Week 1
The definition of inclusion
What is a philosophy that brings diverse students, families, educators, and family members together to create schools and other social institutions based on acceptance, belonging, and community?
Disabilities under EBD
Anxiety disorder, depression, bipolar, schizophrenia, oppositional defiant disorder, conduct disorder, etc.
Functional Behavioral Assessment components
Measure student behaviors, determines why, when, and where a student uses these behaviors, identify variables that lead to and maintain these behaviors, plan interventions
Collaborative Work styles
Jigsaw, discussion teams, send a problem, numbered heads together, think-pair-share
Steps of an activities oriented approach
engagement, exploration, development, extension
Least Restrictive Environment
What is educating students with disabilities with their peers as much as possible?
High Incidence Disabilities vs Low Incidence Disabilities
High Incidence: learning disability, mild EBD, mild ID, ADHD, speech-language disorder (90-95%)
Low Incidence: physical, sensory, more significant cognitive disabilities (6%)
Generalization
Transfer of training so students use skills you have taught them independently in an inclusive setting
Formative vs Summative Assessments
Formative assessments are completed during instruction to monitor progress and adjust learning.
Summative assessments are used at the end of the instruction to determine mastery.
Levels of Reading
Independent-read 95% of text and comprehend at least 90% (independent activities)
Instructional-read 90-95% of text and comprehend at least 75% (activities with teacher/peer support)
Frustration levels-read less than 90% of a text and less than 70% comprehension (even with support are not able to read successfully)
The tiers of Response to Intervention (RTI)
Tier 1: Primary prevention delivered to the whole class, serves 80-90% of students, universal screening
Tier 2: Secondary prevention delivered to 10-20% of students to provide more intense, differentiated instruction
Tier 3: Tertiary prevention delivered to 1-5% of students to offer more intensive treatment and individualized instruction
Demographic factors impacting learning
poverty, migrants, Native Americans, immigration, bilingual, multiracial/ethnic, gender, eating disorders and obesity
Transition to an inclusive classroom using transenvironmental programming
ecological assessment, intervention and preparation, generalize to the new setting, evaluation in the new environment
Teacher- directed text comprehension strategies
previewing, KWL, questioning, reciprocal teaching, collaborative strategic reading, collaborative reading groups, story/text mapping, communicative reading strategies
The Writing Process
Planning/Prewriting: idea generation, story starters/enders, outlines and semantic maps, models and prompts
Drafting: transform to sentences/paragraphs, provide feedback
Editing and Revising: edit, proofread, improve word choice, use models or collaborative writing groups (author's chair, writer's workshop)
Publishing: share work with others and receive feedback digitally or in print
The four principles of inclusion
What are:
-all learners and equal access
-individual strengths and challenges and diversity
-reflective, universally designed, culturally responsive, evidence-based and differentiated practices
-community and collaboration
Co-Teaching styles
One teaching/one data collecting, parallel teaching, station teaching, alternative teaching, team teaching (pg 155 for more info)
Functions of Behaviors
Tangible, attention, escape, sensory
Student-directed text comprehension strategies
finding the main idea, predicting, surveying, self-questioning, paraphrasing, outlining, summarizing, paragraph restatements, paragraph shrinking, verbal rehearsal
Type of Testing Accommodations
presentation mode-changes in way questions/directions are presented to students
response mode-changes in way students respond to test items/determine their answers
timing, scheduling, and setting accommodations
linguistically based-usually for ELLs, minimize extent that language proficiency affects test performance
IEP Components
What Are:
Present levels of performance, complete/appropriate/measurable academic and functional annual goals, statement of special education and related services, rationale from removal for special education, testing accommodations, and test exemptions/alternatives
Steps in collaborative consultation
Goal and problem clarification & identification, goal and problem analysis, plan implementation, plan evaluation
Premack's Principle
Students can do something they like if they complete a less desirable task first
Note-taking strategies
Outlines-strategic note-taking form, listening guide, or skeleton/slot/frame outline (guided notes) highlighting main points, oral quizzing, peer note-takers, digital technology (smart pen, laptops, digital recorder) Chart, timeline, or stepwise method
Types of Math Language
technical math vocabulary (have one meaning-rectangle)
subtechnical math vocab (have multiple meanings across content areas-value, degrees)
general math vocab (have different non-math meaning-negative numbers)
symbolic math vocab (abstract numbers and abbreviations that are hard to defire-infinity)