ust inclusion

8/9/2019 UST Inclusion

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+

Strategies and Ideas forTeachers of English

Dr. Donna C. MartinezSanto Toms University

August 11 & 18, 2010

Inclusion Toolbox

for Diverse

Learners:


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+Dr. Donna Martinez(George Washington University, Washington, D.C.)

International Education Consultant:

[email protected] , http://dcm-iec.com/

Director: HEATH Resource Center on Postsecondary Education forStudents with Disabilities (GWU)

(http://www.heath.gwu.edu )

College instructor- Masters Level Teacher Education

Author: (2010) Integrating Transition Planning into the IEP Processedited by Lynda West. CEC: Arlington, VA

Teacher: 5 licensures in Special and General Education

Parent of young adult with disability


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+Workshop Agenda:

DAY ONE-Day of Learning

What is Person First Language?

What is inclusion /access to the

general educationcurriculum?

Why are we including allstudents?

What is happening globally?

What are the processes forimproved teaching tofacilitate improved learningfor ALL?

DAY TWO-Day of Action

Apply positive behavior

intervention and supports

Demonstrate best practice

strategies for inclusion

Build and refine a model

universally-designedlesson


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+Workshop Goals/Outcomes

1. Refer to individuals with disabilities using Person First Language

2. Understand Inclusive and Differentiated education

3. Utilize a wide array of Differentiated Teaching Strategies across diversecontexts based on Universal Design for Learning and Backward DesignLesson Planning

4. Be ready to apply Differentiated Learning Theory and PositiveBehavioral Management Skills when instructing a diverse studentpopulation

5. Experience various strategies & reflect upon their usefulness in yourclass

6. Write a universally designed lesson plan that addresses the needs of adiverse student population

Participants will-


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+Concepts/vocabulary terms

Person First Language

Inclusion/Inclusive

education

Presumed competence

Access to the GeneralCurriculum

Augmentative andalternativecommunication

Curriculum Accommodation

Curriculum Modification

Backward Instructional

Design

Universal Design

Universal Design for Learning

Assistive Technologies

T


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+CLOCK BUDDY:Students add the names of 12 classmates on lines around

the clock face.Teacher calls out the hour- student works with that buddy

listed on his clock

THINK PAIR SHARE:

Ask a thought-provoking question.

Give students some time to think about the question ontheir own, as well as the language they will need to

respond.

Students share their thoughts with a partner.

(For example- Clock Buddy)

Students share thoughts with the whole group, which

serves as a form of accountability for the students.---??????---

Think about a time you taught a student with a

disability.

What was your experience like-how did it make you

feel?

Keywords: person /student with a disability


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+Examples of Person First Language

USE PEOPLE FIRST- If you dontknow the persons name

People/individual/adult/child

with disabilities

People/individual/adult/childwithout disabilities

People with intellectual/developmental disabilities

A person with Down syndrome

A person with mental illness

Accessible buses, bathrooms,etc.

INSTEAD OF DEVALUING LABELS

The handicappedThe disabled

Normal people,regular people

Mentally retarded, Retard,retarded people

Downs kid, mongoloid, Retard

Insane, lunatic, crazy, mentally ill,psycho

Handicapped buses, bathrooms, etc.,handicapped parking


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+

THE OTHER R-WORDProduced by Will Schermerhorn of Blueberry Shoes Productions.


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+

Reading for meaning using choral

readingChoose a book or passage that works well for reading aloud as a group:

patterned or predictable

not too long; and

is at the independent reading level of most students

Provide each student a copy of the text so they may follow along. (Note:You may wish to use an overhead projector or place students at acomputer monitor with the text on the screen)

Read the passage or story aloud and model fluent reading for thestudents.

Ask the students to use a marker or finger to follow along with the text asthey read.

Reread the passage and have all students in the group read the story orpassage aloud in unison.


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+LANGUAGE OF US AND THEM

by Meyer Shevin We like things

They fixate on things

We try to make friends

They displayattention-seeking behaviors

We take a break

They display off taskbehaviors

We stand up for ourselves

Theyare non-compliant


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by Meyer Shevin We have hobbies

They self-stimulate

We choose our friends wisely

They display poor peer socialization

We persevere

They perseverate

We love people

Theyhavea dependency on people


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by Meyer Shevin We go for a walk

They run away

We insist

Theytantrum

We change our minds

Theyare disorientedandhavea shortattention span

We have talents

Theyhave splinter skills


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by Meyer Shevin

WE ARE HUMAN . . . .

THEYARE? ? ? ?


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+Presumed competence- The

guiding principal

The criterion of LDA holds that in the absence of

conclusive data, educational decisions ought to bebased on assumptions which, if incorrect, will have

the least dangerous effect on the likelihood that

students will be able to functional independently

as adults.

Furthermore, we should assume that poor

performance is due to instructional inadequacy

rather than to student deficits.

A. Donnellan, 1984:Donnellan,Anne, (1984) "The Criterion of theLeast

Dangerous Assumption" Behavioral Disorders, v9 n2 p141-50 Feb 1984

Brain

Gym


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+Presumed competence

All people have different talents and skills.

Intelligence is not a one- dimensional construct,

nor can it (or its absence) be measured accuratelyand reliably enough to base students educational

programs and future goals on test results.

Children learn best when they feel valued, when

people hold high expectations for them and when

they are taught and supported well.


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+Presumed competence

Students are seen as capable of learning

People speak directly to students rather thanspeaking to students through a buffer supplied by

paraprofessionals or other people who are

considered to be assisting the students.

People use age-appropriate vocabulary, topics,and inflection when talking to students.


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+Five Reasons for Presumed

Competence1. Human intelligence is a multi-faceted construct

2. Assessments of students I.Q. are seriously flawed when theyhave difficulty communicating and movement challenges.

3. Children and adults labeled retarded are capable when theyhave a means to communicate and are provided with highquality instruction.

4. To presume incompetence could result in harm to ourstudents if we are wrong.

5. Even ifwearewrongaboutstudents capacitiesto learngeneraleducation curriculum content,the consequencestothe studentofthatincorrectpresumption are notasdangerousasthealternative.


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+QUESTIONS & REFELCTIONS

How do our assumptions about

people impact our beliefs and

actions?

How can we decide if our

assumptions are right or wrong?

Other Questions/Reflections?

T


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+What is inclusion:

All students are members of their neighborhood school

All students are assigned to age-appropriate grades in

heterogeneous classrooms.

Student grouping and regrouping are based upon the individual

interests and skills ofALL students and not only on disability types

or labels.

Supports and special education services (therapies) are

provided in the classroom and coordinated with ongoinginstruction.

Related services, (e.g., physical therapy, occupational therapy,

speech therapy) are delivered in general classroom settings and

coordinated with ongoing instruction.

Ourabilityto reachunity in diversitywillbethe beauty &testof

our civilization.Gandhi


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+What is inclusion

The provision of supports for students (i.e., instructional,curricular, behavioral) is viewed as a school-wide need,

embraced by the staff, and part of the whole school

culture.

The instructional materials used for typical students aremodified for assignments, homework and tests, as

needed.

Effective teaching strategies and differentiated

instruction are used to meet the needs of every child and

to accommodate the learning styles of all children in the

class.

The general education instruction and curriculum are

used as the bases for instruction to meet education goals.


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+What is inclusion

Planned and structured activities are in place to

promote social inclusion and friendship development-

before, during and after school.

Students without disabilities are supported inwelcoming other students who have disabilities

Collaboration among general educators, special

educators and other school personnel occurs on an

ongoing basis.

School administrators provide vision and leadership

and welcome all students into their schools.


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+In an effective inclusive school

ALL staff members, students and parents...

believe thatALL children belong as part of the schoolcommunity

emphasize learning forALL students

provide equal opportunities forALL learners

equally valueALL persons

view each person as a unique individual

learn from and about people with diverse characteristics

work together in a problem-solving organization

share the responsibility for ALL students


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+

What is inclusion- Example of Student

AssessmentLife line Strategies

Phone a friend

1. Student may ask a friend to help with the answer2. Friend whispers the answer to the student3. Student responds to the class with the correct answer

Answer in my pocket

1. Student struggling with remembering the correctresponse to test question keeps a copy of the question

with the correct answer in his pocket2. Student is asked throughout the day by teacher and

friends what is the question / answer in his pocket.3. Student has frequent opportunities during the day to

learn content


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+Why inclusion? Its the right thing

to do and its the LAW-USA Individuals with Disabilities

Education Act, 2004 (IDEA),

Americans with Disabilities,

Act, 1990 (ADA)

Rehabilitation Act, 1973 (Sect.

504)

Elementary and Secondary

Education Act (ESEA/NCLB),2002

All students with disabilities have the right

to free appropriate public education in

the least restrictive environment

Civil right to equal access building and

learning

Expect to demonstrate learning in the

general education curriculum

With supports and services as necessary

States must ensure that all groups ofstudents, including including low-

income students, students from major

racial and ethnic groups, students with

disabilities, and students with limited

English proficiency-reach proficiency


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+Why inclusion? Its the right thing

to do and its the LAW-Chile Ley N20.422 que Establece Normas

sobre Igualdad de Oportunidades eInclusin Social de Personas conDiscapacidad

LeyOrgnicaConstitucional (LOCE)de1990; en la Ley 19.284 del 1994 deIntegracin Social de las Personas conDiscapacidady los decretossupremos deeducacin N 1/1998 quereglamenta laintegracinescolary el DFL N 2 /98 desubvencionesysusmodificaciones.

PolticaNacional de Educacin Especial2006 - 2010,

Ley 20.201 quemodifica la Ley deSubvenciones (D.F.L. 2/98)

Equal Opportunities and Social Inclusionof Persons with Disabilities.

Principles of independence, universalaccessibility, universal design,

intersectoral, participation and socialdialogue.

Establishes new body to address thechallenges created by the full socialinclusion of persons with disabilities: theCommittee of Ministers, NationalDisability Services and the AdvisoryCouncil.

Right of parents to choose the methodmost appropriate special education fortheir children.

Right to access general curriculum


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+What is happening globally

Defense for Children International (DCI) http://www.dci-is.org/dciwork/labour/compaign.htm

Inclusion International

http://www.inclusion-international.org/priorities/education/projects-and-activities/

The United Nations Educational, Scientific and CulturalOrganization (UNESCO)http://www.ibe.unesco.org/es/cie/48a-reunion-2008.html(EducacinparaTodos (EPT) a cumplir en 2015)

Convention on Human Rights for People with Disabilitieshttp://tinyurl.com/UNESCO-World-for-Inclsuion


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+PAUSE FOR QUESTIONS &

REFLECTIONS If inclusion is the law and for some considered best practice,

why do we not see this happening in all schools by all

teachers? What are the barriers?

What needs to be improved or changed in order to have

students included in school? How do we remove those

barriers?

What would help you to be prepared for a student with a

disability in your class?

Other questions about the inclusion of students with diverse

learning abilities?


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+Planning for Inclusion

Backward Lesson PlanningDesired results,

Acceptable evidence,

Learning experiences/instruction

Differentiated Lesson Planning Student centered: ability, interest, skill level

Ongoing and diagnostic assessments to makeinstruction more responsive to learners needs

Multiple formats of assessment

Varied groupings

Universal Design for Learning


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+Steps to Backward Design

1. Identify Desired Results2. Determine Acceptable

Evidence

3. Plan Learning Experiences andInstruction

Understanding by Design by Grant Wiggins and JayMcTighe (1999)

Start with the end in mind:

http://digitalliteracy.mwg.org/curriculum/process.html

Overview of Understanding by Design (pdf) http://tinyurl.com/templateUbD


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+Backwards Planning:

Establish Circular PrioritiesWhat all students will

learn? Content & Standards

What do we want students

to encounter in lesson?

Prerequisite skills/knowledge

to successfully accomplish

Key performances &

Assessments

Instruct the BIG IDEA-

worth remembering after

all else is forgotten-How

will I prepare that lesson?


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What will you accept as evidence oflearning, understanding, proficiency?

Continuum of Assessment Methods

Vary in scope-simple to complex

Vary in time frame- short to

long-termVary in structure- highly to

nonstructured

Ongoing & formative


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+

Performance Tasks & Projects

Open-endedShort-termed/long

termed/multistaged

Complex

Authentic

Personalized

Criteria known & guide studentswork


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+Academic Prompts- Pencil & Paper

Open-ended questions

Required to think critically,Response, product, performance

Not a single, best answer or strategy

Involves analysis, synthesis,

evaluation

Requires explanation/defense

Requires judgment-based score


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+Quiz and Test Items- Pencil & Paper

Simple, content-focused questions

Assess factual information, concepts,discrete skill,

Use select-response or short answer

Has single, best answer

Scored with answer key/machine

Questions not known in advance


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+

T-UbD


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+ Differentiated InstructionCarol Ann Tomlison: http://www.caroltomlinson.com/

Paula Kluth: http://www.paulakluth.com/differentiating-instruction.html

Applies an approach to teaching and learning that provides

students multiple options for taking in information and

making sense of ideas.

Approach to teaching is flexible: the curriculum &presentation of information is adjusted.

Recognizes students background knowledge, readiness,

language, preferences in learning, interests vary. Teachers

react responsively.

Classroom teaching is a blend of whole-class, group and

individual instruction.


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+What is Differentiated Instruction?

Instructional Content:

Several elements and materials are used to support

instructional content

Acts

Generalizations/principals

Attitudes

Skills

Aligns tasks and objectives to learning goals (individual,

school,State/National)

Instruction is concept-focused and principle-driven

adjusted by degree of complexity for the diverse learner

Identifying components/features:


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Process of teaching:

Flexible grouping

Positive behavioral classroom management

Initial and on-going assessments of student readiness and

growth

Active and responsible stu

dent learning

Varied expectations and requirements for student

responses.



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Guidelines:

Clarifykey concepts and generalizations

Use assessment as a teaching tool to extend versus merely measure

instruction.

Emphasize critical and creative thinking

Engage all learners

Provide a balance between teacher-assigned and student-selected

tasks


See: Balancing the Equation to Make Differentiation Work


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+What is the difference between

an adaptation, accommodation

and a modification?

Adaptations: Any type of change in delivery of

instruction, the conceptual difficulty and/or

content of the curriculum. accommodations andmodifications.

Two types:

Accommodation

Modification


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an adaptation, accommodationand a modification?

Accommodations are adaptations (changes) in materials,

procedures, the delivery or the method of student

performance/assessment that does not change the curricularcontent or conceptual difficulty

Allows student to be able to do the same work as his or her peers-

Levels the playing field, allows equal access (ADA)

Allows SWD to show their knowledge and skills rather thanthe effects of their disabilities. (Thurlow, M. (2002).

Does not change the curricular content or conceptual

difficulty in an effort to help the child be able to do the same

work as his or her peers.


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an adaptation, accommodationand a modification?

Accommodations are shaped by state/national

guidelines. They are grouped into separate types:

Presentation how the test looks, size of type or ofresponse bubbles, repetition of directions, having

materials read aloud.

Responses mark answers in the book, use references,

point.

Setting study carrel, special lighting, separate rooms.

Timing/schedules extended time, frequent breaks.


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an adaptation, accommodation

and a modification?

Modifications: more extensive adaptations (changes) made to

both difficulty level and/or content quantity of the curriculum,

performance or assessment.

Changes what the student is expected to learn and show based upon

individual ability.

Modifications involve combinations ofaltered content knowledge,

conceptual difficulty, educational goals, instructional method, and

assessment of learning

Examples:

student learns only one section of a unit, not the entire unit

use different grade level

Use of calculator in a math test, reading test read out loud to student


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+The Modification Process

Is the activity appropriate- can the student do the same

activity as peers

If no then

Is the activity appropriate with adapted materials

If no then

Is the activity appropriate with personal assistance

If no then

A decision-making approach for class participationfor students with diverse learning needs


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+The Modification Process

Is their an alternative objective student can achieve while

participating (Multilevel instruction)

If no then

Is there an alternative activity in which the student can

participate, in a different section of the room?

If no then

Is there instruction that can be provided in another

environment?

A decision-making approach for class participationfor students with diverse learning needs

U i l D i & U i l


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+Universal Design & Universal

Design for Learning

UDL derived from architecture: Universal design and

product development

curb cuts, automatic doors, video captioning, speakerphones

Build flexible designs first rather than retrofit later for greater cost

Everyone benefits from universal design features (e.g., watching

video with captions in a busy gym or airport).

UDL-Based on neurosciences that shows that each brain

processes information differently.

UDL-Allows students access to classroom environment,

learning.

CAST: http://www.cast.org/

National Center on Universal Design for Learning :http://www.udlcenter.org/


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+Universal Design for Learning

Universal Design for Learning utilizes flexible instructionalmaterials, techniques, and strategies that empower educators tomeet these varied needs.

UDL framework proposes that educators strive for three kinds of

flexibility:1. To represent and access academic content information in multiple

formats and media (the "what" of learning),

2. To provide multiple pathways for students' action and expression(the "how" of learning),

3. To provide multiple ways to engage students' interest and motivation(the "why" of learning).

UDL principles, implemented with new media and Technology,improves goal setting, individualizes instruction, and betterassess students progress.


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+How US Federal Statute Defines

UDL

The term UNIVERSAL DESIGN FOR LEARNING means a

scientifically valid framework for guiding educational

practice that:

(A) provides flexibility in the ways information is presented,

in the ways students respond or demonstrate knowledge and

skills, and in the ways students are engaged; and

(B) reduces barriers in instruction, provides appropriateaccommodations, supports, and challenges, and maintains

high achievement expectations for all students, including

students with disabilities and students who are limited

English proficient.

From the Higher Education Opportunity Act of

2008 ...


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+Why UDL?

Provides Student centered education for diverse learners

Students have a variety of skills, needs, and interests. Confirmed by neuroscience brain imaging technologies

Often curriculum is "fixed" and inflexible.

Individual differences become learning barriers as learners try

to bend their individual styles, skills, and abilities to the

curriculum's needs at the expense of genuine learning.

A universally designed curriculum is designed from the

outset to meet the needs of the greatest number of users,

making costly, time-consuming, and after-the-fact changes to

curriculum unnecessary.


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+Assistive Technology

Examples include: mobility devices such as walkers and wheelchairs, as well ashardware, software, and peripherals that assist people with disabilities in accessingcomputers or other information technologies.

People with limited hand function - keyboard with large keys or a special mouse to

operate a computer,

People who are blind - software that reads text on the screen in a computer-generatedvoice,

People with low vision may use software that enlarges screen content, people who aredeaf may use a TTY (text telephone),

People with speech impairments may use a device that speaks out loud as they entertext via a keyboard.

National Assistive Technology Technical Assistance Partnership (NATTAP)http://www.resnaprojects.org/nattap/RESNA.html

AbleData:http://www.abledata.com/

Technology used by individuals with disabilities in

order to perform functions that might otherwise bedifficult or impossible.

Curriculum Enhancements and


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+Curriculum Enhancements and

Strategies areA purposeful activities to engage learners in acquiring new

behaviors or knowledge

Tools for designing thoughtful lessons and units

Tools needed to bring thoughtful programs alive in the

classroom

Clearly defined steps or a clear description of what the teacher

does

Motivating for students and makes the work of differentiating

instruction manageable for teachers

What makes for consistent and significant gains in student

achievement & state/national assessments

How we help allchildren build different kinds of knowledge.


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+Strategies and resources

USED IN PRESENTATION

Think pair share

Choral reading

Lifeline

Pause for reflection / Brain Gym

Graphic organizers

Use of technology & software-

simple or advanced

AND MORE

REVIEW OF TOOLKIT

DIFFERENTIATED INSTRUCTION

BACKWARD DESIGN

UNIVERSAL DESIGN FOR

LEARNING


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+3-2-1 Summary:

New ideas you encountered

____________________________________________________________

____________________________________________________________

____________________________________________________________

Strategies you plan to try

___________________________________________________________

____________________________________________________________

Question you still have

____________________________________________________________

Reflect on the topics and information we discussed today and

list:


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+I have this child

Review packet-toolkit forinclusion, lesson plans

Select a student with a disability

Design a lesson plan that meetsthe needs of that student andassures access to the generalcurriculum

Describe adaptations,curriculum enhancements youmight use for that child

Teaching strategies

Accommodations

Modifications

Bring to class 2:

Description of the child

UDL/Backward design lessonplan

5 Strategies, accommodations,

modifications that you have

discovered- include

references/website

Be prepared to show the group

an example


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Online Inclusion Strategies:

http://www.inclusioninstitutes.org/

Inclusion for English Language Learners

English Language Learners with LD

http://www.readingrockets.org/webcasts/2007

http://tinyurl.com/35lyzy9

Paula Kluth: http://www.paulakluth.com/

LDOnline: http://www.ldonline.org/

NICHY: (Sp) http://www.nichcy.org/spanish/Pages/default.aspx

Collaboration Between General and Special Education: Making it

Work http://tinyurl.com/qrtpv

Inclusion links

http://www.kidstogether.org/inclusion/inclusionlinks.htm

Office of Special Education Programs: IDEAS that work toolkit:

http://www.osepideasthatwork.org/toolkit/index.asp


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+

Strategies and Ideas forTeachers of English

Dr. Donna C. MartinezSanto Toms University

August 11 & 18, 2010

Inclusion Toolboxfor Diverse

Learners- Day 2

Behavior andCommunication


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+What is Positive Behavior

Intervention Strategies? PBIS give schools capacity-building information and technical assistance

for identifying, adapting, and sustaining effective school-wide disciplinarypractices.

Changes the perspective:

The child IS the problem

The child HAS a problem

Negative approaches lead to harm Aversives- Seclusion

Positive approaches lead to learning and changed behavior patterns

Resources: http://www.pbis.org/and

Positive Behavior Interventions (pdf): http://tinyurl.com/PBI-pdf


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+How does PBIS help Students with

disabilities? Teachers are able to assess the student for problem behaviors

A functional assessment explains WHY a student has problem

behaviors:

Teaching methods

Academic learning level

Environment

Disability

Instructional decisions are based on data: observation, notes,


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+General interventions for

students with disabilities

1.Make changes in the environment (seating, etc.)

2.Provide opportunities to make choices.

3.Modify the curriculum.

4.Provide reinforcement for appropriate behavior.

5.Teach appropriate pro-social behaviors.

6.Teacher adapts instructional style.

7.Develop a behavior intervention plan using the data

Based on and supported by schoolwide& classroom positive

intervention plans


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+Goal # 1: Good teaching -best

behavior management tool

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

PBIS.org


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+

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

Goal #2: Apply

three tiered

prevention logic

to classroom

setting

PBIS.org


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+Goal #3: Link classroom to

school-wide

School-wide expectations

Classroom v. office managed ruleviolations

Common vision

Common experience

Common languagePBIS.org


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+

Classroom

SWPBS

Subsystems

Non-classroom Family

Student

PBIS.org


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+ Goal #4: Teach academic

like social skillsDEFINE

Simply

DEFINE

Simply

MODELMODEL

PRACTICE

In Setting

PRACTICE

In Setting

ADJUST for

Efficiency

ADJUST for

Efficiency

MONITOR &

ACKNOWLEDGE

Continuously

MONITOR &

ACKNOWLEDGE

Continuously

PBIS.org


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+Example 1: School-Wide

BehaviorsExhibit respect for yourself and

others.

Accept responsibility.Give your best effort.

Look, listen, and learn to

Exceed expectations and

Soar to success!

EGALES SOAR TO SUCCESS!


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+Example 1: An improved approach

PBIS.org


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+Example 2: SW Behaviors

The 3-Rs

Respect Yourself

Respect Others

Respect Prop

PBIS.org


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+EXAMPLE 3: SW Behaviors

A ROSE FOR ROSEDALE:

PBIS.org


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+EXAMPLE 4: SW Behaviors

+


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+Goal #5: Build systems to support

sustained use of effective practices

PBIS.org

+


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+Positive Behavior Intervention

Strategies for Your Classroom:

+


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+Did I give at least 4 positive for

each negative student contact?

Contextually, developmentally,

culturally appropriateGenuine, efficient, effective

Specific, meaningful

Varied in type & form

PBIS.org

+


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+Did I move continuously?

Obvious

PositiveInteractive

Predictable v. unpredictable

PBIS.org

+


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+Did I scan frequently?

Head up

Head & body orientationVaried in type & form

Predictable v. unpredictable

PBIS.org

+


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+Did I have positive interaction with

most students?


culturally appropriateGenuine, efficient, effective


Varied in type & form

PBIS.org

+


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+Did I handle minor rule violations

efficiently?

Contextually,

Developmentally

Culturally

appropriate

Privately v.publicly

Businesslike &efficiently

Follow w/opportunity for

positiveReinforce rule

followingPBIS.org

+


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+Did I follow SW procedures for

major rule violations ?

Calm & business-like

Follow procedure

Disengage if escalation

Precorrect for next occurrence

Look for opportunity to reinforce

PBIS.org

+


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+Did I positively acknowledge at

least 5 different students insetting?


culturally appropriate

Genuine, efficient, effective


Varied in type & formPBIS.org

+


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+Classroom Environment

Arrange environment to maximize

opportunities for:

Academic achievement

Social success

Effective & efficient teaching

PBIS.org

+


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+Minimize crowding & distractions

.

Design environments that promoteappropriate behavior

furniture,

traffic flow,

supervision,

student v. teacher areas,seating arrangements

PBIS.org

+


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+Maximize structure &

predictability

Teach teacher routines

Volunteers & substitutes, grading

& testing, transitions,

announcements

Teach student routines

Homework, group v. independent

study, materials, restrooms, drinks,

backpacks PBIS.org

+


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+Say, show, practice, review, &

reinforce positively statedexpectations

Post expectations & rulesTeach in context

Prompt &precorrect

Monitor continuouslyAcknowledge & reinforce regularly

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+Give more acknowledgements for

appropriate than inappropriatebehavior

At least 4 to 1

At least once every 5 minutesFollow correction with opportunities

for positive acknowledgement

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+Maximize varied opportunities to

respondIndividual v. group

Oral v. written v. gestural

Teacher v. student directed

Independent v. cooperative

Remember to utilize universal

design for learning

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+Maximize active engagement

Written, choral, gestural, assistive

technology

Individual v. group

Continuous v. intermittentmonitoring

PBIS.org

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+Continuous active supervision

Move

Scan

Interact

Remind &precorrect

Positively acknowledge

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+Respond to inappropriate

behavior by procedureMinors

Signal

Restate correct

Check

understanding

Reinforce

Majors

Signal

Follow SWprocedures &

agreements

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+ Establish multiple strategies for


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+ p g

acknowledging appropriate

behavior

Social, tangible, activity, etc.

Frequents v. infrequent

Predictable v. unpredictableImmediate v. delayed

Developmentally, culturally, contextually

appropriate, student focused

PBIS.org

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+Augmentative and alternative

communication (AAC) What happens if the students has no way to communicate wants,

needs, desires, joys, pains

Augmentative and alternative communication (AAC) includes allforms of communication (other than oral speech) that are used toexpress thoughts, needs, wants, and ideas. We all use AAC when wemake facial expressions or gestures, use symbols or pictures, orwrite.

AAC supplements existing speech or replaces speech that is notfunctional.

Special augmentative aids, such as picture and symbolcommunication boards and electronic devices, are available to helppeople express themselves. This may increase social interaction,school performance, and feelings of self-worth.

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+What are the types of AAC

systems? Unaided communication systems-

Rely on the user's body to convey messages.

Examples include gestures, body language, and/or sign language.

Aided communication systems

require the use of tools or equipment in addition to the user's body.

Aided communication methods include:

Paper and pencil to communication books or boards to devices that

produce voice output (speech generating devices) and/or written output. Electronic communication aids allow the user to use picture symbols, letters,

and/or words and phrases to create messages.

Some devices can be programmed to produce different spoken languages.

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+Where may I learn more?

American Speech and Hearing Association:www.asha.org

http://www.asha.org/public/speech/disorders/AAC/

International Society for Augmentative Alternative

Communication:http://www.isaac-online.org

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+3-2-1 Summary:

New ideas you encountered

____________________________________________________________

____________________________________________________________

____________________________________________________________

Strategies you plan to try

___________________________________________________________

____________________________________________________________

Question you still have

____________________________________________________________

Reflect on the topics and information we discussed today and

list:

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+

Norman Kunc&Emma Van derKlift

http://www.normemma.com/

Credo of

support

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ust inclusion

Documents