FIRE Foundation Conference - Kansas City

On the road again! Here are some resources related to my February 19th and 20th presentations for the FIRE Foundation in Kansas City! 

Books: 

      

Articles:

10 Tips for Grading Students with Disabilities in the Inclusive Classroom

Individuals with Disabilities Education Act

National Center for Education Statistics

Marzano and Kendall's Taxonomy

Is it an Accommodation or a Modification

Supports, Modifications, and Accommodations for Students

Examples of Modified Assignments for Students with Special Needs

Modifying Math

12 Strategies to Engage Students During Instructional Time

Wisconsin Essential Elements

Grading Students with Disabilities


Apps:

SnapType

Go Worksheet



Websites:


Sporcle

Litcharts

Austin and Lily

Newsela

Brookes Inclusion Lab

Glenda's Assistive Technology

Lesson Pix

Sherlock Center


Examples of Modified Assignments:

Videos:

Quotes:

Photos:

Modified Lessons All in One Place!

I am currently in the process of putting together an online binder that contains lessons and lesson ideas for modifying curriculum for students with intellectual disabilities.

You can view the binder @ http://bit.ly/modifiedlessons.

Arizona TASH Inclusive Practices Institute

Check out resources and links to supplement my sessions at the Arizona TASH Inclusive Practices Institute on February 1, 2019. 


(PC: Renay Marquez)

4 Things That Every School Needs to Make Inclusion Work

How many times have you heard a parent or teacher say, "Inclusion doesn't work"? I used to cringe when people would make such a bold statement. Trying to resist the urge to retort in what would likely be an unprofessional show of frustration, I would give an overview of 30 years of research to support inclusion. I also provided a personal account of 15 years teaching in a fully inclusive school system. Some stayed to hear me out, while others politely excused themselves from the conversation.

Inclusion Collaborative Conference - October 2018

Here are some resources to supplement my session, Practical Strategies to Modify Your Curriculum for Students with IEPs, at the Inclusion Collaborative Conference on October 25, 2018.

3 Big Misconceptions About Inclusion

Despite years of research that concludes inclusion is best for students with AND without disabilities, there are STILL misconceptions about inclusive classrooms. In a recent discussion with Understood.org, I summarized 3 of those big misconceptions: 

1.  The first big misconception about inclusion is the concern that the student with disabilities will not be able to “keep up” with the class curriculum. Fortunately, inclusive classrooms recognize that not every child will be learning at the same rate, and at the same time. 

INCLUSION IN ACTION BOOK ON SALE!!

Just in time for your back to school shopping,  Inclusion in Action: Practical Strategies to Modify Your Curriculum in on sale now!! Full of practical information about inclusion and easy-to-use strategies to modify curriculum, this book can be used by both general and special education teachers.

12 Strategies to Engage Students Who Work Below Grade Level During Instructional Time

Supporters of inclusive education believe that students with ID should be participating to the maximum extent possible (and with appropriate supports) in the classroom lessons and activities. 

In doing so, we presume competence in the student's ability to learn and participate in education. In other words, we can't assume that the student with ID will not learn what we are teaching. 

However, teachers and parents often wonder what the student with ID can be doing while the rest of the class is listening to the teacher lecture, presention, or discussion. This is a legitimate concern.

Including Students with Disabilities in Classroom Lessons - Part One

In a previous post, I discuss the different layers of inclusion within a successfully, inclusive school. Inclusion must exist within the community, school, classroom, AND LESSON. 

It is inclusion within the class lesson that can truly make or break an inclusive opportunity. It is not enough for a student with disabilities to be physically present within the general education classroom, without participating in the class lessons.