INCLUSION QUICK REFERENCE HANDBOOK For all Teachers By Elizabeth Spangler ©Copyrighted material Thank you for downloading this educational resource created by Mrs. Spangler in the Middle, a teacher shopkeeper at Teacher's Notebook, a site dedicated to providing classroom-tested educational resources created by teachers, for teachers. This item is for your personal, non-commercial use. It should not be transferred or transmitted to any other use. You can purchase Accommodations Quick Reference, for your personal digital library, find more great resources from this teacher-author at their shop, Mrs. Spangler in the Middle, or visit Teacher's Notebook for thousands of free and low-cost lesson plans, classroom activities, and more! Inclusion(cid:8220)is a term educators use to describe the goal of integrating students with disabilities in to the same classrooms, community activities and resources, and home settings as students who do not have disabilities.(cid:8221)P. 513 (cid:61623) Inclusion means no longer segregating students with disabilities into separate classrooms, schools, transportation, and living arrangements.(cid:8221) P.513 (Turnbull & Turnbull,Exceptional Lives,New Jersey: Pearson Education, Inc., 2004) DEFINITION (cid:61623) (cid:8220)Inclusion refers to students withdisabilities learning in general education classes and having a sense of belonging in these classes.(cid:8221) P.65 (Turnbull & Turnbull,Exceptional Lives,New Jersey: Pearson Education, Inc., 2004) GOALS (cid:61623) Students will benefit from the powerof great expectations and visions (cid:61623) Students will benefit from high levels of social interactionthuslearning tolerance and acceptance and otherindispensablesocial skillsnecessary for success in their futures as adults. (cid:61623) Students will develop better communication skills. (cid:61623) Students will develop better developmental skills. (cid:61623) Students with disabilities will have better opportunities to make friends. (cid:61623) Students without disabilities will have better opportunities to positively impact their education and the education ofdisabled learners. What it means for STUDENTS (cid:61623) Teachers will NOT be expected to: 1. Be special educators 2. (cid:8220)Go it alone(cid:8221)(cid:8211)there will be training& other professional support 3. Double their workload(cid:8211)accommodating disabled learners looks, sounds and feelsquite a bit like what professional teachers do already. (See ACCOMMODATIONS tab) (cid:61623) Teacherswill have a proportionate class of disabled and non-disabled learners in the classroom. (cid:61623) Teachers willhelp all learnershave equal opportunities. (cid:61623) Teachers will be involved in the curriculum design, instruction and evaluation that will serve all learners. (cid:61623) Teachers will infuse the special curriculum within the general curriculum. (SeeACCOMMODATIONS &STRATEGIES tabsfor specifics.) (cid:61623) Teachers may be fortunate enough to co-teach. *Co-teaching is a partnership with a special education teacher whereby a general teacher and a special education teacher teach side by side sharing all the planning, instruction and evaluation ofallthe students. The old saying is true: 2 heads are better than 1! What it means for TEACHERS Accommodations Explained (cid:61623) (cid:8220)Accommodations must be necessary for the student to be able to learn and ultimately demonstrate the mastery of knowledge or skills.(cid:8221) (cid:61623) (cid:8220)Accommodations should facilitate the demonstration of what the student knows or can do as independently as possible.(cid:8221) (cid:61623) (cid:8220)Accommodationsmust not provide the student with an unfair advantage or interfere with the validity of tests.(cid:8221) (Beech, Dr. Marty, 2003,http://www.firn.edu/doe/commhome/pdf/accomm-educator.pdf) Accommodations are listed on a student(cid:8217)s IEP (Individualized Education Plan)and will be made in all three areas of teaching: curriculum, instruction and evaluation. Three main ways to accommodate 1. Augment(cid:8211)enhance/add to the curriculum& instructionfor students who possess learning beyond the objective. (cid:61623) Allow students who demonstrate mastery to engage in an independent study. 2. Alter(cid:8211)change the curriculum by scaling back. (cid:61623) Thiscould mean using a book at a lower reading level that addresses thesame concepts you areteaching. (cid:61623) Or it could mean providing different levels of worksheets to the students that look the same but are presented differently. 3. Adapt(cid:8211)change the way you teach/approach & evaluatea concept. (cid:61623) See STRATEGIES tab ACCOMMODATIONS Here are specific (cid:8220)ready to use(cid:8221) strategies to use with ALL students: 1. Focus on essentials with thematic instruction and graphic organizers (likemind mapping/thinking maps) 2. Establish routines(cid:8211)place agenda on the board 3. Make use of specific seating arrangements 4. Use peer tutors (study buddies) 5. Give prompts(to everyone)in content, materials, & activities (cid:61623) Give advanced organizers with vocabulary (cid:61623) Model steps using a think aloudprocess (cid:61623) Give directions verbally (cid:61623) Give directions in written form (could be on the board) (cid:61623) Givestudy guides (cid:61623) Giveguided notes(fill in the blanktypenotes) (cid:61623) Usemnemonics& other memory-inducing songs (cid:61623) Highlight important information (cid:61623) Tape record readingselections so they can be re-read at home or in school. (cid:61623) Give physical assistance (whennecessary)when working with different materials (i.e. cutting with scissors) 6. Build on background knowledgebefore every lesson (cid:61623) Make comparisonsto things students are familiar with. (cid:61623) Assist in forming mentalimages with actual pictures, vivid descriptions, or physical items. (cid:61623) Relate information to a personal story, a current or past event, or a fictional story. 7. Have multiple reviews/practicesusing different materials(videos, webquests) &in various contexts(use the 3 modalities(cid:8211)visual, auditory, & kinesthetic) 8. Allow for extra time when testing or possibly for assignments too. 9. Allow for various response methods when testing (i.e.verbal answers) 10. See the chartsfollowing this page. STRATEGIES Issue Suggested Accommodations (cid:61623) Have students use a highlighter, sticky notes/tape to Difficulty with focusing in on the objective identifyimportant points. (cid:61623) Have a student read important vocabulary, summaries andquestions first. (cid:61623) Give students a worksheet/guideto follow while reading (cid:61623) Use books at lower reading levels for the student (cid:61623) Use Cornell notes where students record main ideas and supporting details of the lesson. (cid:61623) Give page numbers for students to focus in on to find information. (cid:61623) Complete a think-aloud in class where you demonstrate how to meet the objective. (cid:61623) Provide practice with computer games/programs. (cid:61623) Provideaself-checking center or paper practice. (cid:61623) Remindstudents to listen andthinkabout what you are saying. Thenask key students to repeat what youjust said. (cid:61623) Have students tell a partner the main point of the lesson. (cid:61623) Use a reflection log for students to record the main point of the lesson. (cid:61623) Provide an audio versionof the text being read (you can Difficulty with reading record an mp3 file usingan iPhone voice recorder orfree programs like audacity). (cid:61623) Look for video that presents the information being learned. (cid:61623) Use pictures of content and vocabulary words in a PowerPoint. (cid:61623) Block off certain sections of the page so thatthe student only has to look at small pieces at a time. (cid:61623) Allow the use of a ruler or other reading highlighter to help students track. (cid:61623) Provide guided notes and/or copies of class notes and PowerPoint Presentations (cid:61623) Provide extra time to read (cid:61623) Provide as much background knowledge and vocabulary prior to reading as possible. (cid:61623) Use contests such as Book it, Sight Word Sundaes, the Great Poetry Race and others to inspire your readers to work on their challenges. (cid:61623) Use cooperative learning such as theJigsaw technique. (cid:61623) Use an advance organizer to (cid:8220)set the stage(cid:8221) for learning (cid:61623) Difficulty with organization Provide connections to background knowledge (cid:61623) Provide an overview of the plan for the lesson (the steps: first we will(cid:8230)., then we will(cid:8230)) (cid:61623) Go over new vocabulary before any lesson. (cid:61623) Have students write in their planner for each subject and initial it. (cid:61623) Require a specific homework folder that contains work (cid:8220)To Do(cid:8221) and work that is (cid:8220)Finished(cid:8221). (cid:61623) Follow a very predictable and regular routine. (We have the First 4when students walk in the door(cid:8211) which are the first 4 things they must do: 1. Get materials (including pencils), 2. Sit in assigned seat, 3. Write in planner, 4. Begin bellwork.) (cid:61623) Use an interactive notebook to keep all the information organized. (cid:61623) Use color coding to help orient students to specific tasks. (For Example, in my room, I write all Language Arts items in blue to match the Language Arts section in the planner which is also blue.) (cid:61623) Provide places in the classroom to store various supplies for the student. (cid:61623) Allow the student to keep one set of materials at home and one set of materials at school. (cid:61623) Provide guided notes. (cid:61623) Use visual aids such as posters to identify places where things belong. (cid:61623) E-mail assignments home.