Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

Engaging
All
Learners:

5
Steps
to
Creating
More
Inclusive
Classrooms
Thursday,
April
14,
2016
Presented
by
Dr.
Julie
Causton,
Ph.D.

Professor
in
the
Inclusive
and
Special
Education
Program
at

Syracuse
University
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ì
Engaging ALL Learners:
5 Steps to Creating More Inclusive Classrooms
Dr.
Julie
Causton
Syracuse
University

• Inclusive Special Education Teacher (K-12)
• Inclusion Consultant - Schools, Districts, Families
• Professor at Syracuse University
• Inclusive Elementary & Special Education Program
• Areas of interest
• Teacher happiness!
• Best practices - inclusive education
• Collaboration
• Differentiation
Dr. Julie Causton

Before we jump in…
Here
are
some
important
resources
for
YOU!

New Website
www.inclusiveschooling.com

Practical Guides on Inclusive Education
Great for your whole school team!

21 Day Happiness Experience
ì Register
today!
www.inclusiveschooling.com/21dayfun

üCenter
yourself.
Approach to Today

üCenter
yourself.
üKnowing
and
doing
gap.
Approach to Today

üCenter
yourself.
üKnowing
and
doing
gap.
üRelax
and
have
fun!
Approach to Today

Agenda
Engage
them
ALL:
5
Steps
for
Creating
More
Inclusive

Classrooms

1) Get
clear
about
inclusion
2) Keep
students
in
3) Collaborate
in
new
ways
4) Support
all
academic
levels
5) Provide
humanistic
behavioral
supports

Concept 1-‐Get clear about inclusion

Inclusive Education
In
Principle,
inclusive
education
means:
…the
valuing
of
diversity
within
the
human
community.

When

inclusive
education
is
fully
embraced,
we
abandon
the
idea

that
children
have
to
become
“normal”
in
order
to
contribute

to
the
world…We
begin
to
look
beyond
typical
ways
of

becoming
valued
members
of
the
community,
and
in
doing
so,

begin
to
realize
the
achievable
goal
of
providing
all
children

with
an
authentic
sense
of
belonging
(pp.
38-‐39).

Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based

in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and

special
educators.

Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based

in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and

special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators

appreciate
the
strengths
and
challenges
of
learners
with
and
without

disabilities
and
the
individualized
accomplishments
that
can
be
attained.

Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based

in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and

special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators

appreciate
the
strengths
and
challenges
of
learners
with
and
without

disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no

student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that

disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur

Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based

in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and

special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators

appreciate
the
strengths
and
challenges
of
learners
with
and
without

disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no

student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that

disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
A
Curriculum that
is
rich
and
accommodating
for
all
students—and
when

further
individualized
to
meet
the
needs
of
a
particular
learner.

Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based

in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and

special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators

appreciate
the
strengths
and
challenges
of
learners
with
and
without

disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no

student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that

disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
A
Curriculum that
is
rich
and
accommodating
for
all
students—and
when

further
individualized
to
meet
the
needs
of
a
particular
learner.
A
Teaming
Process in
which
support
staff
work
in
flexible,
coordinated
ways
to

strengthen
the
collaborative
relationships
among
special
and
regular

educators,
parents
and
educators,
and
educators
and
the
community.

Inclusive Education
In
Practice,
inclusive
education
means,
A
Classroom
Model in
which
students
with
and
without
disabilities
are
based

in
a
regular
structure
and
benefit
from
the
shared
ownership
of
general
and

special
educators.
A
Student-‐centered
Approach
Beginning
with
Profiles
that
help
educators

appreciate
the
strengths
and
challenges
of
learners
with
and
without

disabilities
and
the
individualized
accomplishments
that
can
be
attained.
A
Schedule that
accounts
for
the
full
range
of
needs
in
the
class—where
no

student
engages
in
“pull
out”
or
alternative
activities
to
the
extent
that

disruptions
in
the
daily
schedule
and
in
peer
relationships
do
not
occur
A
Curriculum that
is
rich
and
accommodating
for
all
students—and
when

further
individualized
to
meet
the
needs
of
a
particular
learner.
A
Teaming
Process in
which
support
staff
work
in
flexible,
coordinated
ways
to

strengthen
the
collaborative
relationships
among
special
and
regular

educators,
parents
and
educators,
and
educators
and
the
community.
A
Classroom
Climate that
embraces
diversity,
fosters
a
sense
of
social

responsibility,
and
supports
positive
peer
relationships.

Inclusion means-‐no dichotomy
Normal…………………………Abnormal
How
are
you
NOT
normal?

Sensory
issues?
Struggles?
Challenges?
Deficits?

§ Linguistic Intelligence
§ Logical Mathematical Intelligence
§ Spatial Intelligence
§ Bodily Kinesthetic Intelligence
§ Musical Intelligence
§ Interpersonal Intelligence
§ Intrapersonal Intelligence
§ Naturalistic Intelligence
Inclusion means-‐
start with strengths

Inclusion means-‐ we problem solve

Concept 2-‐ Keep Students In

Elementary
Classroom

Disrupted
by
Pullout
LL
Classroom
Teacher
Sp Ed Sp Ed
S&L OT PT
Reading ESL
W
W
W W W W W W
W
W
W
W
AA
AA
AA AA AA AA AS AS

Derek-‐ Grade
4
IEP— “significant
behavioral
and
intellectual
disabilities”
“Cannot
benefit
from
instruction
in
the
general
education

environment”
“truancy
issues”
“low
self
esteem”
“continual
outbreaks
in
class”
“often
crying”
“easy
to
anger”

“is
a
runner”

“throws
desks”

“unmotivated”

Front Elementary School
ì K -5th grade - 500 kids
ì Racial Demographics
ì 31% African-American
ì 10% Latino
ì 10% Asian
ì 1% Native American
ì 48% White
ì Native Language
ì 12 languages
ì Significant numbers of Spanish and Hmong speaking families
ì SES
ì 50% poverty
ì Special Education
ì 14% of school
ì all categories of disability in home school

Special Ed Service Delivery: Before
Self-
Contained:
significant
disabilities
Inclusion
20+ 8
Resource
Resource
Resource

Inclusive Service Delivery: After
Inclusive
Teaming
Inclusive
Teaming
Inclusive
Teaming
Inclusive
Teaming
Inclusive
Teaming

ELL Model: ESL Pullout
Full
time

Pullout
Half-‐ time
Pullout

ELL Model: ESL Inclusive Teaming
Halftime
Inclusive/teaming
Fulltime
Inclusive/teaming

Student Achievement Results
Statewide Reading Test Data
Category
Before 3 years later
Students Tested (%) 70 98
All students – Proficient or advanced (%) 50 86
African-Americanstudents – Proficient or advanced(%) 33 78
Asian students – Proficient or advanced (%) 47 100
Hispanic students – Proficient or advanced (%) 18 100
Special educationstudents - Proficient or advanced (%) 13 60
ELL students - Proficient or advanced (%) 17 100
Students in poverty - Proficient or advanced (%) 40 78

No longer on the School In Need of
Improvement List
Before 3 Years Later
Students Tested (%) 76 98
Reading – Proficient or advanced % 52 84
Language Arts – 40 72
Math – Proficient or advanced % 42 75
Science- Proficient or advanced % 48 82
Social Studies – 48 91
State
High
Stakes
4th
Grade
Assessment
Data

Derek-‐ Grade
5
Inclusive
Education

Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t

want
to
be
late.”

Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t

want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”

Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t

want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
“Delightful,
eager,
insightful,
participatory,
funny,
has

made
many
friends,
he
is
a
leader.

A
stellar

community
member.”

Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t

want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
“Delightful,
eager,
insightful,
participatory,
funny,
has

made
many
friends,
he
is
a
leader.

A
stellar

community
member.”

In
February
of
his
5th grade
year.

Exited
from
special

education.

Derek-‐ Grade
5
Inclusive
Education
“He
often
sits
in
the
car
early
for
school.
Doesn’t

want
to
be
late.”
“Hasn’t
missed
a
day
of
5th grade.”
“Delightful,
eager,
insightful,
participatory,
funny,
has

made
many
friends,
he
is
a
leader.

A
stellar

community
member.”

In
February
of
his
5th grade
year.

Exited
from
special

education.

Honor
roll
student
in
middle
school.

“I’m afraid there has been a mistake.”
-‐Derek

Research… NO compelling body of evidence
q Heterogeneous well-‐taught classrooms cannot
produce the same or better achievement for ALL.
q Grouping, tracking, separating produces high levels
of achievement for ALL.

Where can I get more research on this?
ì 30+
Research
Articles
available
at
Inclusive
Schooling

Concept 3-‐Collaborate in New Ways

ì When
we
don’t
plan…
what
co-‐teaching
models
do

we
typically
use?

Co-‐Teaching By Default

What does your co-‐teaching look like?
ì If
an
observer
walks
into
your
classroom
day
after

day,
week
after
week,
what
would
he
or
she
see

most
of
the
time?
ì A)
two
teachers
at
the
helm
ì B)
one
teacher
at
the
helm
and
one
standing
in
the
back
of
the
room
ì C)
one
teacher
at
the
helm
and
one
“floating”
through
the
classroom
ì D)
both
teachers
cowering
in
the
back
of
the
room,
overwhelmed
and

unsure
of
which
collaborative
structures
to
use
ì E)
a
wide
range
of
co-‐teaching
structures
and
different
arrangements

of
people,
desks
and
materials

Co-‐Teaching MODELS
Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!

Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!
• Duet

Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!
• Duet
• One
Teach/
One
Assist

Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float

Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
• One
Teach/One
Make
Multisensory

Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
• One
Teach/One
Make
Multisensory
• Parallel

Co-‐teaching
can
include
a
general
education
teacher,
a
special
education

teacher,
therapists
or
other
specialists,
bilingual
teachers,
content
area

specialists
(e.g.,
reading
specialists,
math
intervention
teachers),
and

paraprofessionals!
• Duet
• One
Teach/
One
Assist
• One
Teach/One
Float
• One
Teach/One
Make
Multisensory
• Parallel
• Station

Duet
• Duet— Both
adults
engage
in
primary
teaching
roles

in
the
class;
instructors
collaboratively
lead
class

discussions,
answer
student
questions
or
facilitate

lectures
and
activities.

Duet
• Duet— Both
adults
engage
in
primary
teaching
roles

in
the
class;
instructors
collaboratively
lead
class

discussions,
answer
student
questions
or
facilitate

lectures
and
activities.

• Best
for:

Duet
• Duet— Both
adults
engage
in
primary
teaching
roles

in
the
class;
instructors
collaboratively
lead
class

discussions,
answer
student
questions
or
facilitate

lectures
and
activities.

• Best
for:

• introducing
a
unit
or
lesson

Duet
• Duet— Both
adults
engage
in
primary
teaching
roles

in
the
class;
instructors
collaboratively
lead
class

discussions,
answer
student
questions
or
facilitate

lectures
and
activities.

• Best
for:

• introducing
a
unit
or
lesson
• concluding
a
unit
or
lesson

Duet
• Duet— Both
adults
engage
in
primary
teaching
roles

in
the
class;
instructors
collaboratively
lead
class

discussions,
answer
student
questions
or
facilitate

lectures
and
activities.

• Best
for:

• introducing
a
unit
or
lesson
• concluding
a
unit
or
lesson

• facilitating
a
class
meeting

Duet
• Duet— Both
adults
engage
in
primary
teaching
roles

in
the
class;
instructors
collaboratively
lead
class

discussions,
answer
student
questions
or
facilitate

lectures
and
activities.

• Best
for:

• introducing
a
unit
or
lesson
• concluding
a
unit
or
lesson

• facilitating
a
class
meeting
• engaging
in
a
community-‐building

exercise

One Teach/One Assist
One
Teach/One
Assist— One
leads
the
lesson
while
the
other

supports
in
some
way
and
the
lead
person
is
usually
in
charge
of

the
content
while
the
assisting
teacher
adds
examples,
distributes

supplies
or
checks
in
with
students.

One
Teach/One
Assist— One
leads
the
lesson
while
the
other

supports
in
some
way
and
the
lead
person
is
usually
in
charge
of

the
content
while
the
assisting
teacher
adds
examples,
distributes

supplies
or
checks
in
with
students.

Helpful
for:

One
Teach/One
Assist— One
leads
the
lesson
while
the
other

supports
in
some
way
and
the
lead
person
is
usually
in
charge
of

the
content
while
the
assisting
teacher
adds
examples,
distributes

supplies
or
checks
in
with
students.

Helpful
for:
• setting
up
a
complex
presentation
or
demonstration

One
Teach/One
Assist— One
leads
the
lesson
while
the
other

supports
in
some
way
and
the
lead
person
is
usually
in
charge
of

the
content
while
the
assisting
teacher
adds
examples,
distributes

supplies
or
checks
in
with
students.

Helpful
for:
• setting
up
a
complex
presentation
or
demonstration

• managing
a
lesson
with
new
tech
tools,
equipment

or
assistive
technology

One
Teach/One
Assist— One
leads
the
lesson
while
the
other

supports
in
some
way
and
the
lead
person
is
usually
in
charge
of

the
content
while
the
assisting
teacher
adds
examples,
distributes

supplies
or
checks
in
with
students.

Helpful
for:
• setting
up
a
complex
presentation
or
demonstration

• managing
a
lesson
with
new
tech
tools,
equipment

or
assistive
technology

• managing
a
lesson
with
a
lot
of
directions
or

transitions

One
Teach/One
Assist— One
leads
the
lesson
while
the
other

supports
in
some
way
and
the
lead
person
is
usually
in
charge
of

the
content
while
the
assisting
teacher
adds
examples,
distributes

supplies
or
checks
in
with
students.

Helpful
for:
• setting
up
a
complex
presentation
or
demonstration

• managing
a
lesson
with
new
tech
tools,
equipment

or
assistive
technology

• managing
a
lesson
with
a
lot
of
directions
or

transitions

• setting
up
the
classroom
for
a
change
in
activities

One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where

one
teacher
is
demonstrating
something
that
students
need
to

imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land

forms
with
modeling
clay,
the
second
teacher
can
be
floating
from

desk
to
desk
to
give
support
and
feedback
on
the
sculptures)

One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where

one
teacher
is
demonstrating
something
that
students
need
to

imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land

forms
with
modeling
clay,
the
second
teacher
can
be
floating
from

desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:

One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where

one
teacher
is
demonstrating
something
that
students
need
to

imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land

forms
with
modeling
clay,
the
second
teacher
can
be
floating
from

desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
• getting
students
started
on
independent
work
or
group
work

One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where

one
teacher
is
demonstrating
something
that
students
need
to

imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land

forms
with
modeling
clay,
the
second
teacher
can
be
floating
from

desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
• getting
students
started
on
independent
work
or
group
work

• helping
students
assemble
into
any
assigned
pairings
or

groupings

One Teach/One Float
One
teach/one
float— a
good
model
to
use
during
lessons
where

one
teacher
is
demonstrating
something
that
students
need
to

imitate.
(i.e.
if
a
teacher
is
showing
learners
how
to
create
land

forms
with
modeling
clay,
the
second
teacher
can
be
floating
from

desk
to
desk
to
give
support
and
feedback
on
the
sculptures)
Helpful
for:
• getting
students
started
on
independent
work
or
group
work

• helping
students
assemble
into
any
assigned
pairings
or

groupings
• ensuring
that
students
are
following
along
with
a

demonstration,
model
or
example

One Teach/One Make Multisensory
One
Teach/One
Make
Multisensory — teachers
focus
on
how
to

build
in
creative
approaches,
by
using
two
adults
to
integrate
each

lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.

dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,

visuals,
presentation
software
and
new
apps
and
websites)

One
Teach/One
Make
focus
on
how
to

build
in
creative
approaches,
by
using
two
adults
to
integrate
each

lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.

dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,

visuals,
presentation
software
and
new
apps
and
websites)
Best
for:

One
Teach/One
Make
focus
on
how
to

build
in
creative
approaches,
by
using
two
adults
to
integrate
each

lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.

dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,

visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during

a
lesson
(e.g.,
auditory
and
visual)

One
Teach/One
Make
focus
on
how
to

build
in
creative
approaches,
by
using
two
adults
to
integrate
each

lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.

dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,

visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during

a
lesson
(e.g.,
auditory
and
visual)

• adding
interest,
humor
or
a
bit
of
drama
to
a

lesson

One
Teach/One
Make
focus
on
how
to

build
in
creative
approaches,
by
using
two
adults
to
integrate
each

lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.

dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,

visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during

a
lesson
(e.g.,
auditory
and
visual)

• adding
interest,
humor
or
a
bit
of
drama
to
a

lesson

• showing
a
new
tech
tool

One
Teach/One
Make
focus
on
how
to

build
in
creative
approaches,
by
using
two
adults
to
integrate
each

lesson
with
multiple
strategies
and
tools
to
reach
all
learners
(i.e.

dramatic
reenactments,
costumes
and
props,
audio
cues
or
music,

visuals,
presentation
software
and
new
apps
and
websites)
Best
for:
• offering
more
than
one
mode
of
output
during

a
lesson
(e.g.,
auditory
and
visual)

• adding
interest,
humor
or
a
bit
of
drama
to
a

lesson

• showing
a
new
tech
tool

• engaging
in
a
demonstration

Parallel
Parallel— involves
splitting
the
class
into
two
sections
and
each

teacher
can….

Parallel
splitting
the
class
into
two
sections
and
each

teacher
can….

• Teach
the
exact
same
content;

Parallel
splitting
the
class
into
two
sections
and
each

teacher
can….

• Teach
the
exact
same
content;
• Introduce
two
different
activities,
concepts
or
ideas
and
then
swap

sections
(or,
don’t
switch
and
let
students
return
to
the
larger
group

and
share
new
content
with
peers);

Parallel
splitting
the
class
into
two
sections
and
each

teacher
can….

• Teach
the
exact
same
content;
• Introduce
two
different
activities,
concepts
or
ideas
and
then
swap

sections
(or,
don’t
switch
and
let
students
return
to
the
larger
group

and
share
new
content
with
peers);
• Teach
two
groups
based
on
interests
and
conduct
a
series
of
mini-‐
lessons
on
this
information

Station
Station— teachers
divide
instructional
content
into
two,
three,
or

more
segments
and
present
the
content
at
separate
locations

within
the
classroom.

They
can
be
activity-‐based
or
even
teacher-‐
led.

Station
Station— teachers
divide
instructional
content
into
two,
three,
or

more
segments
and
present
the
content
at
separate
locations

within
the
classroom.

They
can
be
activity-‐based
or
even
teacher-‐
led.

Key
steps
to
planning
stations:
• Will
you
provide
opportunities
for
practice,
discussion,

problem
solving,
review
of
new
material,
partner

reading,
product
creation
or
tech
tool
exploration?

Station
Station— teachers
divide
instructional
content
into
two,
three,
or

more
segments
and
present
the
content
at
separate
locations

within
the
classroom.

They
can
be
activity-‐based
or
even
teacher-‐
led.

Key
steps
to
planning
stations:
• Will
you
provide
opportunities
for
practice,
discussion,

problem
solving,
review
of
new
material,
partner

reading,
product
creation
or
tech
tool
exploration?

• How
many
stations
will
you
need?

Station
Station— teachers
divide
instructional
content
into
two,
three,
or

more
segments
and
present
the
content
at
separate
locations

within
the
classroom.

They
can
be
activity-‐based
or
even
teacher-‐
led.

Key
steps
to
planning
stations:
• Will
you
provide
opportunities
for
practice,
discussion,

problem
solving,
review
of
new
material,
partner

reading,
product
creation
or
tech
tool
exploration?

• How
many
stations
will
you
need?
• How
you
will
direct
the
flow
of
your
stations?
(i.e.

student
choice,
advance
only
when
task
is
completing,

rotating
stations)

New book on its way!
www.cotaughtclassroom.com

Concept 4 –
Support ALL Academic Levels

Differentiating Instruction
“At
its
most
basic
level,
differentiation
means
shaking

up
what
goes
on
in
the
classroom
so
that
students
have

multiple
options
for
taking
in
information,
making

sense
of
ideas,
and
expressing
what
they
learn. In

other
words
the
differentiated
classroom
provides

different
avenues
to
acquiring
content,
processing
or

making
sense
of
ideas,
and
developing
products.”

Carol
Ann
Tomlinson

Differentiation Strategies
§ Think-Tac-Toe

§ Think-Tac-Toe
§ Dinner Menus

§ Think-Tac-Toe
§ Dinner Menus
§ Interest centers

§ Think-Tac-Toe
§ Dinner Menus
§ Cubing

§ Think-Tac-Toe
§ Dinner Menus
§ Cubing
§ Differentiation Tools, Modifications, and Adaptations

Top 7 Support Tools
to Have at All Times
1. Dry erase board

Top 7 Support Tools
1. Dry erase board
2. Post-it notes

Top 7 Support Tools
1. Dry erase board
2. Post-it notes
3. Book stands

Top 7 Support Tools
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups

Top 7 Support Tools
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips

Top 7 Support Tools
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape

Top 7 Support Tools
1. Dry erase board
2. Post-it notes
3. Book stands
4. Page ups
5. Reading strips
6. Highlighter tape
7. Fidgets

§ Pen or marker
§ With friends or alone
§ Materials (agenda, word window, size of paper, timer)
§ Support (peer, adult etc.)
Provide Choice

Classroom and Student Specific Supports
q Body Positioning or Working Ways
q Giving Directions

Body Positioning
Working Ways Menu:

Body Positioning
Working Ways Menu:
• Music Stands

Body Positioning
Working Ways Menu:
• Music Stands
• Graffiti Style

Body Positioning
Working Ways Menu:
• Music Stands
• Graffiti Style
• Michelangelo

Body Positioning
Working Ways Menu:
• Music Stands
• Graffiti Style
• Michelangelo
• Clipboards

Body Positioning
Working Ways Menu:
• Music Stands
• Graffiti Style
• Michelangelo
• Clipboards
• Working Nooks

Giving Directions
q Recordable Card

Giving Directions
q Key chain recorder

Giving Directions
q PowerPoint Audio Feature

Giving Directions
q iPod

Giving Directions
q iPod
q Voki

Giving Directions
q iPod
q Voki
q AT button

Total Participation… Try it!
ì Think-Pair-Share
ì Quick-Writes
ì Quick- Draws
ì Blackboard Splash

Re sp o n se
Ca r ds
Multiple
Choice

Re sp o n se
Ca r ds
Mean Median Mode
Multiple
Choice

Re sp o n se
Ca r ds
Mean Median Mode
Multiple
Choice
True False
True

with
the

following

conditions
Need
more

information

Re sp o n se
Ca r ds
Mean Median Mode
A B C D
Multiple
Choice
True False
True

with
the

following

conditions
Need
more

information

MORE
WAYS
TO
MAKE
IT
FUN!

ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
MORE
WAYS
TO
MAKE
IT
FUN!

ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties

MORE
WAYS
TO
MAKE
IT
FUN!

ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties

ì Highlight
Strengths

ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions

MORE
WAYS
TO
MAKE
IT
FUN!

ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties

ì Highlight
Strengths

ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions

ì Shake
up
the
Structure
ì Stations,
collaborative
work
ì Jigsaw
content
&
have
the
students
teach!
MORE
WAYS
TO
MAKE
IT
FUN!

ì Hook
‘em
ì Dress
up
like
Marco
Polo
ì Hang
a
gallery
exhibit
to
highlight
the
complex
Amazon
ecosystem
ì Keep
‘em moving
ì Spelling
aerobics,
talk
walks,
jump
out
the
answer/
sign
the
answer
ì 1-‐minute
dance
parties

ì Highlight
Strengths

ì Write
&
direct
a
play
for
the
theatrical
student
ì Resident
expert
on
fractions

ì Shake
up
the
Structure
ì Stations,
collaborative
work
ì Jigsaw
content
&
have
the
students
teach!
ì Closures

ì Whip
around,
5
Fingers,
ticket
out
the
doors!
MORE
WAYS
TO
MAKE
IT
FUN!

Concept 5 – Provide Humanistic
Behavior Supports

ì All behavior is a message to be decoded
ì Negative behavior is on the continuum of all
human behavior
Challenging Behavior

ì Change
the
reinforcement
ì Impose
a
consequence
ì Not
rewarding
ì Punishing
ì Ignoring
ì Forcing
the
student
to
behave
Typical Responses to Behavior

Function of Behavior
ì Universal
Desires
ì Autonomy
ì Relationships
ì Interdependence
ì Safety
and
Trust
ì Self-‐Esteem
and
Belonging
ì Self-‐Regulation
ì Accomplishment
ì Communication
ì Pleasure
and
Joy

What the behavior may be communicating..
ì Attention
ì Escape/Avoidance
ì Control
ì Revenge
ì Self-Regulation
ì Play/Entertainment
ì Other (I don’t understand, I am bored…)

We just might be asking the wrong
questions…
ì How can we get him to behave and to complete
work?
ì How can we get him to respect others?
ì What consequences might be effective in
changes in her behavior?
ì What reinforcement might be effective in
changing her behavior?

ì What is she trying to communicate with her
behavior?
ì Does she feel comfortable, safe, valued,
empowered?
ì Is the curriculum challenging, motivating,
interesting?
ì How can we help him connect to others?
ì How can this student experience joy in
school?
New questions …

If you know how students misbehave, you know how
they are smart.
If you know how they are smart, you know what they
need MORE of.
What do they need!

Connections
ì What
connections
can
you
make
to
multiple

intelligences?

5Concepts— a Review
ì Concept
1
– Get
Clear
on
Inclusion

ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN

ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
ì Concept
3— Collaborate
in
New
Ways

ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
ì Concept
3— Collaborate
in
New
Ways
ì Concept
4— Support
All
Academic
Levels

ì Concept
1
– Get
Clear
on
Inclusion
ì Concept
2
— Keep
Students
IN
ì Concept
3— Collaborate
in
New
Ways
ì Concept
4— Support
All
Academic
Levels

ì Concept
5
— Provide
Humanistic
Behavioral
Supports

Resources
ì www.inclusiveschooling.com-‐put
your
email
in
and
get
great

resources!
ì Also– books
and
free
articles
there.

ì Online
Event:
21
Days
to
Happier
&
More
Engaged
Learners!

I wish you the BEST on your journey to create inclusive
classrooms for ALL students!

Question
&
Answer
Session
Save 20% at
www.brookespublishing.com*
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Engaging All Learners: 5 Steps to Creating More Inclusive Classrooms

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