Inclusion in the classroom
Inclusion
a philosophy that brings diverse students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community.
Allows school districts to centralize services
special day school
A brief norm-based test or curriculum-based measure is administered to all students several times during the school year to compare to their performances to an established standard from judging their learning progress.
an item, piece of equipment, or product system - whether bought, modified, or customized - that is used to increase, maintain, or improve the functional capabilities of an individual with a disability.
Assistive technology device
key member, can provide valuable information on students adaptive behavior and medical, social and psychologial history
Principle 1
All learners and equal access
students live at school and participate in 24-hour program
residential schools
refers to your conducting ongoing assessments to make data-based decisions regrading your students learning progress
progress monitoring
a service that directly assists and individual with a disability to select, acquire, ore use an assistive technology device, including physical, occupational, and speech therapy.
supervises the district wide services usually serves as the chairperson of the team
school administrators
Principle 2
Individual strengths and challenges and diversity
students with disabilities educated in inclusive classrooms receive direct services from ___ room teachers
resource room
educators work together and share roles and expertise
collaboration
student related information, family related information - including strengths, challenges, view of independence, preferences, linguistic background, motor skills, etc.
individualized technology assessment
has worked with the students and who can offer information on the students strengths and challenges, as well as data on the effectiveness of specific teaching methods
general educators
Principle 3
reflective, universal designed, culturally responsive, evidence based, and differentiated practices
contact with peers who do not have disabilities typically is exclusively social; teaching takes place in a sperate classroom
full-time special education classroom
research based interventions are delivered as intended
refers to a student choosing to not use technology
abandonment
can perform many important roles to help you promote the educational, social, and behavioral performance of all students in inclusive setting
paraeducators
Principle 4
community and collaboration
Least restrictive environment
requires schools to educate students with disabilities as much as possible with their peers who do not have disabilities
students who do not respond to the series of effective interventions maybe considered for identification as a student with a disability
consideration for special education
practices provide equal access and do not 1. serve as direct treat to the health/safety of others; 2. cause a finical or administrative burden to school districts; 3. substantially change an essential element of the curriculum, activity, service, or assessment; 4. substantially alter the way in which the services or activities are delivered
reasonable accommodations
trained in the administration, scoring, and interpretation of standardized educational achievement and intelligence tests.
school psychologist