Understanding Inclusion
Response to Intervention
Behavior Support Plans
Differentiation
Collaborative Relationships
100
That all students are capable of benefiting from the general education classroom.
What does inclusion recognize?
100
Gather information, identify goals, select and implement interventions, and collect evidence to assess the effectiveness of the intervention.
What are the steps of the pre-referral process?
100
A collaborative data-based decision-making process for establishing and implementing a continuum of research-based school-wide and individualized instructional and behavioral strategies and services that are available and use to support the learning, socialization, independence, and positive behavior of all students. It is proactive, culturally-responsive, and preventative by changing teaching and communication practices as well as environment.
What are school-wide positive behavior intervention and supports?
100
Content (what they teach) Process (how they teach) Product (how students demonstrate mastery) Affect (how students connect their thinking and feelings) Learning environment (how the classroom is designed)
What can be differentiated?
100
One teaching/one collecting data or helping, parallel teaching, station teaching, alternative teaching, and team teaching.
What are the 5 co-teaching arrangements?
200
Their least restrictive environment.
What is determined individually based on students' strengths and weaknesses?
200
An alternative to the IQ-Achievement Discrepancy model. A multi-level prevention, assessment, and instructional data-based decision model for assessing effectiveness of intensive and individualized evidence based practices.
What is Response to Intervention?
200
Primary- 80% of students- all students Secondary- 15% of students- students with at-risk behavior Tertiary- 5% of students- students with high-risk behavior
How many students are in each tier of PBS support?
200
Before planning instructional activities, first determine the assessments that will be used to evaluate students’ learning and then use them as a guide for designing and sequencing the instructional activities.
What is backward design?
200
-Coteachers share responsibility and accountability for planning, differentiating, and delivering instruction, evaluating, grading, and disciplining students -Services take place where the need exists: in the general education classroom. -Designed to minimize some of the problems of pull-out programs -Gives all students the assistance & expertise of at least two professionals rather than just one
What are the benefits of co-teaching?
300
Philosophy guiding the design and delivery of products and services so they are usable by individuals with a wide range of capabilities and diversities.
What is Universal Design for Learning?
300
Used for students with IEP's who are at least 16 years of age. Designed to improve the students’ academic and functional achievement and to address post-secondary goals in training, education, employment, community participation, and independent living skills
What are transition services?
300
Antecedent- events, stimuli, objects, actions, and activities that precede and trigger the behavior. Behavior- the misbehavior or targeted behavior. Consequence- events, stimuli, objects, actions, and activities that follow and maintain the behavior.
What is ABC analysis?
300
Providing students with access to curriculum (e.g., Braille, sign language, assistive technology) and does not change the mastery expected of students.
What is access differentiation?
300
-Share info with them and solicit their feedback in a variety of ways -Engage them in curriculum planning -Hold meetings with them to develop IEPs/IFSPs, etc. -Invite them to volunteer at school/class events -Provide them with info and resources to help children complete homework -Solicit info from them about their children’s strengths, challenges, and progress
How can you collaborate with families?
400
Refers to establishing common curriculum and educational outcomes for all students and assessing effectiveness of schools.
What are standards based education initiatives?
400
Family members of the child, General education teacher, special education teacher, school district representative, individual who can interpret the implications of assessment results, other individuals selected by the family or school because of special expertise, and the student (when appropriate).
Who are the members of the Multidisciplinary Team?
400
A collaboratively developed plan using research based interventions to address student’s learning and behavior by changing the classroom environment to accommodate to the student’s characteristics, strengths, interests, relationships, cultural and language background, and challenges.
What is a behavioral intervention plan?
400
Involves adjustments in teaching methods (i.e., the way students are taught), but have minimal to no impact on level of curricular mastery.
What is low impact differentiation?
400
Long work schedules, time conflicts, transportation problems, and child care needs can be serious barriers to family involvement. Consider using home visits to collaborate with families.
What are socioeconomic factors to consider when collaborating with families?
500
No Child Left Behind Act (2001), Race to the Top, Common Core.
What are examples of standards based education initiatives?
500
Assistive technology devices and services.
What assistive technology should be considered in the classroom?
500
Listen actively, talk to students about their interests, show an interest in their personal lives, share you own interests and stories, display empathy and give emotional support, participate in after-school activities and other informal activities, compliment them and celebrate their successes
How can you establish a rapport with your students?
500
Alters the content of the curriculum, the ways students are taught, or expectations for mastery.
What is high impact differentiation?
500
-Welcome parents and review the agenda and purpose of the meeting -Establish ground rules -Start with the strong points of the student’s performance -Acknowledge and reinforce participation -Ask questions that encourage family members to respond -Use language that is understandable but not condescending -Avoid educational jargon and acronyms and explain unfamiliar terminology -Use interpreters when necessary -End on a positive note
What is how to conduct a positive conference?
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