Inclusive+teaching

Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.
 * = As a general education teacher, how can I make inclusion work? =



== Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.
 * = An accommodation environment does no harm to others! =




 * = As a general education teacher, I can create an accommodative learning environment! =

[[image:learning_pyramid.jpg width="632" height="545"]]
Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.

Simply providing an equal "access" is not sufficient. Students with disabilities can still fail due to the lack of specific and focused learning assistence.


 - Expect all students, especially those with higher abilities, to share learning and extend issues to higher levels of complexity.  - Have reading and instructional materials available that are high interest but are at wide-ranging levels of ability.  - Use multilevel, differentiated instruction to allow students to function at varying levels of ability in lessons.  - Use authentic and activity-based learning linking various subjects around key themes that are important and interesting.  - Identify and draw on the strengths of students (rather than emphasizing deficits). Use multiple intelligences.  - Reduce stress and pressure concerning areas of student deficit by using authentic, multilevel teaching.  - Celebrate students' successes and growth.  - Provide scaffolds and supports to help students be able to participate in more complex activities do alone.  - Help all students organize their materials and monitor their scheduling and completion of learning activities.  - Mix groups heterogeneously giving all students opportunities to support other students in their learning.  - Help students connect with one another and develop relationships. Avoid stability grouping.  - Work collaboratively with other teachers and specialists, such as special education teachers, therapists, or specialists.  - Resist the temptation to send students out to special education resources rooms, or other separate programs.
 * = Strategies for students with differing academic abilities =

 - Commit ourselves to engaging, supporting, guiding, and teaching students with emotional and behavioral challenges.  - Teach with creative and engage activities to help provide a positive, meaningful school experience.  - Provide options and choices that respond to individual needs and learning styles, such as different workplace. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Provide positive outlets for student energy-opportunities for movement and creative expression. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Help all students organize their materials and monitor their scheduling and completion of learning activities. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Develop class structures for emotional support through circles of support, peer partnership, and class meetings. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Develop predictable class routines and help students understand changes that may occur. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Form a personal relationship with students. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Build community and provide emotional support letting students know we are available to help. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Help develop a place for supervised support where studnets can go to cool off or obtain academic assistance. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Integrate social skills learning into all academic lessons on a moment-by-moment basis, such as rehearsals from stories. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Use positive behavior supports strategies that affirm students' needs. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Help students understand their own needs and proactive ways to have those needs met. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Work with an interdisciplinary team to develop an intensive behavioral support plan for students sever EBD. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Use professional supports and services such as individual and group counseling, consultation with a psychologist. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Facilitate support for ourselves via informal and formal consultation with other teacher, specialists, or professionals.
 * = Strategies for students with behavioral and emotional challenges =

<span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Organize the classroom so there is room for the student to traverse the room and arrange materials so that students can reach them easily. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Use assistive technology to assist students. for example, use augmentative communication devices and adaptive equipment for computers such as keyboard guards, hardware, and software that will allow text to be scanned and read aloud via a computer and that will allow studnets to speak words into a microphone where they are translated into written text. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - For students in wheelchairs we want to have tables at a slightly raised height so that the wheelchair can fit under the table. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Some students will have difficulty grasping pencils or reaching for books, as well. Use low-tech strategies such as nonslip pads to help stabilize materials. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Arrange assistance for going to the restroom or in eating, utilizing both the services of a paraprofessional as well as encouraging other students to assist if they are interested and willing. These could be same-age or older students. The paraprofessional or special education teacher may need to provide training for students. You may also want to inform and get approval of these students' parents. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Ensure that these students are included in our class and the school, including field trips and extracurricular activities. <span style="font-family: 'Cambria','serif'; font-size: 12pt; line-height: 115%;"> - Some students with serious conditions may die. We can help students who face through journal writing or having the student talk to the group, if he wants. We also can have students learn about the condition of the student with special needs with the student's and parents' permission.
 * = Strategies for students with orthopedic and other health impairments =

Source: Peterson & Hittie (2010, pp. 87-88, 95-96, 105-106)




 * = I know my students well... =

Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.



Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.
 * = With the help of resources, I can also help special students, like Fred, in my class. =

Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.
 * = My commitment to the class: I promise not to let "island in the mainstream" happen! =



Source: Peterson, M.J. & Hittie, M.M. (2010). Inclusive teaching: The journey towards effective schools for all learners 2nd Ed. Boston, MA: Allyn & Bacon.
 * = Thinking outside the box! =




 * = Together, we create a world for inclusion! =

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Reference <span style="font-family: 'Calibri','sans-serif';">1. Peterson, M.J. & Hittie, M.M. (2010). Stragegies for students with differing academic abilities. //Inclusive teaching: The journey towards effective schools for all learners// (2nd Ed.), Boston, MA: Allyn & Bacon. <span style="font-family: 'Calibri','sans-serif';">2. UNESCO: [|www.unesco.org]