Inclusion

1. Inclusion

2. http://www.coe.wayne.edu/wholeschooling/WS/Schls/O%27Hearn.html • Would you want to work at this school? • Why or why not?

3. http://www.coe.wayne.edu/wholeschooling/WS/Video/SupportCntrs.html • Do you think the children are benefiting from the collaborative arrangement? Why or why not? • Do you think the teachers are benefiting from the collaborative arrangement? Why or why not?

4. Discussion:Split into groups of 4. Write down your answers and put all of your names on the paper for attendance. • Case study: • Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh-questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers. • Should Andrew participate in an inclusive settings? If so, how much time? If not, why? • What parts of access to the general curriculum would benefit Andrew?

5. Case Study Continued… • Andrew also displays disruptive behaviors when: • There are changes in the routine • He doesn’t understand the task • He is denied access to something he requested Andrew’s disruptive behaviors include: • Hitting, throwing objects, laying on the ground, and yelling out • Should Andrew participate in an inclusive settings? If so, how much time? If not, why? • What parts of access to the general curriculum would benefit Andrew?

6. Did your answers change? • Why? • How do you think general education teachers would feel about having Andrew in their class? • How do you think other students feel about having Andrew in their class?

7. Universal Design for Learning UDL: A framework for allowing all students to access the general curriculum.

8. What is UDL? • UDL is an approach for instructing students with disabilities in the general education classroom. • UDL was first introduced in 1999 by the Center for Applied Special Technology (CAST). It addresses individual learning differences based on brain research and new technologies. • Universal Design originated in the field of architecture. In architecture, UD was used to make sure that structures were designed in a way that they were accessible for everyone (those with and without disabilities).

9. The Curb Cut: An example of UD • The curb cut is a universal design. All people (with and without disabilities can use it). • Examples: • People who use wheelchairs • People with strollers • People with carriages • People on skateboards • People pulling wheeled suitcases • Incorporating features into the design is more economical and aesthetically pleasing than modifications made after-the-fact.

10. Why should I use UDL? • UDL provides the framework for all students to learn. • The law (IDEA '97) requires that all students are provided access to and given the opportunity to make progress in the general education curriculum. • A one-size-fits all approach obstructs the progress of all students. • The results of UDL benefit all students.

11. How does UDL make learning more accessible? • UDL takes into account the diverse needs of all students including: • Interests • Styles • Abilities • Disabilities • In application, the diverse needs are addressed through modifications, accommodations, and adaptations. • There is not a single design for everyone. Lessons are set up for all students (with and without disabilities) to have access to learning.

12. The 3 Learning Systems in the Brain 1. Recognizing patterns 2. Generating patterns 3. Determining priorities • The activity level of the each system and the interaction between them determines an individual’s learning style.

13. The 3 Principles of UDL • UD curriculum must provide multiple representations of content. • Provide multiple modes of presentation for students to select from. Can include standard texts or lectures, visuals, auditory, etc. • UD curriculum must provide multiple means of expression and control • Rather than only printed text, UD allows for other alternatives including video, art, music, use of computer technology, etc. • UD curriculum must provide multiple means of engagement and motivation. • Implemented through adapted lesson planning designed for students’ interests.

14. References • Universal Design for Learning. Retrieved August 5, 2006, from http://www.cast.org/research/udl/index.html

15. Personal IEP • Identify Supplementary aides and services you need. • Identify the special education services of specially designed instruction you need. • Identify your other educational needs. • Identify the related services you need to be education in this class.

16. Group Activity (Round Robin): • How many ways can you present material to your students? • How many ways can your students respond? • In what ways can the general curriculum be altered so that Andrew can access it? • What other accommodations might Andrew need to be successful in the general education setting?

17. Case Study • Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh-questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers. • Andrew also displays disruptive behaviors when: • There are changes in the routine • He doesn’t understand the task • He is denied access to something he requested Andrew’s disruptive behaviors include: • Hitting, throwing objects, laying on the ground, and yelling out