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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All rights reserved.
Chapter 3 Diverse Students In The Classroom
How Students Are Different
And The Same
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Teaching Diverse Students
“The key is learning how to teach individuals, not groups.”
Carol, 7th grade teacher
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Teaching Individuals Not GroupsAn Inclusive Middle School
Multilevel writing assignments
Cross-ability friendships
A place and support for students with special challenges
Multicultural, multi-ability, dvierse socio-economic status
Student’s capabilities complement one another
An interesting class!! NOT boring
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Sights to SeePeanut Butter and Micah in High School
Peanut Butter and Jelly Lessoncrede.berkeley.edu/research/crede/products/multimedia/pbj.html
Micah: Senior Year in High School www.wholeschooling.net/WS/Video/Micah.html
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Special Needs and Good TeachingGood Teaching Addresses Many Specific Needs
Do we design teaching for categories of students or design teaching to handle diversity from the beginning?
Students that are part of a group are often very different from one another
When we teach towards ‘groups’ we can easily stereotype
When we design our teaching for diversity we automatically address both indivdiual and group needs.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Label Jars, Not PeopleSeeing Children as People First
Labels can dehumanize students seeing them AS their label rather than simply children. Let’s . . .
See students as children first See strengths as central rather than
deficits Understand individual strengths, needs,
interests Use ‘person first language’ when we
discuss labels. A student who is . . .
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Students From Diverse Cultural, Racial, and Ethnic Groups
Related but different concepts: race, ethnicity, culture
Race - genetics and physical characteristics (no pure races exist)
Ethnic group - common bond based on ancestry, common beliefs, language, etc.
Culture - language and symbols, customs and patterns of interaction, shared values, norms, and beliefs
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Students From Diverse Cultural, Racial, and Ethnic Groups
Inclusive Teaching Strategies
Promote respect of students’
culture, race, and ethnic identity. Promote respect and understanding
of each student as an individual Help students learn how to critique
and challenge social injustice. Assure that students are accepted
and valued, have a sense of belonging, and develop friendships.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Students from Extreme Poverty
Poor people are judged as lazy and unmotivated. Getting beyond stereotypes and promoting understanding
Parents in a constant survival mode Constant feelings of humiliation Lack of understanding of options Teachers often think poor parents don’t care
but this isn’t true. Education may not be seen as important if the
challenge is daily survival Poor children feel teachers don’t care about
them.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Students from Extreme PovertyInclusive Teaching Strategies
Show students they are special Ensure emotional and physical safety; protect
students from ridicule Examine our own attitudes Promote understanding of poor children Try to understand connection of poverty and
problems with behavior or academic performance Create incentives Don’t give homework that is difficult for children to
do in unstable home situations Have parents and others who have been poor tell
their stories
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Students Who Are Gay
Ridicule and intolerance of homosexual students is widely prevalent
10-30% of students are gay Do not tolerate ridicule but promote understanding
and relationships; challenge homophobia Make no assumption about sexual preference Have gay related materials visible in the classroom Let students know you are supportive of all Work on your own biases Don’t advise students who are gay to ‘come out’.
Let them make that decision Connect students with gay role models
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Students with Differing Academic Abilities
• Gifted and talented
• Dominant language learners
• Learning disabilities
• Cognitive disabilities
• Traumatic brain injury
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Gifted and TalentedDefinition
The term “gifted and talented” . . . means students . . . who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not normally provided by the school in order to fully develop such capabilities. (PL 103-398, Title XIV p. 388)
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Inclusive Strategies for Gifted and Talented Students
Classroom leadership, problem solving and advanced learning
Multi-level learning strategies for higher level learning
Multi-level, differentiated lessons
Curriculum compacting Tiered lessons Open-ended assignments
Scaffolding for high ability students
Build scaffolding into all instruction
Use computers and particularly the internet as an information source
Obtain materials at different levels
Bring in experts to share with the class
Identify mentors
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Mixed ability groups and higher learning.
Social action research projects
Literacy circles Multi-age grouping Flexible groupings Collaborative pairing
Expanding opportunities Community experiences Enrichment for All Integrated honors
programs
Inclusive Strategies for Gifted and Talented Students 2
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Inclusive Strategies forDominant-Language Learners
High incidence of two-way communication Social integration with native English
speakers Thoughtful integration of second-language
acquisition principles with content instruction
Involvement and participation of home community
Promotion of critical consciousness Faltis (1997)
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Learning Disabilities: Definition
. . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written
that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.
The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
The term does not apply to children who have learning problems which are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. (Individuals with Disabilities Education Improvement Act [IDEA], 2004, p. 118)
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Learning Disabilities Typical Descriptions of Challenges
Hyper and hypo-activity Perceptual processing difficulties Organization of work Writing thoughts and ideas Remembering mathematical facts
Problems: very general statements; focus on deficits, not strengths.
Suggestion: describe student challenges in specific functional terms
Faltis (1997)
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Ways In Which Schools Help Create Learning Disabilities
Teaching children in ways they can’t learn.
Prescribed curriculum sequence. Ability grouping, forcing low groups to
see themselves as non-readers and writers.
Denying access to real books until they can ‘read’.
Expecting kids to learn language from sitting all day without talking.
Asking questions that call for only one right answer.
Reprimanding children for wrong answers so that they avoid risk-taking
And then: Referring children to resource
rooms. Subjecting them to testing
that further convinces them they know little.
Stigmatizing them with a pathological diagnosis.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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High expectations & recognition of achievement
Authentic, multi-level instruction.
Multiple intelligences Activity-based
learning
Provide scaffolding to help the student participate with support
Read-alouds, writing dictated stories
Buddy and group reading Books on tape, talking
software
Adaptations for language Computers Talking software Taped books Tape recorder
Learning Disabilities Inclusive Teaching Strategies
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Organization & anticipation
Books at home Help organize desk Visual prompts -- color
codes Teach skills in blocks Preview work -- send
home
Behavior Understand Help learn
responsibility
Grades Report learning not just
grade Alternatives -- extra
credit, drop-a-grade, alternative performance
Learning Disabilities Inclusive Teaching Strategies 2
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Resource room may stigmatize children
Students with many different problems are lumped together
Instruction focuses on isolated skills
Students miss instruction in the general education class
Difficult to establish a sense of community
Learning Disabilities Problems with Pull-out Services
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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Cognitive Disabilitypreviously mental retardation
AAMR definition
Sub-average intelligence (2 standard deviations below mean)
Limitations in adaptive behavior: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work
Before age 18 Needed lifelong supports
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Mental retardation means significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child educational performance.
IDEA, 1997, 300.7 [b]
Cognitive Disabilitypreviously mental retardation
Definition
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Cognitive Disabilitypreviously mental retardation
Intensity of Support
IntermittentLimitedExtensivePervasive
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LEVELS OF SEVERITYMILD(55-70) : functions
fairly normally; academic, living, and vocational limitations.
MODERATE (40 -55): work and live in community with support.
SEVERE PROFOUND (<40): need much assistance and support; often other disabilities.
GENERAL CONCEPTSEXCLUSIONLEARNING: slower and
less capacity.SOCIAL: sometimes
misread social cues; overtrusting.
SEXUAL: historically very controversial. Have been successful parents with support.
OTHER DISABILITIES
Cognitive Disabilitypreviously mental retardation
Impacts of Disability
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PRESENT TYPICAL APPROACHES
Institutions for persons with severe behavioral challenges
Separate school or class
Special work place: sheltered workshop
Special living place: group home.
CURRENT BEST PRACTICESInclusion with other
children in the neighborhood, churches, temples, or synagogues
Inclusive education--regular classes with supports
Supported employmentSupported living--own home
or apartment with supports
Community Involvement of Individuals with a Cognitive Disability
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Key Principles Age-appropriate Community-based Natural proportions
Self-determination and choices
Strategies: Multi-level teaching. Partial participation. Assistance and support from other students.
Picture cues and technology -- eg. Speaking software.
Smaller, simpler assignments
Link to life goals, home,and community.
Authentic, real world learning
Cognitive Disabilitypreviously mental retardation
Inclusive Teaching Strategies
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Students with Traumatic Brain Injury
Impacts Physical impairments Cognitive impairment Behavioral/emotional
changes and difficulties
Teaching strategies Same as with students
with learning and cognitive disabilities
Provide emotional support
May need a shorter school day at first
Focus on strengths
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Students with Differing Academic Abilities
Common Inclusive Teaching Strategies
High but reasonable expectations for learning of all students
Provide leadership opportunities for all Learning materials at wide ranges of ability and
high interest Multilevel, differentiated instruction using authentic
learning experiences Focus on strengths and draw on multiple
intelligences Provide scaffolds and supports Heterogeneous, multi-ability learning groups Collaborate with other professionals
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Students with Behavioral and Emotional Challenges
ADHD
Emotional disturbance
Autism Spectrum Disorder (ASD)
Students with other life challenges
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Attention Deficit/Hyperactivity Disorder
Three subtypes:
1. Inattention2. Impulsive and hyperactive3. Combined -- all three
challenges
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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DSM IV CRITERIA FOR ADHDInattention
Often fails to give close attention to details or makes careless mistakes in school work, work, or other activities.
Often has difficulty sustaining attention in tasks or play activities. Often does not seem to listen when spoken to directly. Often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
Often has difficulty organizing tasks and activities. Often avoids, dislikes, or is reluctant to engage in tasks that
require sustained mental effort (such as schoolwork or homework).
Often loses things necessary for tasks or activities (eg. toys, school assignments, pencils, books, or tools).
Is often easily distracted by extraneous stimuli. Is often forgetful in daily activities.
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Hyperactivity Often fidgets with hands or feet or squirms in seat. Often leaves seat in classroom or in other situations in
which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness).
Often has difficulty playing or engaging in leisure activities quietly.
Is often ‘on the go’ or often acts as if ‘driven by a motor’. Often talks excessively.
Impulsivity Often blurts out answers before questions have been
completed. Often has difficulty waiting turn. Often interrupts or intrudes on others (e.g. butts into
conversations).
DSM IV CRITERIA FOR ADHDPart 2
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RITALIN: Impacts of the Drug
helps children and adults focus for a short time reduces emotional responses helps moderate impulsivity works equally on all people long term effects are not known tendency to sap children of their spirit -- zombie
effect can worsen conditions designed to prevent –
agitation, restlessness, insomnia – which can actually lead to increased dosages
rebound effect may make the child’s behavior worse than it was before
reactions assure people the drug is needed and lead to increased dosages (a reinforcing negative cycle)
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Creative and engaging learning activities
• Students propose alternative approaches to assignments.
• Multiple intelligences. • Workshops, authentic learning,
activity-based learning • Story, pictures, manipulatives,
gamesRespond to individual needs• Structures that encourage social
interactions while working – tables, gathering places with pillows, or a small sofa.
• Places where students can be alone and it is quieter – desks or pillows in the hall, study carrels.
• Spaces for individual work – desks, floor work areas with pillows
Inclusive Teaching
Strategies For
Students With
ADHD Behaviors
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Help students organize and structure their work
• Help students plan, break goals into short-term steps
• Tools -- a calendar, project task analysis, Gantt charts for schedules, daily and weekly schedules.
• Help organize work –student notebooks (3 ring binders, wire notebooks for each subject, etc.), filing systems (alphabetic, topical),
Understand and provide emotional support
• Listen, build on strengths. • Structures for support --peer
mentors, cooperative learning.• Positive energy outlets.
Incl
usive
Tea
chin
g
Strate
gies
For
Studen
ts W
ith
ADHD Beh
avio
rs
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Journey Inside the ClassroomThe Class Community Deals With A Fight At
Recess At lunch 2 students were hitting one another and
calling each other names
The teacher called a classroom meeting
Students told their understanding of what happened
One student felt left out and rejected
They developed ideas so everyone could play
They became friends again. The teacher fostered listening and learning responsibility
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Serious Emotional DisturbanceDefinition
Tendency to develop physical symptoms or fears associated with personal or school problems
A general pervasive mood of unhappiness or depression
An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintaining satisfactory interpersonal relationships with peers and teachers’
Inappropriate types of behavior or feelings under normal circumstances
IDEA
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
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Types of Emotional Disorders
EXTERNALIZING DISORDERS Attention
deficit/hyperactivity disorder (ADHD)
Oppositional defiance disorder (ODD)
Conduct disorder Pervasive
developmental disorders (PDD)
INTERNALIZING DISORDERS Substance abuse Feeding and eating
disorders Anxiety and social
withdrawal Depression Schizophrenia and
psychosis
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The Demographics Of Emotional Disturbance
Disproportionately Male African American Economically
disadvantaged In secondary school Living with one
parent, in foster care, or other alternative arrangement
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What Causes Emotional Disturbance and Behavioral Problems?
povertyhomelessness
Fam
ily c
onfli
ct
Inconsistent
child rearing
practicesChild abuse
Sexual abusedivorce
malnutrition
Associated Factors
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Inclusive Strategies for Students with Emotional Disturbance
School-wide Planning – culture of child-centered orientation
Problem Solving – work to keep all students engaged, “zero reject”
Clear expectations and Proactive School-wide Discipline Plan – simple understandable expectations in positive terms
Social Support Structures and Options – support teams for staff, students, and families
Trust and Safety – positive behavioral supports, respect, and relationship building
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Positive Learning Opportunities – active, student-centered, engaging instruction
Academic and Social Skills – purposefully address both academic and social skill development
Professional Support – traditional professional services are available
Collaboration with and Support for Families – wraparound services, partnerships, wide range of support
Supporting Ourselves – behavioral consultation, support team, in-class collaboration
Inclusive Strategies for Students with Emotional Disturbance
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Autism Spectrum Disorder (ASD) Typical Characteristics
Engagement in repetitive activities and stereotyped movements
Resistance to change Unusual responses to sensory experiences Lack of language development Self-stimulation Self-injurious Preoccupation with certain objects Lack of social/communicative gestures and
utterances
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Applied Behavior Analysis (ABA) Controversial Expensive Three Year Program 40 Hours Per Week
TEACCH Based On A Child’s
Skills, Interests, And Needs
Seeks To Foster Independence
Clear Expectations, Organized Environment, Visual Materials
Autism Spectrum Disorder (ASD) Treatment Approaches
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Social stories Pictures Exchange System (PECS) Redirect – Hurt Feelings Eye Contact Smiling and Laughing Vocalizing Lunch Bunch Class Jobs Calming Down Time
Autism Spectrum Disorder (ASD) Inclusive Teaching Strategies
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Students with Behavioral and Emotional Challenges
Common Inclusive Teaching Strategies
Commit to students with behavior challenges - support, guide, teach
Creative and engaging teaching Options and choices for individual needs and learning styles Positive outlets for student energy Help students organize materials Predictable class routines; help students anticipate and
understand changes Build community to provide emotional support Integral social learning into all academic lessons Use positive behavior support affirming student needs Help students understand their own needs and ways to get
them met Work with an interdisciplinary team
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Students With Sensory And Physical Disabilities
Speech disorders
Blindness and visual impairment
Deafness and hearing impairment
Health impairments
Orthopedic disabilities
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Hearing ImpairmentConsiderations
Factors: loudness (decibels) and pitch (hertz)
When acquired: pre or post-language acquisition
Deafness and partial hearing
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Hearing ImpairmentTypical impacts of disability
Ability to hear: alarms, words, etc.
Communication with others Language development Sense of isolation Psychological impact Deaf culture Use of alternative
communication--sign language
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Hearing ImpairmentSpecialists
Audiologists Sign language interpreters Augmentative
communications specialists
Special Education Teachers
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HEARING IMPAIRMENTStrategies for Inclusive Teaching
Make use of ASSISTIVE HEARING DEVICES
PAIR with other students Class learn some SIGN
LANGUAGE INTERPRETER
DON’T exaggerate
facial gestures Highlight & code
VISUAL INFORMATION Support
RELATIONSHIP building
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Blindness and Visual ImpairmentSpecialists
Ophthamologists Optometrists Low-vision specialists Rehabilitation teachers Assistive Technology
Specialists Orientation and Mobility
Specialists Special Education Teachers
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Teaching strategies Kinesthetic and
activity based teaching
Orientation and mobility Canes Guide dogs Sighted guide
Reading Braille Optacon Auditory Strategies Large Print
Writing Tape recorder Word processor Computer software
Blindness and Visual ImpairmentInclusive Classroom Strategies and Tools
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Physical Disabilities and Other Health Impairments (POHI)
GENERAL often multiple disabilities work as a team adaptive technology facilitate relationships
SEIZURES recognize symptoms safe place student rest peer supports
PHYSICAL MOBILITY lowered tables adapted storage places physical assistance
CEREBRAL PALSY listen to recognize speech;
give time intelligence may be in normal
range give physical assistance and
accommodations
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HIV+/AIDS range of physical and
cognitive impacts Transmitted only by
exchange of blood & semen
Help student feel support & part of a class community
Help other students understand - co-learning & support
Traumatic brain injury various cognitive,
physical, emotional impacts
use some of same strategies for cognitive as LD
provide peer and classroom supports
Physical Disabilities and Other Health Impairments (POHI)
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Students With Sensory
And Physical DisabilitiesCommon Inclusive Teaching Strategies
Organize classroom for access and ability to reach and use materials
Use assistive technology Raise tables slightly for students in wheelchairs Use low tech tools to help students grasp pencils and
prevent materials slipping on the desk Arrange bathroom assistance Insure students are included in all aspects of the class
including field trips Help students understand students with sensory and
physical disabilities. Provide support if a death occurs
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Bumps In The RoadRejecting Students With Differences
Shawn, a student with a severe disability, was to be included in high school classes
When school started two teachers became very angry and complained.
When the special education teacher tried to talk to them they said, “He’s a vegetable!”
What to do? You can’t let a staff member harm a student Keep a relationship so you can listen to
feelings On the other hand, don’t waste your energy on
negative people; look for positive allies
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Designing for Classroom Diversity
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Back PackUrban and Cultural Diversity
National Center for Culturally Responsive Educational Systems (NCCREST) www.nccrest.org/
National Institute for Urban Inclusive Education urbanschools.org/index.html