Welcome to CE430 – Unit 8 Class will start at the top of the hour! Please turn the volume up on your computer speakers to access the audio feature of this seminar. If you are unable to hear try logging out and re-entering and if this does not work call Tech Help at Learning Through Play in the Inclusive Classroom

Last week in CE430 we… Reviewed the different types and uses of assistive technology devices. Described the many benefits that using assistive technology devices has for children and teachers. Any questions?????????

Unit 8: Embracing Diversity Unit 8 will review the different strategies that you can use to help children with diverse needs be included in your classroom. You will learn how to be sensitive to the children from other cultures and socio- economic levels in a cross cultural and gender neutral way.

Unit 8 Outcomes After completing this unit, you should be able to: Be sensitive to cross cultural, socio- economic and gender differences in your classroom. Describe techniques which will encourage these children to play and learn.

What would you say to a boy who wants to play with a doll in the dramatic play area? Let’s share…

Diverse Learners This unit examines ways to encourage play and inclusion of diverse learners. For our purposes, diverse learners will include Children of different socio-economic status Children of different cultures English language learners

Socio-economic Issues Related to the Classroom What kinds of goals would you make for children of low socio-economic status? Ensuring that the child’s social skills are developmentally appropriate Providing the child with adequate exposure to literacy activities and opportunities Giving the child ample resources to use during play Providing parents with a list of inexpensive toys or household materials which can be used as toys and learning tools. What else?

Cross Cultural Issues Related to the Classroom What kinds of goals would you make for children from diverse cultures? Ensuring that the classroom displays materials and artifacts show respect to the different cultures that are represented in the classroom. Including families in the celebration of different cultures. Providing students with the opportunity to become familiar with different cultures Assisting these children in demonstrating appropriate social skills when working with other children. They may often be shy as a result of their differences of lack of knowledge of our culture. What else?

English Language Learners What kinds of goals would you make for children who are learning English as a second language? Labeling classroom items in English and in their home language. Bridging together both languages when possible. Including books written in the child’s language throughout the classroom. Using simple words and one step directions when communicating. Assisting and demonstrating tasks and social skills visually when in the classroom. What else?

Discouraging Gender Differences During Play Provide both boys and girls opportunities to play with “boy-preferred” toys such as blocks, dominoes, and building toys. Provide both boys and girls opportunities to play with “girl-preferred” toys such as dolls, dress up clothes, and dramatic play. Remember, those boys may be fathers one day! Giving all children access to all desired toys during choice time, regardless of the type of item or color of the item. Allow students to watch you doing different “gender- preferred” tasks. What else?

Unit 9 Project Over the past nine weeks, we have learned about the benefits of play in teacher directed and child directed activities. We have also learned about the importance of adapting lessons to meet the needs of each individual child. This is called developmentally appropriate practice. For this units project, design a small group, teacher directed or child directed lesson of your choice. Use the provided lesson plan template to synthesize all preparation, implementation, and evaluation aspects of the lesson. Be sure to plan for individual differences in your lesson for children with special needs (remediation section), children who are learning English as a second language (remediation section), and higher level learning students (extension section). Additionally, include at least one example of how assistive technology may help a child or a group of children in the remediation section.

Writing Lesson Objectives The child will be able to + verb + measurable amount The child will be able to identify 3 letters of the alphabet two out of three times. The child will be able to state the pledge of allegiance at 75%. The child will be able to match the food item with the correct food group 2 out of 3 times.

Unit 9 Project Lesson Plan

Unit 9 Project Rubric Point Range Total: 185 points Project Grading Criteria 0-75 points Lesson Content:  Student describes a small group, teacher directed or child directed lesson using the provided lesson plan.  Student completes all boxes of the lesson plan points Individualization Content:  Student describes accommodations for children with special needs  Student describes accommodations for children learning English as a second language  Student describes extension of activity for higher level learning students  Student includes one example of how assistive technology can enhance the lesson 0-10 pointsMechanics: Grammar and spelling is correct.

To Do List Remember class runs from Wednesday to Tuesday! And unit assignments are due Tuesdays at midnight! This week you will: Complete the readings Participate in discussion Attend seminar Complete the graded review

A Final Thought I hear the train a comin’, A comin’ round the curve. She’s using all her steam and breaks And straining every nerve. Get on board, little children, There’s a room for many-a-more. The fare is cheap and all can go, The rich and poor are there. No second class aboard this train, No difference in the fare!- Anonymous

References Hendrick, J. & Weissman, P. (2010). The Whole Child – Developmental Education for the Early Years 9 th ed. New Jersey: Merrill