Download
edu 684 including diverse populations n.
Skip this Video
Loading SlideShow in 5 Seconds..
EDU 684: Including Diverse Populations PowerPoint Presentation
Download Presentation
EDU 684: Including Diverse Populations

EDU 684: Including Diverse Populations

138 Vues Download Presentation
Télécharger la présentation

EDU 684: Including Diverse Populations

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. EDU 684: Including Diverse Populations Session 2

  2. Housekeeping • Questions • Journal Discussion sign up • Mini-lessons sign up • 3 stories

  3. Agenda • Listen/talk about special education and inclusion. • Discuss policy implications from the Obama administration. • Work together on what we know and what we want to know about teaching. • Watch/discuss a dramatic portrayal of middle school teaching. • Listen/talk about minilesson planning strategies. • Planning time for book presentations.

  4. Early Foundations of Special Education • Using appropriate wording • Early settings • Other forms of inequality in schooling • PL-142 (1975) – free and appropriate education for all • NCLB and increased accountability Geraldo Rivera, 1972, at Willowbrook State School – Staten Island, NY

  5. IDEA and Vocational Rehabilitation Act • 1990 - IDEA (Individuals with Disabilities Education Act) – expansion of PL 94-142 • Key terms: • Zero reject • Free and appropriate public education (FAPE) • Nondiscriminatory evaluation • Individualized education program (IEP) • Least restrictive environment (LRE) • Vocational Rehabilitation Act • Federal funds

  6. Classroom Teacher Responsibilities • Monitor progress • Communication • Advocate • Be on top of paperwork • Adapt instruction • Consult PRIM for ideas • Be courageous ISBN: 978-1878372116 Amazon.com

  7. Inclusion • Including special education students in the general education classroom • Varying levels • Support services – push-in, pull-out • Is it LRE and appropriate? • Concerns?

  8. Response to Intervention • Rejects ‘wait to fail’, ‘wait and see’ attitude of the past • Belief in early intervention (EI) • Individualized approach – leading to IEP • “Is this student markedly different than his/her peers?”

  9. Parts of RTI • Variable model • Progress monitoring • Strong overall classroom techniques • Aggregate strategies for when students struggle • Individual strategies for students who struggle

  10. Universal Screening • Be aware of cultural biases • Baseline assessments • Not limited to just academic areas • Try simple solutions first • Ongoing assessment • Different formats • Trust your instincts

  11. Teachers’ Role in RTI • Identify issues • Reflect on class/teaching • Academic factors/nonacademic factors • In school/out of school factors • Communicate with school staff • Communicate with student • Try something new • Monitor to see if it is working

  12. Journal Discussion • Obama (2009)

  13. What We Know and Want to Know About Teaching • In a group of 4 – 5, brainstorm things that you know (or think you know) about the teaching profession. • On your paper, list your K ideas on the left side of the paper. • Then, list things your W ideas on the right side of the paper. • Be ready to share!

  14. Video Discussion • “The Wire” – Season 4 • Setting the scene • Rawness • Accuracy • Reactions? • What mistakes did Prez make? • How would you handle these situations?

  15. Mini-lessons • Mini-lesson, not maxi-lesson. • Popular structure: The “Workshop Method” • ~10 minute mini-lesson • ~25 minute independent work • ~10 minute share/review • Boredom = no learning. • Keep it simple.

  16. Mini-lessons (cont.) • Important components: • Aim/objective – What do we want the students to learn? • Motivation – How will we *spark* interest for our lesson? (less than 1 minute) • Materials – What supplies do we need? • Procedure – numbered list – What steps will we take to teach our lesson? • Questions – What are some key questions we will ask during the lesson to check for understanding?

  17. Mini-lessons (cont.) • Independent work – What will the class do to practice the new skill that you have taught them? • Student evaluation – How will you assess if the students learned the material? • Follow up – What will be your next lesson/homework assignment to build on this learning?

  18. Group Meeting Time • Journal Article Discussion Groups • Book Presentation Groups

  19. For Next Time . . . • Read and be ready to discuss Anyon (1980) • Read Ch. 4 - 5 in textbook. • Be thinking about your upcoming assignments (see syllabus).