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June 30 th Work with Aki Kurose

Introduction to Inclusion. June 30 th Work with Aki Kurose. Opening Activity. Lesley Who is goofy, artistic, hard-working Who is sister of Doug Who loves the sun, coffee, reading Who feels anxious, tired, aware Who needs love, art, sleep Who gives love, time, respect

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June 30 th Work with Aki Kurose

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  1. Introduction to Inclusion June 30th Work with Aki Kurose

  2. Opening Activity

  3. Lesley Who is goofy, artistic, hard-working Who is sister of Doug Who loves the sun, coffee, reading Who feels anxious, tired, aware Who needs love, art, sleep Who gives love, time, respect Who fears failure, dark allies, falling Who would like to see South America, Puerto Rico, Ukraine Who shares her heart, her food, her friendship Who is outgoing, a perfectionist, forgiving Who is a resident of Seattle, WA Rosenthal I invite you into my poem

  4. L. Rosenthal NMSA Conference 2008

  5. Assessment Pre-Assessments to determine Baseline Performance: • Portfolio review • Student surveys • Family surveys • Standardized test scores • Curriculum Based Measurements • Criterion Based Measures • Checklists/rating scales • Systematic Observations

  6. Gather Data By: Reviewing previous year’s test results, communicating with students’ other teachers, administering pre-assessments, student and family surveys

  7. Aids/Resources Printed Matter & Supplies Technology Books/text on CD / MP3 Read to Write software Speak to Write software DVDs/CD ROMS (Rocketbooks) Math and Science Software (+ web resources) Calculators & Electronic Spell checkers Extensive web publications • Textbook supplements • Books at multiple reading levels • Thinking Maps (NUA) • Word lists • Checklists/organizers • Carbon paper/note buddy • Use of word processing • use of scribe/dictaphone • Variety of sizes/lines in index cards, sticky notes, paper

  8. Fantasy Literature Circles Stonearch Books

  9. Tips and Tricks • Hole punch everything! • Multi colored pens/markers • 2-3 step directions for what to do when student has a questions (keep on tables or posted clearly) • Resources at multiple reading levels • Questions on paper (rather than copying from the book) • Quiet and collaborative areas • Allow students to use visuals to enhance written work and vice-versa • Directions visual as well as verbal • Lines and multiple sizes (note cards, paper, stickies)

  10. Entrance • Some students may do research to obtain readings, some students may get research • Some may set up own equations, hypothesis, etc.. some set up for them • Some students will do more pre-reading, preparations to prepare for activity Exit • Some student complete all questions and/or extension • Varied length of readings/written response • One concept at a time • Lab (math or science) and observations, but not entire write up or refection (write up/reflection altered – personal) • Number of drafts required • Number of problems required to demonstrate mastery

  11. Creating a Modified Assignment THE OBJECTIVE IS FOR ALL STUDENTS WITH LEARNING DIFFICULTIES TO HAVE ACCESS TO THE SAME CONTENT AND TO ENHANSE THE SAME TARGETED SKILLS AS THE GENERAL POPULATION 1. Identify the Objective of the overall assignment: * skills taught/practiced * content addressed2. Review the ‘original’ assignment3. Identify the skill level of the students for whom the assignment is being modified4. Plan backwards. - design the end product of the assignment (worksheet, paper, project, letter, etc…)5. Identify what necessary scaffolding the targeted students will need to achieve the end product. 6. Begin working by consulting the original assignment and building and adapting the language or the skills to fit your target group.

  12. Evaluation Most importantly, we must work to constantly redefine what success looks like so that every student can have a shot at it.

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