Inclusion Training Part 1
- 1. Introduction to UCLA Inclusion Project Nightingale Middle SchoolScience DepartmentUCLA Principal Leadership InstituteJanuary 25, 2011S. Drew
- 2. RealityStudents with disabilities are mainstreamed to science and history classes firstStudents remain with their special ed. teacher for English and Math classNotification to science teachers of their students with disabilities often does not happenMainstream teachers are given the responsibility to meet a variety of student needs in a heterogeneous classes
- 3. Heterogeneous ClassesStudents with a variety of:AbilitiesTalentsLearning stylesExtrovert vs. introvertRace/EthnicityLanguageGender Age (maturity)Think of students as being a part of a continuum of abilities instead of a dichotomy of special ed. vs. mainstream ed.Inclusion Project HypothesisHypothesisIfteachers are taught accommodations and inclusion strategies for students with disabilitiesthentheir student’s grades,assessment performance, and attitudes about school will improve.
- 4. Inclusion Project QuestionsMain QuestionHow can we improve our teaching practices to include more accommodations and modifications of the curriculum to emphasis content learning in science classes?Sub-QuestionsHow can we improve teacher efficacy and attitudes about inclusion?How can we better identify students with disabilities, including learning disabilities, early in the year?How will these changes to the classroom benefit all students, improve student attitudes, and increase academic performance in class and on state standardized tests?
- 5. Logic Model for Inclusion Project
- 6. What can we do to address student needs?Plan, plan, plan and more planningStructureTechnology Variety of AssessmentsUse ParaprofessionalsVariety of Teaching Strategies based on brain based research
- 7. Brain Friendly strategies for the inclusion classroom (willis, 2007)Based on imaging research we can begin to understand how learning happens in the brain and what areas are engagedWe can measure different strategies and see which ones reach the most students
- 8. Learning in the Brain – 5 steps2. Limbic system – amygdala – affective filter must accept and not block incoming data1. New information through five senses and sensory processing filters3. Sensory data that make it are coded into patterns 5. Repeated multisensory stimulation brings new memories from storage in order to do higher functioning processes4. Neuronal pathways cross-connect to multiple storage areas(Willis, 2007)
- 9. Benefits of using strategiesBuild self-efficacy as a teacherBuild self-efficacy of studentsImprove behaviorImprove social interactionsPrepares students for real world of diverse groupsHelps more of your students including the high performing students
- 10. Timeline for ProjectJanuary – IntroductionFebruary – Training 1, Teacher & Student SurveysMarch – Training 2April – Observations/Interviews, Teacher & Student SurveysMay- Feedback on Project and Next Steps for 2011-2012