Part 2: Meaningful Participation in General Education Classrooms

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Part 2 Meaningful Participation in General
Education Classrooms
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Triangle of Supports

• Personal Supports
• Accommodations/
• Curriculum Modifications Instructional and
  Assistive Technology
• Fisher, D., Frey, N., Sax, C. (1999).
  Inclusive elementary schools Recipes for
  success. Colorado Springs, CO PEAK.

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A Range of Personal Supports

• Full-time Staff Support
• Part-time Support
• Intermittent Support
• Peer Supports and Natural Supports
• Supplemental Supports
• Fisher, D., Frey, N., Sax, C. (1999).
  Inclusive elementary schools Recipes for
  success. Colorado Springs, CO PEAK.

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Accommodations Changes to the How

• An accommodation is a change made to the
  teaching or testing procedures in order to
  provide a student with access to information and
  to create an equal opportunity to demonstrate
  knowledge and skills.
• Accommodations do not change the
  instructional level, content, or performance
  criteria for meeting the standards.
• Castegnera, E., Fisher, D., Rodifer, K., Sax, C,
  Frey, N. (2003). Deciding what to teach and how
  to teach it Connecting students through
  curriculum and instruction (2nd ed.). Colorado
  Springs, CO PEAK.

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Modifications Changes to the What

• A modification is a change in what a student is
  expected to learn and/or demonstrate.
• While a student may be working on modified
  course content, the subject area remains the same
  as the rest of the class.
• Castegnera, E., Fisher, D., Rodifer, K., Sax, C,
  Frey, N. (2003). Deciding what to teach and how
  to teach it Connecting students through
  curriculum and instruction (2nd ed.). Colorado
  Springs, CO PEAK.

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WARNING!

• Modifications and accommodations are only as good
  as the curriculum they are derived from. Nothing
  will compensate for boring, meaningless, and
  ineffective instruction and materials.

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Types of Accommodations

• Size
• Time
• Input
• Output
• Level of Support
• Deschenes, C., Ebeling, D.G., Sprague, J.
  (1994). Adapting curriculum and instruction in
  inclusive classrooms A teachers desk reference.
  Bloomington, IN Indiana University .

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Size and Time

• SIZE means making an adaptation to the number of
  items the learner is expected to complete.
• TIME means adapting the time you allot for
  learning, task completion, or testing.
• Deschenes, C., Ebeling, D.G., Sprague, J.
  (1994). Adapting curriculum and instruction in
  inclusive classrooms A teachers desk reference.
  Bloomington, IN Indiana University .

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Input and Output

• INPUT means changing the way instruction is
  delivered to the learner.
• OUTPUT refers to adapting how the learner can
  respond to instruction.
• Deschenes, C., Ebeling, D.G., Sprague, J.
  (1994). Adapting curriculum and instruction in
  inclusive classrooms A teachers desk reference.
  Bloomington, IN Indiana University .

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Level of Support

• LEVEL OF SUPPORT means changing the amount of
  personal assistance to an individual learner.
• Deschenes, C., Ebeling, D.G., Sprague, J.
  (1994). Adapting curriculum and instruction in
  inclusive classrooms A teachers desk reference.
  Bloomington, IN Indiana University .

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Types of Modifications

• Same - Only Less
• Streamline the Curriculum
• Same Activity with Infused Objective
• Curriculum Overlapping
• Fisher, D., Frey, N., Sax, C. (1999).
  Inclusive elementary schools Recipes for
  success. Colorado Springs, CO PEAK.

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Same-Only Less

• The assignment remains the same, but the number
  of items are reduced to change the level of
  difficulty.
• Example - The number of possible answers on a
  multiple choice quiz is reduced from five to two.
• Fisher, D., Frey, N., Sax, C. (1999).
  Inclusive elementary schools Recipes for
  success. Colorado Springs, CO PEAK.

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Streamline the Curriculum

• The assignment is reduced in breadth or focus
  to emphasize the key points.
• Example - In an English class, the students are
  required to produce an essay on a theme. One
  student creates a list of main points of a unit,
  with an example of a book about the theme.
• Castegnera, E., Fisher, D., Rodifer, K., Sax, C,
  Frey, N. (2003). Deciding what to teach and how
• to teach it Connecting students through
  curriculum and instruction (2nd ed.).
• Colorado Springs, CO PEAK.

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Same Activity with Infused Objective

• The assignment remains the same but additional
  components such as IEP objectives or skills from
  the Infused Skills Grid are incorporated.
• Example - A student has an IEP objective to
  answer yes/no questions using his eyes to locate
  words on his lap tray. In World History, his
  teacher and classmates remember to phrase
  questions in this format.
• Castegnera, E., Fisher, D., Rodifer, K., Sax,
  C, Frey, N. (2003). Deciding what to teach and
  how to teach it Connecting
• students through curriculum and instruction
  (2nd ed.). Colorado Springs, CO PEAK..

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Curriculum Overlapping

• The assignment for one class may be completed in
  another.
• Example - A student works on a poster project for
  math in language arts and receives grades in
  both.
• Fisher, D., Frey, N., Sax, C. (1999).
  Inclusive elementary schools Recipes for
  success. Colorado Springs, CO PEAK

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Instructional and Assistive Technology

• Instructional technology refers to resources that
  provide access to information
• Computers
• CD-ROMs
• Internet
• Books on tape
• Henry, D., Frey, N. (2003). A triangle of
  support in South Florida. In D. Fisher and N.
  Frey (Eds.) Inclusive urban schools (pp. 33-48).
  Baltimore, MD Paul H. Brookes.

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Assistive Technology

• Assistive technology is any item used to
  increase, maintain, or improve functional
  capabilities
• Low tech items like pencil grips, tilt trays,
  magnifiers, and raised line paper
• Mid-tech items like tape recorders, talking
  calculators, and spell checkers
• High tech items like augmentative communication
  devices, speech recognition software
• Henry, D., Frey, N. (2003). A triangle of
  support in South Florida. In D. Fisher and N.
  Frey (Eds.) Inclusive urban schools (pp. 33-48).
  Baltimore, MD Paul H. Brookes.

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Universal Design

• The Center for Universal Design defines
  Universal Design as, The design of products and
  environments to be usable by all people, to the
  greatest extent possible, without the need for
  adaptation or specialized design.
• (www.design.ncsu.edu/cud)

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Universal Design in Education

• Center for Applied Special Technology (CAST),
  proposed an expanded definition of universal
  design focused on education
• In terms of learning, universal design means
  the design of instructional materials and
  activities that allows the learning goals to be
  achievable by individuals with wide differences
  in their abilities to see, hear, speak, move,
  read, write, understand English, attend,
  organize, engage, and remember.

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Component 1 Inclusive Classroom Participation

• Curriculum should be designed with all students
  and their needs in mind. For example,
  understanding the needs of students who struggle
  with reading requires that vocabulary is
  specifically taught and reinforced.

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Component 2 Maximum Text Readability

• In universally designed classrooms that provide
  access for students, texts use direct language,
  clear noun-verb agreements, and clear
  construct-based wording. In addition, multiple
  texts are used such that individual differences
  in reading can be addressed.

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Component 3 Amenable to Accommodations

• In universally designed classrooms, texts can be
  easily translated, read aloud, or otherwise
  changed to meet the needs of students in the
  classroom. Teacher use accommodations and
  modifications to ensure that all students access
  the core curriculum.

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Tools for the Universally Designed Classroom

• Infused Skills Grid
• Student Profile
• Lesson plans -
• Only as special as necessary!

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No disability label?
Focus on strengths
Determine system of grading during the IEP!
What has worked in the past?
Ask the family
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Design the plan with ALL learners in mind
Only create accommodations and modifications AS
NECESSARY
The standards are the standards