Creating Responsive Learning Environments

Creating Responsive Learning Environments Mercer, Ch. 1

Prominent Values in Schools • Turn to page 5 • With a partner discuss Table 1.1 • How would these different values conflict? • How would you adapt to both values?

Cognitive Characteristics • Metacognitive Deficits • Low Academic Achievement • Poor Memory • Attention Problems • Perceptual Disorders • (Each partner take one and prepare to explain)

Affective & Behavioral Characteristics • Poor Social Skills • Poor Self-Concept • Poor Motivation • Debilitating Mood States • Adaptive Behavior Deficits • Disruptive Behavior • Withdrawal • (Each group take one and discuss)

Designing IEPs • PLOP • Annual goals and benchmarks • Related services • Program modifications • Explanation to which the child will not participate with nondisabled children in the regular class • Statement modifications in statewide or district wide assessments • Projected date for the beginning of the services • Anticipated frequency, location, and duration of services • Statement of how the child’s progress toward annual goals • Statement of how parents will be regularly informed

Annual Goals • Must relate to the PLOP • Must be measurable Example: PLOP: Jill orally reads 6th grade material at a rate of 50-75 words per minute and correctly answers 30-40% of factual comprehension questions asked orally Annual Goal: By June 15 Jill will orally read 7th grade material at 75-100 words per minute with 0-2 errors and correctly answer 90-100% of factual questions.

Short-term objectives • Stepping stones toward annual goal • Must be measurable • Should have at least 2-3 for each annual goal • Example: Obj. 1 By Dec.1 Jill will read 6th grade material orally at 75-100 words per minute with 0-2 errors and correctly answer 60% of factual comprehension questions • Obj. 2 By March 1 Jill will read 6th grade material orally at 100-125 words per minute with 0-2 errors and correctly answer more than 70% of factual questions

General Education Class • Special Materials and Consultation • Itinerant Services • Resource Room Assistance • Inclusion with co-teaching

Regular Education Initiative (REI) • Major revisions on how services are provided • Disagreed with the dual system of special education and general education • Recommended the continuum of special education services be eliminated • Students with disabilities be educated totally in the general education environment

Rationale for REI • Some students with LD or EBD do not qualify for special education • Special education stigma • Special education emphasizes failure rather than prevention • With rigid eligibility requirements does not promote cooperative school-parent relationships

Inclusion Movement • Little evidence exists to support the education of students in segregated settings • The world is an inclusive community • Need to prepare students to learn and grow within communities similar to the world they live in

Rationale for Inclusion • Placing student in integrated or inclusive settings is morally right • Identifying and labeling students within special education is harmful • Special education placements have not proven effective • Through collaboration, the educational needs can be met • Placing students with and without disabilities together teaches youngsters to understand and appreciate individual differences

Rationale for Continuum of Alternative Placements • Special education placements are necessary to meet the intense and diverse needs of students with disabilities • Parents have fought hard for services over the years, inclusion threatens the loss of service options • Continuum of placement options is mandated by law • General education teachers are not prepared to work with students with disabilities • Many general education teachers do not support inclusion • No clear evidence that inclusion is appropriate for all students with disabilities

Models for Teachers Teaching Teachers • Collaborative Consultation • Teacher Assistance Teams • Coaching • Peer Collaboration • Cooperative Teaching

Creating Responsive Learning Environments

Creating Responsive Learning Environments

Presentation Transcript

Culturally Responsive Environments

Creating Productive Learning Environments

Creating inclusive outdoor learning environments

CREATING LEARNING ENVIRONMENTS

Creating Test Environments

Creating Environments to Foster Deep Learning

Classroom Management: Creating Productive Learning Environments

CREATING 3D ENVIRONMENTS

Creating compassionate learning environments in m idwifery

Creating positive learning environments

Creating Enabling Environments

Day FOUR Creating Culturally Responsive Classroom Environments

Creating Collaborative Learning Environments

Creating Positive High School Learning Environments

THE OECD LEARNING ENVIRONMENTS EVALUATION PROGRAMME Creating Effective Learning Environments

Chapter 11 Creating Learning Environments

Creating Learning Environments

Creating Productive Learning Environments cont.

Creating Communication Environments

Creating Communication Environments