MODULE 9 PRESENTATION Inclusive classrooms. Why this module? »Effective ways to use teacher’s aide support in inclusive classrooms: –reducing one-to-one.

Slides:

Advertisements

Similar presentations

MODULE 3 PRESENTATION Supporting students with complex needs.

Advertisements

What If Learning: Connecting Christian Faith and Teaching What If Learning Faith, Teaching, and Learning.

The Para-Educator in the Regular Education Classroom

Teacher - Student Relationship (The Relationship Teaching Model)

Students participating in their Individual Education Plans (IEP)

Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students Domain D3.

Fall 2002Northeast Regional Education Cooperative A Look at Inclusion and the Least Restrictive Environment Best Practices For Collaboration and Co-Teaching.

Module 4: Unit 1, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 1.

200.6(a)(1) Specially Designed Instruction 200.6(a)(1) Students with disabilities shall be provided special education in the least restrictive environment,

Continuum of Services. Foundations of Inclusion Why Inclusion? Human potential movement General systems theory Principle of Normalization Self-determination.

MODULE 4 PRESENTATION What do we think about disability and diversity?

1. 2 Social Skills: “ reciprocal process in which children effectively initiate and respond to social stimuli presented by their peers ” (Shores, 1987)

When Special Education and General Education Unite Denise Long-2 nd grade Teacher Beckie Rotondo-Autistic Support Teacher Whitehall Elementary School,

WWB Training Kit #8 Promoting Positive Peer Social Interactions.

Collaboration in the Classroom. Group Work Those with previous experience as Paraprofessional What do you want lead teachers to know? What questions do.

Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because.

MODULE 7 PRESENTATION Understanding the New Zealand Curriculum.

General INCLUSION. General INCLUSION What inclusion is and how to implement it. Creating a classroom environment that supports inclusion. The committee.

LEADING SOCIAL CHANGE Speakers: Lynne Douglas, Team Lead Community Investment, Cenovus Denise Blair, Executive Director, Calgary Youth Justice Society.

Issues with Inclusion in Physical Education Melissa Ewerth West Chester University KIN 586: Professional Issues in Adapted Physical Education

Least Restrictive Environment Information for Families

INCLUSIVE TEACHING  DIRECTOR OF EXCEPTIONAL PROGRAMS EXPECTATIONS:  Co-Teaching: Each teacher taking part in Planning, Instruction, and Assessment.

WWB Training Kit #8 Promoting Positive Peer Social Interactions.

Module 4: Unit 2, Session 4 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 2, Session 4.

Self-Determination. Pre and Post Assessment Please respond to the following using the following scale: 1.I feel I need additional information 2.I feel.

What Makes Inclusion Work?. "The happiest moments my heart knows are those in which it is pouring forth its affections to a few esteemed characters."

UNIT 6.1 DIVERSITY AND INCLUSION: PROVIDING FOR INCLUSION ( ). Simon Ellis and Janet Tod.

Integrated Specialized Services 2005 Inclusion Institute Chapel Hill, NC Peggy Freund, Ph.D. National Individualizing Preschool Inclusion Project Center.

MODULE 8 PRESENTATION Fostering peer relationships.

Students with Learning Disabilities Educational Services.

Making places and things accessible for all people.

©2015 Milwaukee Public Schools 1 Preference Maps Learning and Performing Communications and Relationships Emotions and Satisfaction.

IDEA 1997 P.L The Facts. IEP Must explain how the child’s disability affects their ability to participate in the general education classroom Must.

Module 1 Peer Coaching on Paper Peer Coach Training.

Inclusion of Students with Special Needs into General Education Elective Classes Caroline Courter EDUC 101.

Danielle DerwichMelissa Scire English Teacher EC Teacher

Borrowing Ideas From Education Integration Inclusion And Other Terms.

MODULE 2 PRESENTATION Keeping our work confidential, professional and safe.

Instructional Strategies Cindy Cregar EDD/544. What should I consider when choosing an instructional strategy?

Success for All The government’s vision for doing better for learners with special education needs How we organise the resources and efforts of all, supported.

Department of Specialized Instruction & Student Services Strategic Plan – Initiative 1.

Special Education Tier 4 Levels of Support Inclusive Services Educational Support Services 2015.

Presented by Jacki Naughton, Online Education Specialist Frank Tomsic, Director of Online Learning Using Web Tools and Strategies to Enhance Student Engagement.

NEW ESD Special Education Cooperative Regional meeting  February 24, 2014  Welcome!!

 IDEA states that the progress of all students must be documented and used to make decisions on how the material is taught.  We can define collaboration.

What is reflective practice? It means thinking about and learning from what happens in your classroom.

Teachers and Teacher Aides: Who Does What?

Areas of need set out in the SEN code of practice

Keeping Our Work Confidential, Professional and Safe

Understanding the New Zealand Curriculum

Identifying Students’ Strengths

Busting Inclusion Myths

What Do We Think about Disability and Diversity?

Creating Inclusive Classrooms

Students Participating in their Individual Education Plans (IEP)

Fostering Peer Relationships

Supporting Student Learning in the Whole Class

Supporting Students with Complex Needs

Identifying students’ strengths

Leadership Dispositions to Grow a Positive School Climate

Statewide InD Coordinators/ December 2017

Welcome to Study Skills

What previous research tells us about what works .

Teacher Aide Interaction that Supports Student Learning

Inclusion classroom By: Chicketta Smith.

Teacher aide interaction that supports student learning

Centering Student Voice in Oregon

Introducing Teaching and Learning for a Sustainable Future

Departments working together to engage C/D border students in developing their Mathematical skills Dr D Dunkley February 2010.

Presentation transcript:

MODULE 9 PRESENTATION Inclusive classrooms

Why this module? »Effective ways to use teacher’s aide support in inclusive classrooms: –reducing one-to-one time with a teacher’s aide –reducing excessive teacher’s aide proximity –supporting students in the classroom. MODULE 9: Inclusive classrooms2

One-to-one may limit teacher involvement Research says: »teacher’s aide working one-to-one with a student can reduce their teacher time »teachers’ aides working more flexibly allow more student-teacher engagement. 3 Giving students access to high-quality teaching is the best way positively influence their learning. MODULE 9: Inclusive classrooms

How close is too close? »Teachers’ aide proximity is how close you stay to the student »Is it too close and is it necessary? »Staying too close can: –interfere with relationships –make students over-dependent on adults –reduce a student’s personal control. MODULE 9: Inclusive classrooms4

Staying in the classroom »Students receiving one-to-one support from a teacher’s aide are more likely to be separated from their peers »Less time in the classroom means: –less time with peers –less access to the teacher –less access to learning. 5MODULE 9: Inclusive classrooms

Using natural supports »Natural supports are the everyday relationships and opportunities that foster inclusion »There is growing emphasis for using natural supports »Peers are natural supports. 6MODULE 9: Inclusive classrooms

Working together »The way a classroom is set up can support or be a barrier »Strategies can enhance or inhibit students’ opportunities to participate »Practices may suit one student but not another. MODULE 9: Inclusive classrooms7

Working together »Specialist teachers may have ideas about what may work in the classroom »Individual Education Plan (IEP) meetings allow students and family/whānau say how they want to be supported »Teachers and teachers’ aides need to meet regularly to discuss student preferences. 8MODULE 9: Inclusive classrooms

Next step? Download the workbook for this module at: teachersandteachersaides.tki.org.nz/ Our-work-together/Module-9 teachersandteachersaides.tki.org.nz/ Our-work-together/Module-9 To find out more about Teachers and Teachers’ Aides Working Together and to access the other modules go to: teachersandteachersaides.tki.org.nz teachersandteachersaides.tki.org.nz 9MODULE 9: Inclusive classrooms