Thursday, November 16, 2017

***NEW BOOK!!*** Inclusion in Action: Practical Strategies to Modify Your Curriculum




How can K—12 educators break down the barriers to full inclusion and teach all learners effectively? Curriculum modifications are the key! 

You'll start with a big-picture guide to creating an inclusive culture in your classroom and school, with invaluable guidance on key topics like team collaboration, universal design for learning, co-teaching, social-emotional supports, and accommodations. Then you'll get 40 specific, teacher-tested strategies to modify your curriculum for students who work below grade level. Ready to use in your classroom right away, each strategy comes with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. 

Equally useful as a beginner's guide to inclusion and a goldmine of practical ideas for experienced teachers, this must-have book will help make your curriculum “possible and achievable” for every learner, with and without disabilities. 

PRACTICAL MATERIALS: More than a dozen reproducible forms for use with specific modifications; lists of helpful inclusion-themed websites, blogs, books, and videos. 
40 modifications that help students: 

  • Learn new vocabulary words
  • Understand story structure
  • Sequence materials, concepts, and numbers
  • Develop recall ability
  • Demonstrate relationships among ideas
  • Organize information
  • Make a representation of a concept
  • Identify similarities and differences
  • Make decisions based on evidence
  • Learn to recognize and correct errors
  • and more!

Pre-order today Paul H. Brookes PublishingUse code, EREDICS, for a 10% discount!

Friday, October 27, 2017

What You Didn’t Know About Common Core Curriculum in the Inclusive Classroom





Believe it or not, students within inclusive classrooms have more in common than one would think.

On the surface, one sees mixed abilities, differing needs, diverse skill sets, and various interests. Students can be seen reading different types and levels of books, drawing, creating, writing, and working in small groups. However, on closer look, the students have more similarities than not. They can recall the topic of the presentation in social studies, they can admire one another’s art piece, they can discuss the results of a science experiment, they can recall important events in the class novel, and they all have a weekly spelling list. And, yes, they all laugh at their teacher’s jokes.

Students in an inclusive class share many of the same learning and educational experiences. The learning and educational experiences that unite students in such diverse classrooms stem from the equal access they have to a quality curriculum. In other words, students are learning from the same content in the same environment with the same teacher. This aspect is one of the many characteristics that identify and define inclusion. In an inclusive classroom, students learn together from the same research-based curriculum.


More About Curriculum

Prior to 2009, individual states created their own curriculum for specific subject areas. In an attempt to prepare all students across America for college and beyond, a set of standardized, rigorous learning outcomes were created. Known as the Common Core State Standards (CCSS for short), it outlines the learning goals for every student in Math and English Language Arts (for both fiction and non-fiction text). To date, 42 states have adopted the national CCSS standards.

Curriculum for subjects such as social studies and science are still state-specific.
Teachers use CCSS and other state standards to guide their lesson planning, instruction, and assessment. For example, a fourth-grade teacher might give students a reading on a passage on sea turtles to teach students how to cite facts from the text. Some students may not learn the standards in the same way (teachers use strategies such as UDL to reach different learners). For students who are not learning the standards at the same rate or level of understanding as their peers, instructional accommodations and/or modifications are made to adapt the material.

As an alternative, educators in some states (such as Wisconsin) have created a modified version of the CCSS for students with disabilities. CLICK TO CONTINUE READING THIS POST.......

Thursday, September 28, 2017

8 Tips for Introducing a Student with Disabilities to a General Education Classroom

8 Tips for Introducing a Student with Disabilities to a General Education Classroom



I recently wrote this article for the Friendship Circle of Michigan. For more articles about children with disabilites go to www.friendshipcircle.org.


Inclusive classrooms are becoming far more common in our public schools. There are greater numbers of students with disabilities receiving their education in general education classrooms. The National Center for Education Statistics notes that the number of students with disabilities who spend most of their day in the general education classroom has gone from 33 percent in 1990 to 62 percent in 2014.

Transitioning students with disabilities from self-contained special education classrooms to inclusive general education classrooms is not an overnight process. It requires thoughtful planning. Teacher training, appropriate student supports, resources, personnel, and a meaningful individual educational program need to exist prior to the new class placement.

It’s also important to remember that if the child with disabilities has never experienced an inclusive education, then chances are, neither has his or her peers. Students in the general education class might be curious about the situation, may feel anxious about having a student with disabilities in their class, or have misconceptions about students with disabilities.

Here are some tips to help facilitate a smooth transition for students with disabilities to the inclusive education classroom. These tips are also helpful for preparing the general education students for their new classroom member:


1. Establish Basic Principals

Establish general concepts about students with and without disabilities through class discussions, books, movies or a guest speaker. Primarily, teach students that:
  • Everyone wants to belong and be included
  • Everyone is different
  • Everyone has areas of strengths and areas of weaknesses


2. Let Each Student Share

Give all students an opportunity to talk about themselves, their strengths and interests. Allow others to ask.......READ THE REST OF THE ARTICLE HERE.