Inclusion - Teacher Beliefs & Attitudes Flashcards
Concepts for ensuring “education for all”
- UDL: curriculum level; implemented before we know who our students are, shapes teaching
- DI: student level; after we know, specific learning styles (interest, LP, level of functioning)
- Progress monitoring: all ages; one form is RTI
ATA policy on neccisary supports
- 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
How has the face of special ed in Alberta changed
setting the direction –> action on inclusion –> inclusive ed (people with all types of abilities in your classroom)
What is response to intervention (RTI)?
- 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)
What are 3 commonalities of IPP’s
- identify strengths and needs
- establish long term goals and short term objectives
- articulate ways to monitor student profress
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
- 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
What is an IPP?
individual program plan
(IEP- individual education plan)
- 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
IPP Is not?
- a description of what will be taught
- goals & obj. for all students
- means of monitoring effectiveness of teachers
- daily plan
- report
- legal contract
IPP goals
- 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
what does SMART stand for
Specific Measurable Attainable Relevant Time-Limited
What does ACT stand for?
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.
Wiley’s model of human performance technology
PERFORMANCE
–>*EXTERNAL–>~ENVIRONMENTAL–>ORGANIZATIONAL SYSTEM; INCENTIVE
~RESOURCES –>COGNITIVE SUPPORTS; TOOLS; PHYSICAL ENVIRONMENT
–>*INTERNAL –> SKILLS KNOWLEDGE; INHERIT ABILITY
internal and external vs. pathognomic and interventionalist
- internal - pathognomic
- external - interventionalist
the term “fairness” is often thought of as meaning…
the functional definition of fairness is that..
- everyone gets the same thing (wrong)
- everyone gets what they need (right)
what is naked independence?
- 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
what is personal efficacy?
- you are confident in your ability to make a difference in the learning of students
what is teacher efficacy?
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
Factors that Contributions to learning?
- 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
What is an exceptionality?
What are exceptional students entitled to?
- Canada defines it: a student who is gifted/disabled
- AB: student with special needs
-Entitled to: adapted ed. programs or special ed
Educational adaptations are grouped into 2 types?
- 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
Charter of rights and freedoms: equality and rights:
- 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
Dominant themes in inclusive education for exceptional students
- change
- inclusion
- accountability
cross country summary
- education is moving toward child-centred schools & school-centered communities, embracing inclusion
- certain to have exceptional students in your classroom
Approach to RTI
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
Tier One
- DI
- General Education teacher
- uses evidence based core curriculum
- meets the lrng needs of 80-85% of students
Tier Two
- 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
tier 3
- 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
inclusive education suggests:
embrace people with exceptionalitites as part of the mainstream of society and all its institutions from birth onward
Families
- are an integral part of the ed. system
ableism:
examples:
- 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
ableism and inclusive education and special education goal
- 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
Pathognomonic perspective
- teacher isn’t responsible for student lrng
- don’t feel trained/competent to address lrng needs
- student is the problem
- unexplored assumptions
Interventionist perspective
- 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”
What is fair?
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))
what was the message of aimee mullins video: it`s not fair
- society conversations have changed –. limb – potential, power to create, change identity
What does Hattie suggest about contributions to learning outcomes
- 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
schools & classroom teachers role in creation of inclusive society
- legal responsibility
2. legislated responsibility to participate in an inclusive society
To study your own teaching practice..?
and steps
- 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
action practice
- takes several weeks/months
- talk with collegues
what is the RAP strategy?
Read
Ask yourself questions
Paraphrase
Special Education is?
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
current state of inclusive ed
- 3 dominant themes
- focus on aboriginal ed
- goal of access for as many students as possible to success for as many as possible
what did the laidlaw foundation present
- challenging concepts of inclusion and cornerstones were
1. valued recognition
2. engagement
3. proximity
4. material well being
5. learning and development opportunities
UDL methods fall into 3 clusters
- demonstrations & presentation of new content in various ways - instructional technology, explicit instruction & inquiry
- engagement/practice
- expression
what is normalization?
all people, should live and learn in environments as close to normal as possible
mainstreaming/integration
- moving exceptional students from segregated settings into classroom is the mainstreem
- re-entry
community
- classroom meeting
- participation
- naturally occurring events
Who are exceptional learners?
- 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
gifted or developmentally advanced
high abilities in one or several areas - academic subjects, overall intellect, leadership, creativity, fine art
learning disabilities
- dysfunctions in processing info
- reading, writing, arithmetic
- discrepancy between ability and achievement despite avg/above avg intelligence
ADHD
- inattention and impulsiveness
- accompanied by hyperactivity
- hinders social, academic, and vocational success
speech & language exceptionalities
impairment in expressive or receptive language
behavior & emotional exceptionalities
dysfunctional interactions with environment - classroom, home, community
intellectual abilities
cognitive abilities and adaptive behaviors at a much slower rate
Austism spectrum disorder
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
hard of hearing/deaf
- partial or complete hearling loss that interferes with the acquisition and maintenance of auditory skills necessary to develop speech and oral language
visual impairments/blind
partial/complete loss of sight and depend on auditory and tactile sources of info
physical disabilities
- 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
Nervous system Impairment
- 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
Musuloskeletal condition
- Muscular dystrophy: muscle disorder; progressive weakness & wasting away of voluntary muscles that control body movement
- Juvenile arthritis: inflammation of joints
Health Conditions
- Diabetes: failure to produce insulin (sugar absorption in body)
- allergies:
- asthma
-Cystic Fibrosis: severe respiratory problems & difficulty in digesting nutrients
from food - Cancer/Leukemia
Immune deficiency
- Aids
- Hiv
ADAPT strategy: used for adapting or differentiating teaching to include exceptional learners
- 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
Step 1: accounts of students’ strengths and needs
- look at IEP, assessment reports, teachers’ anecdotal comments, medical information
social, emotional, behavioral; physical; and academic areas of the IEPP
- social, emotional, behavioral strengths and weaknesses
- Physical strengths and weakness
- Academic strengths and weaknesses
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
Step 3: adaptations
- compare students learning needs to the demands of the classroom and identify potential mismatches
Step 4: perspectives and consequences
reflect critically on adaptations and consider them from many perspectives
- consuming
- experience
- change fundamental nature
- satisfying
- consequences
Step 2: demands of the classroom
social, emotional and behavioral demands of your classroom
physical: move furniture
academic: instructional materials
Step 5: teach and assess the match
how well adaptation has matched student stregths and needs to the classroom demands
highlights in the development of inclusive Education in Canada
1950-1970
- 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
highlights in the development of inclusive Education in Canada
1970-1980
- 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
highlights in the development of inclusive Education in Canada
1980-1990
- 1980-1990: advocacy & rights
- 1980- Terry Fox - public awareness of abilities of person w. disabilities
highlights in the development of inclusive Education in Canada
1990-2000
- 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
highlights in the development of inclusive Education in Canada
2000-2010
- 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
