1 / 19

EDU 684: Including Diverse Populations

EDU 684: Including Diverse Populations. Session 2. Housekeeping. Questions Journal Discussion sign up Mini-lessons sign up 3 stories. Agenda. Listen/talk about special education and inclusion. Discuss policy implications from the Obama administration.

rafael-mann
Download Presentation

EDU 684: Including Diverse Populations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDU 684: Including Diverse Populations Session 2

  2. Housekeeping • Questions • Journal Discussion sign up • Mini-lessons sign up • 3 stories

  3. Agenda • Listen/talk about special education and inclusion. • Discuss policy implications from the Obama administration. • Work together on what we know and what we want to know about teaching. • Watch/discuss a dramatic portrayal of middle school teaching. • Listen/talk about minilesson planning strategies. • Planning time for book presentations.

  4. Early Foundations of Special Education • Using appropriate wording • Early settings • Other forms of inequality in schooling • PL-142 (1975) – free and appropriate education for all • NCLB and increased accountability Geraldo Rivera, 1972, at Willowbrook State School – Staten Island, NY

  5. IDEA and Vocational Rehabilitation Act • 1990 - IDEA (Individuals with Disabilities Education Act) – expansion of PL 94-142 • Key terms: • Zero reject • Free and appropriate public education (FAPE) • Nondiscriminatory evaluation • Individualized education program (IEP) • Least restrictive environment (LRE) • Vocational Rehabilitation Act • Federal funds

  6. Classroom Teacher Responsibilities • Monitor progress • Communication • Advocate • Be on top of paperwork • Adapt instruction • Consult PRIM for ideas • Be courageous ISBN: 978-1878372116 Amazon.com

  7. Inclusion • Including special education students in the general education classroom • Varying levels • Support services – push-in, pull-out • Is it LRE and appropriate? • Concerns?

  8. Response to Intervention • Rejects ‘wait to fail’, ‘wait and see’ attitude of the past • Belief in early intervention (EI) • Individualized approach – leading to IEP • “Is this student markedly different than his/her peers?”

  9. Parts of RTI • Variable model • Progress monitoring • Strong overall classroom techniques • Aggregate strategies for when students struggle • Individual strategies for students who struggle

  10. Universal Screening • Be aware of cultural biases • Baseline assessments • Not limited to just academic areas • Try simple solutions first • Ongoing assessment • Different formats • Trust your instincts

  11. Teachers’ Role in RTI • Identify issues • Reflect on class/teaching • Academic factors/nonacademic factors • In school/out of school factors • Communicate with school staff • Communicate with student • Try something new • Monitor to see if it is working

  12. Journal Discussion • Obama (2009)

  13. What We Know and Want to Know About Teaching • In a group of 4 – 5, brainstorm things that you know (or think you know) about the teaching profession. • On your paper, list your K ideas on the left side of the paper. • Then, list things your W ideas on the right side of the paper. • Be ready to share!

  14. Video Discussion • “The Wire” – Season 4 • Setting the scene • Rawness • Accuracy • Reactions? • What mistakes did Prez make? • How would you handle these situations?

  15. Mini-lessons • Mini-lesson, not maxi-lesson. • Popular structure: The “Workshop Method” • ~10 minute mini-lesson • ~25 minute independent work • ~10 minute share/review • Boredom = no learning. • Keep it simple.

  16. Mini-lessons (cont.) • Important components: • Aim/objective – What do we want the students to learn? • Motivation – How will we *spark* interest for our lesson? (less than 1 minute) • Materials – What supplies do we need? • Procedure – numbered list – What steps will we take to teach our lesson? • Questions – What are some key questions we will ask during the lesson to check for understanding?

  17. Mini-lessons (cont.) • Independent work – What will the class do to practice the new skill that you have taught them? • Student evaluation – How will you assess if the students learned the material? • Follow up – What will be your next lesson/homework assignment to build on this learning?

  18. Group Meeting Time • Journal Article Discussion Groups • Book Presentation Groups

  19. For Next Time . . . • Read and be ready to discuss Anyon (1980) • Read Ch. 4 - 5 in textbook. • Be thinking about your upcoming assignments (see syllabus).

More Related