Inclusive Classrooms Workshop

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InclusiveClassrooms Workshop
Based on six features of inclusive schools
outlined inSnell, M. Janney, R. (2000).
Teachers guides to inclusive practices
Collaborative teaming. Baltimore Paul Brookes
Accessed from Te Kete Ipurangi Special
Education The Three Rs of Diversity
http//www.tki.org.nz/r/specialed/diversity/develo
p/stage2-profdev_e.php
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Objectives

• To provide an overview of
• school and classroom practices that are the
  framework for effective inclusive education
• the elements of curriculum, instruction, and
  setting that can be modified
• the planning steps for designing and implementing
  individualised adaptations.

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Goals of inclusive education are for all students
to

• be full members of schools and classes
• achieve academic and functional competence at a
  level suitable to them
• make progress towards specific learning goals
  (social, academic, personal).

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For example
All students should have the opportunity to
attend school together and to be treated as full
and equal members of classroom groups and
communities. and The most effective
adaptations are designed to facilitate both
social and instructional participation in class
activities.
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Key components forinclusive education
(Based on Snell Janney, 2000)

• 1 An inclusive programme model
• 2 Collaborative teaming and problem solving
• 3 Common goals and values

4 An inclusive school culture
Accommodating curricular and instructional
classroom practices
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6 Specific strategies to facilitate peer
supports
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Accommodating curricular andinstructional
practices

• Are
• meaningful and reality based
• integrated and thematic
• multi-cultural
• active and hands on.
• And
• use a variety of flexible groups
• include systematic lesson structure
• provide multiple modalities.

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Accommodating curricular andinstructional
practicescontinued ...

• incorporate strategic teaching and learning
• regularly monitor performance using alternative
  assessments.

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• Curricular adaptations as
• used here refers to
• any adjustments or modification
• in learning expectations, curriculum content,
• the environment, instruction,
• or materials used for
• learning that enhances
• a persons performance or
• allows at least partial participation in an
  activity
• (Udvarie-Solner, 1992)

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Activity
Small groups List the considerations you would
keep in mind when you are planning curricular
adaptations for specific students For
example Will this adaptation enable the student
to learn the skill more effectively?
Will the adaptation
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The idea is to create adaptations that

• deviate as little as possible from the ordinary,
  yet enable the student to benefit
• are provided alongside classmates within the
  context of ongoing classroom activities
• alter (in the least extraordinary way) only the
  elements necessary to enable the student to
  participate actively in achieving IEP objectives.

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The most effective adaptations are only as
special as necessary
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Adaptations

• Are ideally designed to enable the students to
• practise and master relevant instructional goals
• take an active part alongside other students with
  very different curriculum goals
• participate in age appropriate activities
• increase social participation and interaction.

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A model for making adaptations

• A model assists in
• the selection of adaptations that are appropriate
  to the student and the classroom situation
• and
• providing a common framework for team
  collaboration.

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Key question is

• How can we
• make it work
• in this school
• for these
• students?

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Facilitators notes
Activity

• Bus Stop
• Divide into 6 groups
• Ask groups to brainstorm ideas in response to
  questions. When groups appear to have 3-4 ideas
  listed give 7th question sheet to one group and
  move each question sheet to the next group.
• Repeat process, allowing shorter times towards
  the end as ideas and energy decrease.
• For feedback
• a) Facilitate whole group sharing, or
• b) Suggest/prearrange that the school has
• the lists of ideas collated, typed and
• distributed to all teachers.

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Facilitators notes
Questions for Bus Stop
What are environmental/location
influences affecting student participation? List
the different lesson formats that can be used to
enable a greater number of students to
participate. How can students participation and
understanding be increased by changing the
method of instruction or teaching style? In what
ways can curricular goals be adapted to increase
student participation? List the variety of
grouping forms that could be used in
classrooms. List different teaching
materials/equipment that could be used to
increase student participation. What personnel
assistance could be available in
classrooms/schools to encourage student
participation?
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Facilitators notes
Sum up by reviewing Table 1 Curricular
Adaptation Decision Making Process
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Facilitators notes
Activity
Bus Stop - 5 Groups to brainstorm ideas
for 6 scenarios
What support can be provided for the student who
has difficulty with written expression? What
support can be provided for the student who has
difficulty staying on task and/or completing
task? What support can be provided for the
student who has difficulty working in group
situations? What support can be provided for the
student who has difficulty controlling compulsive
behaviour? What support can be provided for the
student who has difficulty writing legibly? What
support can be provided for the student who has
difficulty with comprehension of reading
assignments?
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Activity

• Individually that is, by yourself
• 1. Work through the Effective Learning
  Environment checklist and identify whether you
  achieve each statement
• - Always (A), Sometimes (S), or Never (N).
• 2. Identify changes you need to make to meet
  specific needs of students who require additional
  support.
• In pairs
• 3. Discuss changes needed and identify three
  priorities.
• 4. Using the sheet provided brainstorm with your
  partner and develop an action plan for putting
  these changes into practice.
• - What needs to change?
• - What action needs to be taken to
• implement the change/s?
• - Who can help?
• - What is the time frame for change?
• Example Physical