inclusion: where to start
TRANSCRIPT
1
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
Inclusion: Where to Start
DR. MARISA SILVERUNIVERSITY OF OREGON
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
2
Zone of Proximal Development
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
3
The Job of Teachers:
To find out what each child can do right now
Then figure out what they need to learn next
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
4
Example: Landing in a Foreign Country
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
5
What can I do now?
What can I do with help?
What can’t I do at all?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
6
Next Step Learning
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
7
Example: Soccer
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
8
What Do We Know about Disabilities?
Students with disabilities also have many abilities.
The role of the inclusive educator is to help students use their abilities to compensate for their disability and master challenging academic content.
Disabilities can also be seen as “different
abilities.” Students still have abilities, though their pace, process, and learning goals may be different from most of their peers.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
9
Teacher Expectations
It is every inclusive educator’s job to set high expectations for their students and to help their students compensate for their disabilities to master the same skills and content as their non-disabled peers.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
10
The Next Step
Skillful teachers identify where a student is in terms of their abilities, and define clearly what the “next step” is.
Even if the next step is very small, it is worth focusing energy on accomplishing the next step so that the student’s abilities expand over time.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
11
Discussion
Divide into three smaller groups. Each group will discuss one of the following prompts:
What are some physical barriers to participation for students with different abilities that exist in your country?
What are some attitudinal barriers to participation for students with different abilities that exist in your country?
What are some social barriers to participation for students with different abilities that exist in your country?
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
12
Barriers
Many barriers still exist that prevent all students from accessing a full education.
It is our task as educators to address these barriers to ensure all students can access an education.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
13
School Improvement Tool
Indicators of an Inclusive Environment
17 Indicators
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
14
17 Indicators of An Inclusive School Environment
1. School and community leaders create an environment that helps all students learn.
2. School and community leaders ensure all students enroll in school.
3. School and community leaders offer extra support to vulnerable children.
4. Teachers and parents cooperate well.5. All students feel welcome in the school.6. All students attend school every day.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
15
17 Indicators (cont’d)
7. All students can access all parts of the school, indoors and outdoors.
8. All students have access to health services as necessary and appropriate.
9. All students can access learning in all lessons.
10. All students learn together.11. Teachers support all students in their
learning.12. All students help each other learn.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
16
17 Indicators (cont’d)
13. All students actively participate in all lessons and activities.
14. All students are treated equally as valued members of the school.
15. All students feel that their ideas and opinions are valued.
16. All students enjoy lessons.17. All students achieve their learning in
all subjects according to their individual abilities.
University of Oregon – Laos Inclusion Project • 2015 ໂຄງການການສຶ�ກສຶາຮຽນຮ�ວມລະຫວ�າງ ມະຫາວ�ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
17
Strengths/Weaknesses
Divide into pairs:Talk about the community you work with.
Find one strength from the list
Find one weakness