The latest graphic from Kristin Weins, an educator, inclusion coach, and author of My Gratitude Jar, lists the best practices…
The Special Educational Needs & Disability (SEND) Course helps students to utilise various methods to suit the learning styles of the children they teach.
October is Disability Awareness month, but it's so much more than awareness... it's about acceptance and seeing people, our students, for who they are. FREE Disability Awareness bulletin board display. Only at Mrs. D's Corner.
This article includes basic information to give an introduction or overview of what is inclusion and some tips for implementing it.
Here are 10 Tips for promoting inclusion for students in special education: For both general and special education teachers.
The education for children with special needs has developed gradually over time and is still in the process of transformation. Before the Civil Rights Movement, children with special needs were denied education and ill-treated in society. After the formulation and implementation of various acts that protected the rights of
Inclusive education is finally starting to attract the attention it deserves in American public schools. Inclusion improves outcomes, fosters social and emotional development and equips students for life outside of school. Despite its value, however, school districts still claim challenges to implementing full inclusion. Talk of insufficient resources, ill-prepared staff and myths about inclusion still exist to create barriers. The good news is that there are ways to overcome these challenges and move towards inclusive schools in every community. Let’s explore some ways in which we can make inclusion become a reality. The first common challenge to overcome is debunking the myths and misunderstandings of inclusive education. We need to provide educators, schools and communities with accurate, up-to-date information. For example, inclusion is not a service or program that is offered to a group of students. It doesn’t happen in a classroom nor is it an instructional strategy. Inclusion is an attitude that determines how we interact with one another. It drives our desire to include every student, regardless of ability, in meaningful learning experiences alongside their peers. The website, Wrightslaw, is an excellent place to start learning and sharing accurate information about inclusion. Newsletters, Parent Night, teacher inservice and videos such as Including Isaac can also help relay the meaning of inclusion. Another challenge to inclusive education is belief that it works for students with and without special needs. The National Catholic Board on Full Inclusion has complied an extensive amount of research that that shows the many benefits of inclusion to both typically and non-typically developing students. For example, The National Institute of for Urban School Improvement found that, "Surveys conducted with parents and teachers involved in inclusive settings generally show that they see no harm to the non-disabled children and that they have positive opinions about inclusion. In fact, one survey of more than 300 parents of elementary-age children shows that 89 percent would enroll their children in an inclusive classroom again.” Furthermore, evidence reported by McGregor, G., & Vogelsberg, T. (1998) found that inclusion results in greater number of typical students making reading and math progress compared to non-inclusive general education classes, inclusion does not compromise general education students’ outcomes, typical peers benefit from involvement and relationships with students who have disabilities in inclusive settings, and the presence of students with disabilities in general education classrooms leads to new learning opportunities for typical students. According to Falvey (2004), “There have been no studies conducted since the late 1970’s that have shown an academic advantage for students with intellectual or other developmental disabilities educated in separate settings.” It is clear that inclusion can be a significant benefit to the entire school community. And, finally, the third most common challenge is understanding the mechanics of inclusion. Inclusion is like a car. There are many parts under the hood that work together to make it run smoothly. One of the most important parts is having the support of school administration and staff. The adults in the building help set the tone of an inclusive school - from the principal to the bus driver, the playground supervisor and the classroom teacher. They are friendly, welcoming and make inclusion a priority in all school activities. In fact, many inclusive schools institute a school-wide character education program, in which staff, students and families participate. This helps reinforce the common goal of inclusion. Another important aspect to inclusion is ensuring that the general education classroom is where a student receives the majority of his/her educational needs. Special Education teachers and Paraprofessionals offer their support, as outlined in the student’s IEP, while the classroom teacher makes accommodations and/or modifications to the curriculum. There may be some need for focussed instruction outside of the classroom, which usually happens during the least disruptive time of day. In addition to curriculum, materials and resources are made accessible to all students. Varying levels of text, visual supports, manipulatives and assistive technology are woven into the class program. For ways to implement these strategies, you can look to Brookes Publishing Company where there are a great selection of teacher guides for the inclusive classroom. Lastly, inclusion involves the work of parents and families. Communication between home and school is essential to making sure the student is learning and thriving in the classroom. It should be a consistent, pro-active arrangement where information is shared between the family and classroom teacher, that is for the benefit of the child. Depending on the child’s needs, daily, weekly or monthly updates is required beyond the yearly IEP meetings. Setting up lines of communication such as email, a “communication book” or phone calls, can facilitate an on-going conversation about the child’s progress, challenges and needs. Inclusive education is a belief system that values a child’s abilities first, not their disabilities. Because it involves the entire school community, there are challenges that can be faced. However, knowledge, discussion, access to resources and support, along with ongoing communication, can help those challenges feel surmountable. Children of all abilities can then truly have equal access to a free and appropriate education. Staub, Deb. "Inclusion and the Other Kids." National Institute for Urban School Improvement, 2005. Web. 25 May 2015. . McGregor, G., & Vogelsberg, T. (1998). Inclusive schooling practices: Pedagogical and research foundations. Baltimore: Paul H. Brookes. Falvey, M. (2004). Towards realizing the influence of “Toward realization of the least restrictive environments for severely disabled students.” Research and Practice for Persons with Severe Disabilities, 29(1), 9-10.
Great ideas from an librarian, SLP, and PK teacher!
Creating an inclusive environment in your school and are wondering where to start? Here are 5 best pieces of advice for fostering inclusion.
A collection of visuals and quotes about inclusive education by prominant educators working in the field of special education.
The classroom is children’s home away from home and must be warm and inviting and packed with opportunities for the children to learn new concepts. Children with special needs may need some modifications of typical classroom experiences in order to thrive.
A blog about parenting kids with special needs
Last year, the principal at my son’s elementary school asked me to write a short essay about inclusion of students with special needs for the school newsletter during Autism Awareness...
Here are 10 Tips for promoting inclusion for students in special education: For both general and special education teachers.
Many regular ed teachers feel inadequately prepared to serve the needs of students with special needs. Here are some ideas.
Inclusion in education is more than including students with special needs into the mainstream classroom, but rather has expanded to mean the inclusion of all students and recognizing their unique selves - including culture, background, experiences, learning styles, and differences. Inclusion in education makes it imperative to use unbiased resources and meet students where they are. With this in mind it is imperative to create an inclusive classroom and to use inclusive teaching materials. An inclusive classroom climate refers to an environment where all students feel supported intellectually and academically, and are extended a sense of belonging in the classroom regardless of identity, learning preferences, or cultural background. An inclusive classroom climate requires teachers explore diverse readings, lessons and social examples that engage with often-marginalized experiences. Remain attuned to contemporary political and social issues, and provide opportunities for students to share their thoughts and perspectives from all sides, with respect and with age appropriateness in mind. An inclusive resource engages all students and allows all groups of students to see themselves within the material. In your teaching and resources, use varied examples that include multicultural examples, visuals and materials. Include multiple perspectives in class discussion and assignments whenever possible. If including course material or examples that place a group in the position of an oppressed victim, instructors should be sure to provide examples of empowerment for balance. Other ways to involve multiple perspectives include playing devil’s advocate, engaging in a debate about the possible interpretations of a text, and assigning the work of relevant minority scholars. Consider these two questions from the University of Michigan article Creative Inclusive Classrooms - retrieved 12.7.2020 from https://crlt.umich.edu/gsis/p3_1. Whose voices, perspectives, and scholarship are being represented? Include multiple perspectives on each topic of the course rather than focusing solely on a single perspective. For example, if the topic is "The Great Depression in the USA" the content should not focus solely on the experiences of European Americans. Americans of African and Asian descent, American Indians, Mexicans, etc. had experiences and views that should be acknowledged. It would also be important to include the experiences and views of people with different socio-economic statuses in this example. Include, as much as possible, materials written or created by people of different backgrounds and/or perspectives. If all the authors or creators of materials in a course are male (or female), white (or another group), liberal (or conservative), etc., instructors will be sending a message about the voices that are valued and will be devaluing the scholarship of others who have written or created materials on the topic. (This guideline should be altered appropriately in courses where the focus of the course is to better understand a particular perspective or world view. Even these courses, however, should be attentive to the range of possible voices on a given topic.) On a related note, it is important to include works authored by members of the group that the class is discussing. For example, if the course deals with topics related to Muslims or Islam and the syllabus does not include materials written by Muslim authors, the message sent to students may be that you devalue the contributions of and scholarship produced by Muslims. Resources that are inclusive and fit the inclusive framework include: Reading Comprehension and Fluency Passages for High School Students Set 1 Early Finishers for December, Winter, ELA, Math, Puzzles, Christmas, Hanukkah Informational Text Student-Centered Unit: Queen Elizabeth II - DIFFERENTIATED FREE: Chadwick Boseman Informational Text Unit Hybrid, Distance and Packet FREE: Chadwick Boseman Informational Text Unit GOOGLE SLIDE VERSION Kamala Harris Informational Text Unit Kamala Harris Informational Text Unit GOOGLE SLIDE VERSION Tulsa Race Riots - At Level and High Low - Informational Text Unit Tulsa Race Riots - At Level & High Low Informational Text Unit GOOGLE SLIDE VERSION Frederick Douglas - At Level & High-Low Informational Text Unit Frederick Douglas - At Level & High-Low informational Text Unit GOOGLE SLIDE VERSION Marvel Universe High Low Informational Text Unit for Grades 5-12 TikTok Famous Informational Text Unit for Grades 5-12 Villains and Monsters: Informational Text Reader: CCSS: High Interest Low Level Bundle: Native American Reading Comprehension, Text Structures, Readers Theater+ GOOGLE SLIDE RESOURCES Marvel High Low Informational Text Unit for Grades 5-12 Tuskegee Airmen - High Interest Low Level Information Text Unit Maya Angelou High Low Informational Text Unit GOOGLE Maya Angelou High Low Informational Text Unit GOOGLE SLIDES: TikTok Famous: High Interest Low Level Informational Text Unit CCSS Activities EASEL EDITION: TikTok Famous: High Interest Low Level Informational Text Unitt Activities Villains and Monsters: Informational Text Unit High Interest Low Level GOOGLE And the list keeps growing. Exclusive Learning Resources Checklist Handout on designing an inclusive classroom. Ambrose, S. A., Bridges, M.W., DiPietro, M. & Lovett, M.C. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey Bass. Armstrong, M.A. (2011). Small world: Crafting an inclusive classroom (no matter what you teach). Thought and Action, Fall, 51-61. Creating Inclusive College Classrooms(link is external) - UMichigan Center for Research on Learning and Teaching (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge. Kaplan, M. & Miller, A. T. (Eds.). (2007). Special Issue: Scholarship of multicultural teaching and learning. New Directions for Teaching and Learning, (111). Salazar, M., Norton, A., & Tuitt, F. (2009). Weaving promising practices for inclusive excellence into the higher education classroom. In L.B. Nilson and J.E. Miller (Eds.) To improve the academy. (pp. 208-226). Jossey-Bass. Tanner KD. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE–Life Sciences Education, 12: 322-331. University of Virginia. Center for Teaching Excellence. Teaching a Diverse Student Body: Practical Strategies for Enhancing our Students’ Learning(link is external). Watson L et al. (2002). How Minority Students Experience College: Implications for Planning and Policy. Stylus. Elizabeth Chapin-Pinotti Elizabeth Pinotti
How to be friends with a special needs mom | Here are 10 easy ways to encourage and be a supportive friend to your friends whose children have special needs | How to encourage a special needs mom (when you aren't one)
Paras are essential for our classroom to run effectively, so here are 4 tips to support & train paras well. Start with these strategies today
I’ve been gearing up to share some awesome book lists with you as part of my new book series! I LOVE using picture books in the classroom, and now that I’m home with Quinn… I love finding new titles to share with you! Everything I share with you on the blog I buy first. I […]
Take a peek inside 9 unique special education classroom setups! Learn how each teacher sets up her classroom!
Companies are releasing new inclusive lines that solve some of the dressing challenges that people with physical and mental disabilities face
Special education can be seen as specialized instruction to meet the learning needs of a special child and provide them opportunities to the fullest potential. We like to read quotes, especially positive quotes because they are concise sentences that express wisdom and awaken motivation, inspiration, and happiness. Quotes help
Being a new special education teacher can be overwhelming and stressful. Check out The FIRST thing to do as a new special ed teacher.
Since I began my teaching career, I have always worked with students of all different learning styles, and learning speeds. I have worked ...
Educators working in inclusive classrooms sometimes make mistakes in their practice. Learn from Noodle Expert Lisa Friedman how parents and teachers can work together to avoid these stumbles.
Inclusion Behavior Social Story | Social skills allow us to communicate and problem solve. For students with special needs and more specifically, our friends with Autism, we need to teach them these skills. Inclusion means that students with disabilities are supported in the general education setting. Knowing how to act in inclusion is a skill that we need to teach some of our friends with special needs. What is included? 18 page social story Looking for MORE social stories? Find them here. Connect with me: • Newsletter • Blog • Facebook • Instagram • Pinterest • Thanks for Looking and Happy Teaching!
Free Inclusive Coloring Pages for Kids with Special Needs! Artist Sue Nuenke creates wonderful coloring pages to download and use, free!
Finding help for a child with special needs can be challenging.
Teamwork is an important part of any spec-ed teacher's role, providing instruction for special needs children while working alongside the classroom teacher.
Some great strategies for Supporting Students with Autism in Inclusion. A resource for general and special education Supporting Students with Autism
Providing a free, appropriate, non-restrictive education for all.
When you teach in a multiple disabilities classroom, there is often a lot of equipment in a multiple disabilities classroom
I remember seeing the quote “inclusion elevates all”, when reading a recent article about Gucci highlighting a beautiful woman for their makeup campaign. The woman had Down syndrome and she was simply radiating. The increase in representation of people with different abilities is so moving to me and honestly long overdue. Today I will share […]
With World Down Syndrome Day and Autism Awareness Month right around the corner, this is the perfect time to think about hosting your own disability awareness day to help students throughout your school better understand different types of disabilities! Last year, I used this Disability Awareness Day Kit from The Bender Bunch to host a schoolwide awareness day for 3rd-5th graders. I was lucky enough to have a principal that let me get a sub for the day to run this wonderful event. I set aside about an hour and 15 minutes per session and did each grade level at their own time. For the event, I sent out parent volunteer forms and got parents to sign up for a time slot to help run a table! Traci from The Bender Bunch included so many great things for me to use during this event. There are some things that you need to grab ahead of time that you'll see in my pictures, but overall it was really just making copies, finding volunteers, and setting up the stations! For my event, I created my own questionnaire to send out to teachers about a week before the event to have their students fill out. This gave me a great idea what they knew about disabilities already, what questions they had, etc. They answered a very similar questionnaire after the event so I could see what they learned! I also spend about 15 minutes at the end of the the event talking to each grade level about ways they can be a good friend to someone with a disability, asking them questions about what they learned, and answering any lingering questions. Overall, it was a GREAT success! In the future, I'd love to do it again (with help!). I did this event last year all on my own and although it turned out amazing, I would love to do it again with a little less stress (and someone to help me answer questions, those kids had some awesome questions!). Each station was set up at a table like this with everything you needed to run the station smoothly! I grabbed a bunch of gloves from our school lost and found and had the students trying to pick up pennies, tie their shoes, etc. It was eye opening for them! Finger spelling word puzzles, these were awesome! One of our stations had Google Chromebooks set up with a couple different things. One was white noise where they had to listen to the white noise while doing the specified activity. I also had some set up to show them a video through the eyes of someone with Autism. They all loved this! I e-mailed the Autism video to classroom teachers in case someone didn't get a turn. You can see the video HERE. I loved this station. All of the kids were like "I can't see that!!!" and I'm like "that's the point ;-)" haha! Have you ever done something similar at your school? If not, I highly recommend doing it! This event was a huge eye opener and big hit!
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Creating an inclusive environment in your school and are wondering where to start? Here are 5 best pieces of advice for fostering inclusion.
This article includes basic information to give an introduction or overview of what is inclusion and some tips for implementing it.
How to effectively promote an inclusive learning environment. Working together we can create amazing opportunities for all our children.
The World Report on Disabilities says that 15% of the population today lives with some form of disability. If you're not in that 15% today, chances are you may be In the future. That's because in the years ahead, the prevalence of those with disabilities will rise as the population ages. In fact The Institute on Disability reports that more than 1/3 of those over 65 have a disability. It's the law Making the world accessible to those with disabilities isn't just the right thing to do. For some it has become law. For example, in 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology accessible to people with disabilities. More and more businesses are following this lead, not just for ethical reasons, but also because accessibility means more customers. Defining accessibility When accessibility is addressed, everyone can understand a space, integrate in it, and/or interact with its content. It lessens the burden for those needing accommodations to fully participate and engage. Those trying to address accessibility understand the importance of technology. In fact, in many cases, digital is what makes accessibility possible. There are numerous ways that technology can serve as the eyes, ears, hands, and mouth for those with disabilities. But creating with accessibility in mind, is just the beginning. From accessibility to inclusion Accessibility and inclusion are closely related, but inclusion goes even further. This chart outlines what happens when we move from accessible to inclusive. Accessibility Inclusion Opens the door to an equivalent experience. Provides the same experience for all people. Considers people with varying abilities and differences afterwards. Includes those with varying abilities and differences before and during the design process. Designs "for" those with differences. Designs "with" those with differences. Usually refers to accommodations for those with disabilities. Designed for all people. Those with disabilities as well as those who speak other languages, observe different religions, make different lifestyle choices, and anything else. Designing afterwards by making adaptations, retro-fitting, and/or creating new and specialized design. Designing, from the beginning, products and environments that can be used by all people. You must take extra steps to make something accessible. You don't have to take extra steps to make something accessible. It is a design feature. Uses neutral language for example, avoid saying things like "all rise" and use gender neutral language. A box is an accommodation to make viewing accessible. Removing the fence makes it inclusive. Photo credit and a super interesting story from the photo's creator Craig Froehle.
Here are some tips to help facilitate a smooth transition for students with disabilities to the inclusive education classroom.
Differentiation is certainly a hot topic in education these days and as Special Educators we know a thing or two about differentiating for our student’s to succeed. Today I want to focus on how we can differentiate for our students during their inclusion times. This year, all of my students are included for PE and ... Read More about Top 3 Ways to Differentiate for Inclusion
My simple " Tips4Inclusion" should be displayed in every grade school classroom. They are tips from my published children's guide that has been seen and used around the world. ...
Successful inclusion is our last of the 10 Steps to Well-Run Classrooms series. Here are 7 steps to help your students be successful outside your room.
This post may contain affiliate links. That means that if you click the links and make a purchase I may receive compensation at no additional cost to you. I do not recommend any companies that I do not persoanlly use and love. Please read our disclaimer for more info. Teaching inclusion can be overwhelming for someone who is new to the job, or maybe you are just in a new co-teaching relationship. There are so many things to worry about, from the needs of your students, to your co-teaching relationship, to working with parents. Here are some tips for someone who is new to inclusion. Treat all of the students the same It is easy to go into the classroom and focus on only the students on your caseload. It is your job to help these students and ensure that they are receiving all of their necessary accommodations and modifications. But, you need to remember that for optimal co-teaching, you need to remember that as a co-teacher in the classroom, all of those students are yours. Treating all of the students as though they are yours, makes your special education students more comfortable asking you for help and working with you. The older students get, the less likely that they are to want to seem like they’re receiving extra attention. When I am circulating the room, I make sure to help all of the students so that my kids are not embarrassed when I am helping them. Also, treating all of the students as though they are yours makes classroom management easier. When students see you as the special education teacher or the helper teacher, they don’t always show you the same amount of respect as they show the general education teacher. If you and your co-teacher act in a way that demonstrates that you are both in charge, the students are not going to walk all over you. Keep open lines of communication Co-teaching is impossible without a lot of communication. You need to make sure that you’re always on the same page as your co-teacher. Make sure that you agree with them in how you are going to teach a concept. Make sure that you agree with them in how you are going to assess the students. Don’t leave your concerns unheard because you are nervous to upset or offend your co-teacher. You have a valuable perspective that maybe they just need to hear. Communication is also important for parent-teacher relationships. If you are keeping an open line of communication with parents/guardians, the parents are going to feel more apt to trust you when they are questioning something. How often are students running home and telling parents a different side of the story? If the parents have heard your side of the story first, they will be prepared to talk to their kids when they come home from school. Don’t be afraid to speak your mind Your school district hired you for a reason. Although, co-teaching can be difficult when there are disagreements. Sometimes, it can feel like it would be easier to just differ to the content area teacher because they are the expert in that subject. But, your opinion is valuable. You are the specialist in teaching strategies, and modifying the curriculum to meet the needs of your students. If you approach a disagreement from a place of respect, you can hopefully have a calm conversation and maybe agree to a compromise. Don’t go in expecting a fight, because if you do there is a greater chance that is what you are going to get. Don’t let the paperwork get ahead of you When people ask me what I do, sometimes I just answer with, “paperwork.” Sometimes it feels like I am drowning in papers. I am constantly surrounded by testing reports, IEPs, work samples, quizzes or tests I am grading, professional development handouts, you name it! Make sure that you take the time to develop a paperwork organization system, and that you stick with it. I try to carve out time every week where I file away everything that I have sitting around. If you go too long it is just going to get more and more overwhelming and you’ll want to put it off even more. If you have time scheduled into your week that you put paperwork away, it won’t get away from you. Also, check out: Guiding Paraprofessionals When Co-Teaching Gets Tough The Ultimate Guide to Co-Teaching eBook! Check it Out! We won’t send you spam. Unsubscribe at any time. Powered By ConvertKit FREE co-teaching checklist Subscribe to receive a free co-teaching checklist! Success! Now check your email to confirm your subscription and download the checklist. There was an error submitting your subscription. Please try again. First Name Email Address We use this field to detect spam bots. If you fill this in, you will be marked as a spammer. Get the Checklist! We won't send you spam. Unsubscribe at any time. Powered by ConvertKit
Use the special ed inclusion documentation forms to keep track of service times, lesson plans, and more. Streamline it all quickly and effectively!
Visual boundaries are a vital part of classroom setup. Let me show you how I utilize these visual boundaries in classroom!
