Creating an inclusive classroom finish

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Text of Creating an inclusive classroom finish

  • 1. Rainbow Primary School86-88 Wellington Road, Victoria 3168Tel & Fax : 0397518800
    Jia Ying,
    Aryanty,
    Mehreen

2. Our Presentation
Share
Our school profile (brochure)
Role of Principal
Teacher
Parents
3. Role of Principal in Inclusive School
serve as catalysts for the key stakeholders
play a unique role in helping students, staff, and parents to think and act more inclusively
guide and support the courseof change, drawing together the resources and people necessary to be successful.
(Salisbury & Mc Gregor, 2005)
4. My Role Upgraded from Principal to Innovative Instructional Leader( NASBE, May, 1995)
5. Accessible
Collaborative
Obtaining & providing resources
Intentional
Principal
Monitor of inclusive efforts
Invested in relationships
Risk Taker
Professional development
Reflective
(Salisbury & McGregor, 2002 and Sharma, U. & Desai, I, 2003)
6. Working on three domains for inclusion in our school
7. Personal Domain
The affective part of the system, impacting attitudes, skills, and behaviors of people, including the following components:
Staff Development
Leadership & Supervision
Internal Communication
Climate & Culture
Technical Domain
The stuff of schooling, including the following components:
Standards
Curriculum (brochure)
Instruction
Assessment
Organizational Domain
The resources and structures of the system, including the following components:
External Environment (classrooms)
Stakeholders
Resource Allocation
Technology
Accountability
(McREL, 2000)
8.
Activity for attitudes

You are Stupid
All your answers are wrong
UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.
9. Teachers Role
10. Cited in Friend & Bursuck, 2005, p.157, Figure 5.1
11. Classroom Organization
Physical Organization
Walls (used for decorating, posting rules, displaying students work, and reinforcing class content)
Lighting (from windows or ceiling lights)
Floor space and the kinds and placements of furniture (nonslip surface floor, height of tables and chalkboards)
Storage
(Friend & Bursuck, 2005)
lttf.ieee.org
12. Classroom organization cont.
Classroom routine (Academic and nonacademic)
Help in reducing nonacademic time and increasing learning time
Help in preventing many discipline problems by having predictable
classroom routines
(Friend & Bursuck, 2005)
northgeorgia.easterseals.com
13. Classroom organization cont.
Classroom climate (attitudes toward individual differences)
Behavior management strategies, for example,
positive reinforcement (recognition, praise),
punishment (consequence - stay after school),
token systems (stickers, coupons),
attribution training,
public posting,
timeout and level systems
activity (computer time, free time),
the Good Behavior Game,
contracting,
consumable (raisins, peanuts, jelly beans),
tangible (school materials),
privilege (errands, line leader),
peer recognition (peer acceptance, approval),
self satisfaction (motivation, seeing others accomplishments)
(Vaughn, Bos, & Schumm, 2007; Mastropieri & Scruggs, 2004)
14. Classroom organization cont.
Classroom rules and monitoring
Use of time
Instructional time
Read story to teacher or independently
Assist the teacher
Write on or erase boards, clean desks, organize books
Go to library
Have free time to use specific supplies
Sit in special place for specified period of time
Tutor in class or with younger students
Take turn as hall monitor or line leader
Transition or free time
Visit or help another class
Care for class pets, plants, etc.
Pass out or collect materials
Help the custodian, in school office, in lunchroom
Decorate classroom
Eat lunch with teacher, principal or favorite adult
Choose friend for game or activity
Get time to work on a special project
Display students work
Use teachers materials
(Vaughn, Bos, & Schumm, 2007)
15. Cited in Friend & Bursuck, 2005, p.157, Figure 5.1
16. Inclusive Classroom
Peer assistance
pairing students for the reason of having one student accessible to assist another student when necessary.
Class wide Peer tutoring
Tutors and tutees both can gain academically and socially (Mastropieri & Scruggs, 2004).
Increase student achievement
Responsiveness to diversity
Increase self-esteem (Miller, 2002)
Cooperative learning
Provide special consideration to group project; put students with disabilities in groups with other students (Miller, 2002)
improve achievement and social integration of diverse individuals (Mastropieri & Scruggs, 2004).
Offer students with particular training in interpersonal, social, and/or cooperative skills
Create an ethic of cooperation in the class (Miller, 2002)
17. Instructional Materials
The instructional materials include textbooks, manipulates and models, and technology help in accommodating students with special needs in a classroom (Friend & Bursuck, 2005)
The tasks for teachers including
daily review, statement of objective, presentation of information, guided practice, independent practice, and formative evaluation.
Model lessons are based on careful consideration of objectives, scope and sequence of instruction, pacing, curriculum materials, and types and levels of learning expected for successful achievement of all students
(Mastropieri & Scruggs, 2004).
18. Instructional Methods
Variousinstructional methods are suggested to use, such as direct and indirect instruction, scaffolding, independent student practice, and assessment (Friend & Bursuck, 2005).
To promote better learning with proper instructional methods, different stages are considered:
awareness
knowledge
simulation
practice
incorporation (Vaughn, Bos, & Schumm, 2007)
19. Assessment
All assessments must be dependable and valid to be valuable
Standardization model
Modifications may enhance test validity without compromising standardization, such as
teaching test-taking skills,
improving motivation, and
improving examiner familiarity
Suggested types of assessments
Competency-based and statewide testing
Teacher-made test
Curriculum-based assessment
Performance test
Portfolio assessment
Explicit instruction
Modifications can be made in evaluating and scoring the work of students with special needs. These modifications can be practiced on report card grades, homework, and seatwork (Mastropieri & Scruggs, 2004).
20. ORANGE
YELLOW
GREEN
BLUE
PURPLE
RED
UNESCO. (2001). Embracing Diversity : Toolkit for Creating Inclusive, Learning Friendly Environments.
21. Parents as Partners
22. 23. Involving Parents
There are six key reasons to involve parents in embracing social relationships (adapted from Porter 2000, p.280):
They have the most important and enduring relationship with their child
Children learn more from home environment
Parent involvement assist development of their childs attitude to learning
Parents make a valuable contribution to school
Accountability is more open when parents are involved
Parents are involved in the planning of educational goals, through IEP or Individual Family Service Agreement (IFSA) meetings (Conway et al.2004 & Kemp 2003 in Loreman 2008).
24. Strategies for involving parents
This can be achieved through (Mitchem, 2005):
Parents-teachers meeting
Brief notes home to parents (communication book-Wolfe and Bollig, 2003)
Encouraging parents to visit the class
Brief phone calls to parents to report good news
(Conveying good as well as bad news )
25. The Stars of Tomorrow can be in our classrooms (Reference: Transcript from the movie TaareZamin Par, 2007)
26. ALBERT EINSTEIN
With Learning Disability
He could not talk until age 4, or read until age 9
27. LEONARDO DA VINCI
Famous artist (Mona Lisa)
With Epilepsy
28. WALT DISNEY Creator of Mickey Mouse
With Learning disability - He was slow in school
29. TOM CRUISEActor
with Dyslexia - He learns his lines by listening to a tape.
30. WHOOPI GOLDBERGActress
Oscar winner
With Learning Disability
31. MICHAEL J. FOXActor
Voiced Stuart Little
With Parkinson's Disease
32. ROBIN WILLIAMSActor
With ADHD
33. MAGIC JOHNSONBasket ball player
With ADHD
34. References
Aldridge, J. (2008). Extending inclusive opportunities. Childhood Education.
84 (3), 181

Christenson, S. L. (2004). The family-school partnership: an opportunity to promote the learning competence of all students. School Psychology Review. 33(1), 83-104.

Deppeler, J., Loreman, T., & Sharma, U. (2005). Improving inclusive practices in secondary schools: Moving from specialist support to supporting learning communities.The Australasian Journal of Special Education. 29 (2), 117

Disability fact sheet handbook . Retrieved 27 March 2008 from http://www.disability.uci.edu/disability_handbook/famous_people.htm

Franko, J.A.(2004). TAKE IT APART!. Instructor (1999). 113 (6), 30

Friend, M., & Bursuck,