TEACHING INCLUSIVELY

Dr. Carla Di GiorgioJanuary 26, 2009

WHAT WOULD IT BE LIKE TO HAVE A LEARNING CHALLENGE?

1. VISUAL-SPATIAL/FINE MOTOR CHALLENGES

HOW WOULD THIS SHOW UP IN CLASS?

WHAT EFFECTS WOULD IT HAVE?

HOW COULD YOU HELP A STUDENT BYPASS THIS CHALLENGE?

2. AUDITORY PROCESSING/RECALL

WHAT DID YOU SAY?

How would processing lags show up in the classroom?

What areas would they affect?

How could you help students process information?

3. I GET BY WITH A LITTLE HELP WITH MY FRIENDS...

Can’t live without ___Life would be sad without___Acquaintances

SOCIAL EXPERIENCES AND RELIANCE

Why are friendships important? What is the difference between friendship and reliance?

Who do students with special needs relate with during the day?

How can we help students make friends with their peers and maintain these relationships?

LEARNING DISABILITIES/ CHALLENGES CAN AFFECT DIVERSE ASPECTS OF LIFE, SUCH AS: Writing Reading Speaking Understanding ... And developing true friendships with

peers.

WHAT IS OUR RESPONSIBILITY AS EDUCATORS?

Be aware of the variety of experiences in school

Be aware of the expectations we have of students: determine what is important

INDIVIDUAL ASSESSMENT

observe student strengths and needs

let students show what they know and can do

help students bypass unnecessary blockades to showing what they know

provide opportunities for alternative means of communication

SPECIFIC STRATEGIES

direct teach important skills

allow time for processing

use technology

teach social skills (individually and with the whole class)

SO TEACHING INCLUSIVELY INCLUDES:

Awareness of our goals and responsibilities as educators

Prioritizing overall goals Individualizing instruction and

assessment Valuing diversity and promoting

acceptance Building relationships and self esteem

THANK YOUcdigiorgio@upei.ca

902-566-0365