1. Teaching in Inclusive Classrooms “If you want to truly understand something, try to change it.” Kurt Lewin

2. http://chzheroes.files.wordpress.com /2011/10/superheroes-batman- superman-so-it-takes-more-to-be- super-cute.jpg

3. Plan for the day...  Check in Announcements/Questions ”Collaborate” for student use Strategies Notebook #1 due by Sunday Sept 15 at midnight.  Summary of Chp 2 & 3  IDEA and Section 504  IEPs  Designing Effective Instruction

4. Review Week 2 readings  What is the purpose of a 504 plan?  Who is eligible for a 504?  What is the purpose of IDEA?  Who is eligible?  Refer to Section 504 and IDEA Comparison Chart

5. Six Original Principles of IDEA  Zero exclusion  Least-restrictive environment  Appropriate education (IEP)  Nondiscriminatory evaluation  Due process  Parent and student participation

6. Additions to IDEA  Transition services Plan of action bridging student from school to adult life In place before 16 th birthday  Early Childhood Education Discretionary funding provided for all young children with disabilities, aged 0–3  Highly Qualified Teachers

7. Who Qualifies for Services?  Two criteria for qualification: The student must have one of the disability conditions identified in the law. The student must have a demonstrated need for specialized instruction or services.

8. California Data 2009-2010 Disability Category#% Learning Disability287,77342% Speech/Language168,04625% Autism59,6909% Other Health Imp.53,9368% Int. Disability42,8976% Emotional Dist.27,3144% Hearing Impaired13,4552% Ortho15,3942% Multi. Dis.5,201.08% Visual Impaired4,465.07% Traumatic Brain Inj.1,8310.03% Deaf/Blind1620.002% TOTAL680,164

10. Who does Sect. 504 protect?  Any student who has an impairment, physical or mental, that substantially limits a major life activity  Students who had been placed in special education but have transitioned out  Students considered socially maladjusted or with a history of alcohol or drug abuse  Students diagnosed with medical conditions such as diabetes, asthma, or AIDS

11. Team Activity  IEP Scavenger hunt with your partner in breakout rooms - 15 min  Open Word doc “IEP Scavenger Hunt” and pdfs IEP 1 & 2  Complete scavenger hunt together in partners in breakout rooms  15 minutes

12. Break out rooms – 15 minutes  IEP Scavenger Hunt!  Work together to find key components  Each person fills in their own grid  “Save as” IEP Scavenger Hunt  Put your name on it!

13. Complete Scavenger Hunt Grid  Upload on Moodle Week 3  BREAK!! – 10 minutes

14. Service Delivery Models How instruction will be delivered  Consultation Model  Resource Room Model  Self Contained class  Team teaching or Co-teaching

15. Authentic Multi-Level Instruction  1. Authentic learning.  2. Multiple levels.  3. Scaffolding.  4. Higher order thinking.  5. Inclusive, heterogeneous grouping.  6. Integrated skill learning.  7. Focus on meaning and function.  8. Multi-modal.  9. Building on the strengths of children.  10. Fostering respect.  11. Student interests, choices, power, and  voice.  12. Collaborative learning.  13. Reflection.  14. Growth and effort- based evaluation.

16. Differentiated Instruction v. Universal Design  What does it mean to make different, differentiate?  Universal Design  Universal Design for Learning

18. Wrap up  Strategies Notebook #1 due by Sunday Sept 15: Summary chp 2 & 3  Next week is asynchronous