy between ability and achievement despite avg/above avg intelligence
51
Q

ADHD

A
  • inattention and impulsiveness
  • accompanied by hyperactivity
  • hinders social, academic, and vocational success
52
Q

speech & language exceptionalities

A

impairment in expressive or receptive language

53
Q

behavior & emotional exceptionalities

A

dysfunctional interactions with environment - classroom, home, community

54
Q

intellectual abilities

A

cognitive abilities and adaptive behaviors at a much slower rate

55
Q

Austism spectrum disorder

A

Autism: limited development in communication & social interaction & delay in intellectual, emotional & behavioral development
Asperger: sever & sustained impairment in social interaction & development is restricted, repetitive patterns of behavior, interest & activities with no significant delay in lang. acquisition or cog. development

56
Q

hard of hearing/deaf

A
  • partial or complete hearling loss that interferes with the acquisition and maintenance of auditory skills necessary to develop speech and oral language
57
Q

visual impairments/blind

A

partial/complete loss of sight and depend on auditory and tactile sources of info

58
Q

physical disabilities

A
  • restrictions in physical movement/motor ability as a result of nervous system impairment, musculoskeletal conditions, or chrome medical disorder
  • cerebral palsy
  • spina bifida
  • epilepsy
  • tourette syndrom
  • Traumatic brain injury
  • FAS
  • musular dystrophy
  • juvenile arthritis
  • diabetes
  • allergies
  • asthma
  • cystic Fibrosis
  • aids
  • cancer
  • lukemia
59
Q

Nervous system Impairment

A
  • cerebral palsy: impariing body movement and muscle coordinations as a result of interference betweent he brain and body
  • spina bifida: prenatal disturbance of proper development of vertebrae/spinal cord due to varying degrees of damage to spinal/nervous
  • Eplilepsy: neurological disorder that occasionally produces brief disturbances of electrical functions in the brain that lead to seizures
  • tourette syndrome: neurological disorder involving motor tics & uncontrollable vocal sounds/inappropriate words
  • FAS: developmental delays
60
Q

Musuloskeletal condition

A
  • Muscular dystrophy: muscle disorder; progressive weakness & wasting away of voluntary muscles that control body movement
  • Juvenile arthritis: inflammation of joints
61
Q

Health Conditions

A
  • Diabetes: failure to produce insulin (sugar absorption in body)
  • allergies:
  • asthma
    -Cystic Fibrosis: severe respiratory problems & difficulty in digesting nutrients
    from food
  • Cancer/Leukemia
62
Q

Immune deficiency

A
  • Aids

- Hiv

63
Q

ADAPT strategy: used for adapting or differentiating teaching to include exceptional learners

A
  • considering perspectives of those influenced by the decisions to ADAPT
  • strengths and needs and demands of environment must be considered
    1. Accounts of students’ strentghs and needs
    2. demands of the classroom
    3. adaptations
    4. perspectives and consequences
    5. teach and assess the match
64
Q

Step 1: accounts of students’ strengths and needs

A
  • look at IEP, assessment reports, teachers’ anecdotal comments, medical information
    social, emotional, behavioral; physical; and academic areas of the IEPP
65
Q
  • social, emotional, behavioral strengths and weaknesses
  • Physical strengths and weakness
  • Academic strengths and weaknesses
A

social : strengths: convo’s with peers, taking turns in groups, controlling anger; weakness: significant instruction and support

physical: motor skills, neurological functioning & vision
academic: reading, math, etc, studying, problem solving

66
Q

Step 3: adaptations

A
  • compare students learning needs to the demands of the classroom and identify potential mismatches
67
Q

Step 4: perspectives and consequences

A

reflect critically on adaptations and consider them from many perspectives

  • consuming
  • experience
  • change fundamental nature
  • satisfying
  • consequences
68
Q

Step 2: demands of the classroom

A

social, emotional and behavioral demands of your classroom

physical: move furniture
academic: instructional materials

69
Q

Step 5: teach and assess the match

A

how well adaptation has matched student stregths and needs to the classroom demands

70
Q

highlights in the development of inclusive Education in Canada

1950-1970

A
  • 1950: no obligation for schools to educate students w. disabilities
  • 1958: the Canadian Association for Retarded Children was formed
  • 1963: learning Disabilities Association of Canada Was formed
  • 1950-1970: parents lobbied hard & many school districts developed segregated programs for exceptional students
71
Q

highlights in the development of inclusive Education in Canada

1970-1980

A
  • 1970-1980: advocacy & rights
  • 1970: One million children advocates the integration of children with exceptionalities & instruction based on individual lrng. needs
  • 1971: standards for Ed. of EC in canada sparks teacher ed.
  • 1978: AB’s supreme court rules that the Lamont County School board must accommodate the physical & educational needs of a student w. cerebral palsy
72
Q

highlights in the development of inclusive Education in Canada

1980-1990

A
  • 1980-1990: advocacy & rights

- 1980- Terry Fox - public awareness of abilities of person w. disabilities

73
Q

highlights in the development of inclusive Education in Canada

1990-2000

A
  • 1990-2000: inclusion, reform & challenges
  • 1990s- parents demand inclusion in regular classroom settings
  • 1996- sup.court Can. rules Emily Eaton receive appropriate ed. to meet her individual needs in a least restrictive environment (segregated setting), reversing an earlier decision of a lower court
    1990s: reviews and changes in Exc. Ed. policies across canada make inclusion a dominant policy
74
Q

highlights in the development of inclusive Education in Canada

2000-2010

A
  • 2000-2010: social inclusion & differentiated classrooms
  • 2005: ONT. minister of Ed. releases education for all - differentiated instruction
    2006: set-bc - focus on technology in classrooms, begins initiative to advance practice in BC based on UDL

Inclusion (4 decks)

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