INCLUSIVE EDUCATION PLC FACILITATED BY JENNIFER GONDEK INSTRUCTIONAL SPECIALIST AT TST BOCES

LEARNING TARGETS: I can identify my own excitements, needs, worries, and stance on Inclusion. I can describe what a learning disability is and common characteristics of students with learning disabilities. I can implement visible thinking strategies in my classroom instruction. I can teach a learning strategy to my students using the Self-Regulated Strategy Development Model. I can plan collaboratively and share information back in my school or district.

Stance/Steps Excitements Worries Needs

Every Child Needs a Champion

How can you be a champion for all students? Specifically, for students with disabilities?

WHAT IS A LEARNING DISABILITY?

LEARNING DISABILITIES: 1.List the characteristics of students with LD 2.Group your characteristics by similarity 3.Label each group with a heading

COMMONLY EXHIBITED PROBLEMS Difficulty accessing, coordinating, and organizing mental activities that occur simultaneously or in close succession. Even when they have an idea of appropriate strategies, students use them ineffectively. They fail to engage in self-regulation of mental activity. They have a limited awareness of the usefulness of specific strategies for a given task.

Specially Designed Instruction Accommodations Modifications Adaptive Equipment Assistive Technology Strategy Instruction Universal Design for Learning Differentiated Instruction Explicit Instruction Scaffolding

SDI PROVIDES FOR INDIVIDUAL NEEDS THROUGH: 11 ― Analysis of tasks ― Instruction based on student gaps ― Preteaching/ reteaching strats ― Scaffolding – shape and fade ― Development of metacognitive strategies Accommodations Modifications Specialized equipment Adaptive technology Strategy Instruction – explicitly planned and delivered

THINKING

WHAT IS A STRATEGY? READ PAGES15-23 IN THE TEXT. WRITE A “HEADLINE” ON A POST IT- NOTE

SELF- REGULATED STRATEGY DEVELOPMENT (SRSD) Stage 1: Develop and Activate Background Knowledge Define skills and assess knowledge (teach skills or compensate) Stage 2: Discuss the Strategy Buy and sell it; talk about current performance, show strategy steps & customize Stage 3: Modeling the Strategy Give the why and how without “skill stepping”

SELF- REGULATED STRATEGY DEVELOPMENT (SRSD) Stage 4: Memorizing the Strategy Omit if needed; don’t parrot- know and understand Stage 5: Supporting the Strategy Gradual release of responsibility Stage 6 Independent Performance Monitor and check on proper and consistent use, it okay for students to adapt if its working for them.

CHOOSE YOUR BATTLES

SELF- REGULATION STRATEGIES SELF-MONITORING SELF-EVALUATION SELF-INSTRUCTION SELF-REINFORCEMENT

LEARNING TARGETS: I can identify my own excitements, needs, worries, and stance on Inclusion. I can describe what a learning disability is and common characteristics of students with learning disabilities. I can implement visible thinking strategies in my classroom instruction. I can teach a learning strategy to my students using the Self-Regulated Strategy Development Model. I can plan collaboratively and share information back in my school or district.

LUNCH

SELF-ASSESSMENT FOR SCHOOLS