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Including Children with Special Needs in the Regular Class

Including Children with Special Needs in the Regular Class. Teacher Krystel Tolentino. Overview. special education concepts of inclusion different ways of learning. "What is taught isn't the same as how it is taught." Howell, Fox, Moorehead.

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Including Children with Special Needs in the Regular Class

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  1. Including Children with Special Needs in the Regular Class Teacher Krystel Tolentino

  2. Overview special education concepts of inclusion different ways of learning

  3. "What is taught isn't the same as how it is taught."Howell, Fox, Moorehead "If a child can't learn the way we teach, maybe we should teach the way they learn" Ignacio Estrada

  4. Special Education Definition Specially designed instruction, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings.

  5. Special Education “…the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community” - DepEd, 1997

  6. Function of Special Education • Assessment • Placement • Modifications • Individualized educational program • Collaboration with IEP team

  7. Inclusion • The practice of providing a child with disabilities with his or her education within the general education classroom, with the support and accommodations needed by that student

  8. Mainstream and Inclusion http://www.isec2000.org.uk/abstracts/papers_c/correia_1.htm

  9. Inclusion is… • Embracing and respecting differences • Expanding choice for CSN • Promoting unconditional acceptance • Creating a welcoming and inviting environment • Involving age-appropriate peers • Creating connections in the community • Respecting the entire family

  10. Inclusion is NOT • Mainstreaming • Segregated Programs • Physical Placement • Placement with Younger • Peers • Part-time • A Program • A Privilege

  11. Barriers to Inclusion • Negative attitudes and/or stereotypes • Fear • Lack of understanding of educational responsibility • Lack of training • Inadequate ratios of adults to children • Lack of support from leadership • Lack of a plan to implement and sustain inclusion practices

  12. Myths about Inclusion • Every child with a disability needs a one-on-one aide. • You have to know everything about a child’s disability in order to support that child. • Including children with disabilities will compromise the quality of the program for the other children.

  13. Parent’s Perspective on Inclusion

  14. How to Foster Inclusion?

  15. CSN in the Classroom

  16. Different Ways of Learning • Learning preferences • VAKT (visual, auditory, kinesthetic & tactile) • Multi-sensory teaching & learning

  17. Different Ways of Learning • Learning styles (McCarthy, 1987) • Dynamic, innovative, analytic & procedural

  18. Different Ways of Learning • Nature of Intelligence • Multiple Intelligences • 8 Smarts: word (verbal/linguistic), number (logical/mathematical), picture (visual/spatial), body (body/kinesthetic), music (musical/rhythmic), people (interpersonal), self (intrapersonal) and nature (naturalistic)

  19. Different Ways of Learning

  20. Adjustments

  21. Teaching Strategies • Use the strengths and interests of the learner • Reward learner efforts • Focus on assessment of concepts rather than conventions • Break instructions into chunks • Provide clear instructions in sequence • Teach prerequisites beforehand • Build in practice opportunities for new skills • Use multi sensory approaches • Teach new concepts explicitly

  22. Teaching Strategies • Review info on previous topics and describe current lessons. • Summarizing various activities planned. • Set learning expectation • Set behavioral expectation in classroom • Identify material need for lessons • Refer resources that will help master the lesson • Simplify the instruction and expectation

  23. Behavioral Intervention • Praise when positive behavior is displayed immediately. • Be consistent to avoid confusion. • Ignore unintentional behavior • Encouragement from the teacher can help prevent students from becoming frustrated with an assignment.

  24. When teachers are more aware of the struggles of CSN, they can better help the students in the classroom and establish a calm structured learning environment.

  25. References Stevens,S.H. (1997) Classroom success for the LD and AHDH child.Winston-Salem,NC :John F. Blair. Kochhar, C., West, L., & Taymans, J. (2000). Successful Inclusion: Practical strategies for a shared responsibility. Prentice Hall: New Jersey

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