2. sponsored by presented by A RTS A CCESS, I NC. Specials Thanks: B ETSY L UDWIG B ARBARA O LSON

3. Access & Inclusion Trainer & Consultant Wolf Trap Teaching Artist Theatre Artist Arts Administrator B.A. Theatre Arts University of MN M.A. Dramatic Literature University of Essex JAEHN CLARE, MA Jaehn has more than 35 years of experience as an actor, director, producer, playwright, touring artist, teaching artist and arts administrator, and more than 33 years of experience as an artist with a disability … 298,000+ hours.

4. WORKSHOP AGENDA WELCOME & INTRODUCTION OVERVIEW & WARM-UP UNIVERSAL DESIGN for LEARNINGBREAK INCLUSIVE STRATEGIES LUNCH 12:30 – 1:30 PM POSITIVE DISCIPLINE with Deb Shoemaker C HOICE OF S ESSIONS & B REAK O UT G ROUPS WRAP UP: Reflection * What’s Next * A Closing Circle * Response Forms

5. To provide functional and realistic strategies that may be immediately applied in your teaching / artistry. PURPOSE of the WORKSHOP GOALs Participants will be able to … Identify at least one adaptation to make in support of your work with students labeled with Special Needs. Begin to explore how these strategies will help you reach all of your students.

6. NAME TOSS PURPOSE: Establishing shared space; learning names of participants; assessing student behaviors and capacities; building ensemble skills. [eye contact; listening; following directions; collaborating to achieve a group goal; focus & concentration] STEP 1: “We need to be able to make eye contact w/ each other.” STEP 2: Going around the circle, each person speaks their name quite audibly so all can hear each others’ [first] names. STEP 3: “We begin with one object; we will create a sequence of tossing the object from one to the next.”; begin by making eye contact with someone across the circle from you; RECEIVE eye contact from them; say their name; when ready to receive, say “YO”; toss the object to them. STEP 4: Continue around the circle until each Player has tossed and caught the object; it returns finally to the Facilitator. STEP 5: Review the sequence, verbally. “I tossed it to Alice, who tossed it to Zeke, who …” STEP 6: “Now we add The Twist ~ and more objects. We use the same sequence we just set; remember who tossed it you, and who you toss it to, when they say ‘YO’ as your cue…” “We need to create a circle that includes all of us.” Details are provided in the Activity Sheet, in your packet.

7. K … W What do you KNOW about disability … access … inclusion? What do you KNOW about disability … access … inclusion? What do you WANT to know about it ?

8. A conceptual framework offering multiple flexible options for UNIVERSAL DESIGN FOR LEARNING ENGAGEMENT ACTION & EXPRESSION REPRESENTATION

9. CROSS THE ROOM “Cross the room if …“

11. I learned this from Eric Booth, Master Teaching Artist “ The Zone of Maximum Engagement” … is a dynamic relationship between ANXIETY & BOREDOM from the book FLOW, by Mihály Csíkszentmihályi

12. As we go through today, please notice the flow of your own anxiety & boredom. Please also notice opportunities for making choices - options.

13. UDL Guidelines – Educator WorksheetUDL Guidelines – Educator Worksheet - v. 2 I. Provide Multiple Means of Representation:Provide Multiple Means of Representation: Your notes 1.Provide options for perceptionProvide options for perception 1.1Offer ways of customizing the display of informationOffer ways of customizing the display of information 1.2Offer alternatives for auditory informationOffer alternatives for auditory information 1.3Offer alternatives for visual informationOffer alternatives for visual information 1.Provide options for language, mathematical expressions, and symbolsProvide options for language, mathematical expressions, and symbols 2.1Clarify vocabulary and symbolsClarify vocabulary and symbols 2.2Clarify syntax and structureClarify syntax and structure 2.3Support decoding of text, mathematical notation, and symbolsSupport decoding of text, mathematical notation, and symbols 2.4Promote understanding across languagePromote understanding across language 2.5Illustrate through multiple mediaIllustrate through multiple media 1.Provide options for comprehensionProvide options for comprehension 3.1Activate or supply background knowledgeActivate or supply background knowledge 3.2Highlight patterns, critical features, big ideas, and relationshipsHighlight patterns, critical features, big ideas, and relationships 3.3Guide information processing, visualization, and manipulationGuide information processing, visualization, and manipulation 3.4Maximize transfer and generalizationMaximize transfer and generalization II. Provide Multiple Means for Action and Expression:Provide Multiple Means for Action and Expression:Your notes 1.Provide options for physical actionProvide options for physical action 4.1Vary the methods for response and navigationVary the methods for response and navigation 4.2Optimize access to tools and assistive technologiesOptimize access to tools and assistive technologies 1.Provide options for expression and communicationProvide options for expression and communication 5.1Use multiple media for communicationUse multiple media for communication 5.2Use multiple tools for construction and compositionUse multiple tools for construction and composition 5.3Build fluencies with graduated levels of support for practice and performanceBuild fluencies with graduated levels of support for practice and performance 1.Provide options for executive functionsProvide options for executive functions 6.1Guide appropriate goal settingGuide appropriate goal setting 6.2Support planning and strategy developmentSupport planning and strategy development 6.3Facilitate managing information and resourcesFacilitate managing information and resources 6.4Enhance capacity for monitoring progressEnhance capacity for monitoring progress III. Provide Multiple Means for Engagement:Provide Multiple Means for Engagement:Your notes 1.Provide options for recruiting interestProvide options for recruiting interest 7.1Optimize individual choice and autonomyOptimize individual choice and autonomy 7.2Optimize relevance, value, and authenticityOptimize relevance, value, and authenticity 7.3Minimize threats and distractionsMinimize threats and distractions 1.Provide options for sustaining effort and persistenceProvide options for sustaining effort and persistence 8.1Heighten salience of goals and objectivesHeighten salience of goals and objectives 8.2Vary demands and resources to optimize challengeVary demands and resources to optimize challenge 8.3Foster collaboration and communityFoster collaboration and community 8.4Increase mastery-oriented feedbackIncrease mastery-oriented feedback 1.Provide options for self-regulationProvide options for self-regulation 9.1Promote expectations and beliefs that optimize motivationPromote expectations and beliefs that optimize motivation 9.2Facilitate personal coping skills and strategiesFacilitate personal coping skills and strategies 9.3Develop self-assessment and reflectionDevelop self-assessment and reflection © CAST 2011CAST UDL Guidelines Educator Worksheet v-2

14. Digging Deeper into UDL Which of these do you already do in your lessons?

15. S OCIOMETRIC Boredom Anxiety Where are you in your engagement zone right now?

16. Digging Deeper into UDL How could one of these options help you address a barrier or challenge to student participation and inclusion?

17. Digging Deeper into UDL How could this framework CONNECT with your instruction? How could it EXPAND your teaching? How could it challenge YOU ?

19. C A S T http://cast.org/udl/ watch an introductory video T HE I NTERSECTION OF A RTS E DUCATION AND S PECIAL E DUCATION : Exemplary Programs and Approaches produced by The John F. Kennedy Center for the Performing Arts © 2012 search online to download the PDF

20. I NCLUSIVE S TRATEGIES P ERSON F IRST L ANGUAGE I NCLUSIVE C OMMUNICATION P RACTICES L OWEST L EVELS OF I NTERVENTION

21. PEOPLE FIRST LANGUAGE “The Disabled” “Disabled” is NOT a noun. (It is an adjective.) The person before the disability. Multiple resources are available.

22. COMMUNICATION PRACTICES Engage teachers, para-professionals, parents … AND … student(s) themselves ~ ask the student for adaptation strategies; enlist all students as experts in creating your shared, inclusive, accessible learning community. “Nothing about us without us.”

23. A progressive process Hand beneath hand an alternative to hand-over-hand Minimum assistance that fosters maximum independence LOWEST LEVELS OF INTERVENTION

24. So … What if we stop saying, “But she can’t walk!” and we notice what she CAN do think … feel … smile … imagine … create … What is the value of inclusion? WHY / Does this matter? What if we take the DIS- out of “disability”?

25. RECAP UDLUDL A NXIETY B OREDOM A NXIETY …B OREDOM I NCLUSIVE S TRATEGIES : P ERSON F IRST L ANGUAGE C OMMUNICATION P RACTICES L OWEST L EVELS OF I NTERVENTION V ALUE OF I NCLUSION

27. Work with the willing. ~ Russell Granet Be the Thing. ~ Eric Booth 80% of what we teach is WHO we are. ~ Eric Booth Return @ 1:30 PM

28. POSITIVE DISCIPLINE: S UPPORTING & T EACHING S TUDENTS WITH B EHAVIOR & E MOTIONAL C HALLENGES POSITIVE DISCIPLINE: 1:30 PM S UPPORTING & T EACHING S TUDENTS WITH B EHAVIOR & E MOTIONAL C HALLENGES Deb Shoemaker

29. Choice of Sessions: Choice of Sessions: 2:30 to 3:30 PM I NFO & R ESOURCES ON S PECIFIC D ISABILITIES CURRICULUM CONNECTIONS or

31. Drama /Dance with Jaehn Music w ith Barbara Writing with Betsy & Catherine Visual Art with Brandon 3:40 – 4:15 PM

32. How can strategies shared today enhance your existing lessons … allowing your work to include more learners with diverse dis/abilities? What else do you need to know, have, or do to expand the inclusiveness of your work?

33. Reflection: L & S What did you LEARN today? What do you What do you STILL want to know?

34. Resources Supports WHAT’S NEXT: Resources Supports

35. Clap A Round a closing circle …

36. RESPONSES Please take a few moments to share your responses … Thank You for your participation & feedback !

37. ClareJaehn@Gmail.com L INKED I N also on L INKED I N 10 minutes