Teacher Tips for Successful Classroom Inclusion -3/4 episodes (Spedcast #4)

Screen Shot 2013-01-16 at 6.05.59 PMFair is not necessarily equal; fair is giving each student what they need for success.

I remember working with a teacher that struggled with making accommodations for students in her classroom. She just didn’t think it was “fair” for some students not to have to complete all of the assignment or to have modified assignments. I tried to help her understand by personalizing a little.

If all the teachers in the school were required to run the mile in 5  1/2 minutes in order to receive their paycheck, a very small percentage of teachers would actually achieve that goal. Some might meet the challenge if they worked at it hard enough, but some teachers would never be able to run the mile in that time frame. Is that fair? No, but if I said, “you must all complete the mile but you can walk, ride your bike, roller skate or have someone carry you”, everyone would successfully complete the event. The light bulb came on and it paved the way for the students in her class that needed to travel the path in a different way.

This brings us to Level 3 Inclusion strategies for Intense Support:

  • IEP
  • Not likely at grade level
  • Strong para-professional support (Para makes modifications and communicates regularly with reg ed and sped teachers)
  • Para-professional keeps data on individual learning objectives
  • Grade scale is related to those objectives
  • Student qualifies the KAMM state assessment
  • Regular ed. teacher makes sure accommodations are provided for the student.

Strategies:

  • Modified homework and assessments
  • Alternative modes of  student representation of knowledge are needed (oral presentation, computer generated writing, multiple choice answers etc)
  • Regular communication with the paraprofessional is essential and slow removal of supports is the goal
  • Provide incentives for beginning and completing assignments
  • Use graphic organizers to help represent information for a child
  • Encourage students to track own data
  • Use positive behavior supports
  • Provide a model of the end product
  • Provide written and verbal directions WITH visuals when possible
  • Break long assignments into small sequential steps
  • Highlight materials to alert key points

Resources:

Paulakluth.com

From Tutor Scripts to Talking Sticks – 100  Ways to Differentiate Instruction in K-12 Inclusive Classrooms

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