1. Inclusion

2. http://www.coe.wayne.edu/wholesc hooling/WS/Schls/O%27Hearn.html http://www.coe.wayne.edu/wholesc hooling/WS/Schls/O%27Hearn.html Would you want to work at this school? Would you want to work at this school? Why or why not? Why or why not?

3. http://www.coe.wayne.edu/wholesc hooling/WS/Video/SupportCntrs.ht ml http://www.coe.wayne.edu/wholesc hooling/WS/Video/SupportCntrs.ht ml Do you think the children are benefiting from the collaborative arrangement? Why or why not? Do you think the children are benefiting from the collaborative arrangement? Why or why not? Do you think the teachers are benefiting from the collaborative arrangement? Why or why not? Do you think the teachers are benefiting from the collaborative arrangement? Why or why not?

4. Discussion: Split into groups of 4. Write down your answers and put all of your names on the paper for attendance. Case study: Case study: Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh- questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers.Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh- questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers. Should Andrew participate in an inclusive settings? If so, how much time? If not, why? Should Andrew participate in an inclusive settings? If so, how much time? If not, why? What parts of access to the general curriculum would benefit Andrew? What parts of access to the general curriculum would benefit Andrew?

5. Case Study Continued… Andrew also displays disruptive behaviors when: Andrew also displays disruptive behaviors when: There are changes in the routineThere are changes in the routine He doesn’t understand the taskHe doesn’t understand the task He is denied access to something he requestedHe is denied access to something he requested Andrew’s disruptive behaviors include: Hitting, throwing objects, laying on the ground, and yelling outHitting, throwing objects, laying on the ground, and yelling out Should Andrew participate in an inclusive settings? If so, how much time? If not, why? Should Andrew participate in an inclusive settings? If so, how much time? If not, why? What parts of access to the general curriculum would benefit Andrew? What parts of access to the general curriculum would benefit Andrew?

6. Did your answers change? Why? Why? How do you think general education teachers would feel about having Andrew in their class? How do you think general education teachers would feel about having Andrew in their class? How do you think other students feel about having Andrew in their class? How do you think other students feel about having Andrew in their class?

7. Universal Design for Learning UDL: A framework for allowing all students to access the general curriculum.

8. What is UDL? UDL is an approach for instructing students with disabilities in the general education classroom. UDL is an approach for instructing students with disabilities in the general education classroom. UDL was first introduced in 1999 by the Center for Applied Special Technology (CAST). It addresses individual learning differences based on brain research and new technologies. UDL was first introduced in 1999 by the Center for Applied Special Technology (CAST). It addresses individual learning differences based on brain research and new technologies. Universal Design originated in the field of architecture. In architecture, UD was used to make sure that structures were designed in a way that they were accessible for everyone (those with and without disabilities). Universal Design originated in the field of architecture. In architecture, UD was used to make sure that structures were designed in a way that they were accessible for everyone (those with and without disabilities).

9. The Curb Cut: An example of UD The curb cut is a universal design. All people (with and without disabilities can use it). The curb cut is a universal design. All people (with and without disabilities can use it). Examples:Examples: People who use wheelchairs People who use wheelchairs People with strollers People with strollers People with carriages People with carriages People on skateboards People on skateboards People pulling wheeled suitcases People pulling wheeled suitcases Incorporating features into the design is more economical and aesthetically pleasing than modifications made after-the-fact. Incorporating features into the design is more economical and aesthetically pleasing than modifications made after-the-fact.

10. Why should I use UDL? UDL provides the framework for all students to learn. UDL provides the framework for all students to learn. The law (IDEA '97) requires that all students are provided access to and given the opportunity to make progress in the general education curriculum. The law (IDEA '97) requires that all students are provided access to and given the opportunity to make progress in the general education curriculum. A one-size-fits all approach obstructs the progress of all students. A one-size-fits all approach obstructs the progress of all students. The results of UDL benefit all students. The results of UDL benefit all students.

11. How does UDL make learning more accessible? UDL takes into account the diverse needs of all students including: UDL takes into account the diverse needs of all students including: InterestsInterests StylesStyles AbilitiesAbilities DisabilitiesDisabilities In application, the diverse needs are addressed through modifications, accommodations, and adaptations. In application, the diverse needs are addressed through modifications, accommodations, and adaptations. There is not a single design for everyone. Lessons are set up for all students (with and without disabilities) to have access to learning. There is not a single design for everyone. Lessons are set up for all students (with and without disabilities) to have access to learning.

12. The 3 Learning Systems in the Brain 1. Recognizing patterns 2. Generating patterns 3. Determining priorities  The activity level of the each system and the interaction between them determines an individual’s learning style.

13. The 3 Principles of UDL UD curriculum must provide multiple representations of content. UD curriculum must provide multiple representations of content. Provide multiple modes of presentation for students to select from. Can include standard texts or lectures, visuals, auditory, etc.Provide multiple modes of presentation for students to select from. Can include standard texts or lectures, visuals, auditory, etc. UD curriculum must provide multiple means of expression and control UD curriculum must provide multiple means of expression and control Rather than only printed text, UD allows for other alternatives including video, art, music, use of computer technology, etc.Rather than only printed text, UD allows for other alternatives including video, art, music, use of computer technology, etc. UD curriculum must provide multiple means of engagement and motivation. UD curriculum must provide multiple means of engagement and motivation. Implemented through adapted lesson planning designed for students’ interests.Implemented through adapted lesson planning designed for students’ interests.

14. References http://www.cast.org/research/udl/in dex.html Universal Design for Learning. Retrieved August 5, 2006, from http://www.cast.org/research/udl/in dex.html http://www.cast.org/research/udl/in dex.html http://www.cast.org/research/udl/in dex.html

15. Personal IEP Identify Supplementary aides and services you need. Identify Supplementary aides and services you need. Identify the special education services of specially designed instruction you need. Identify the special education services of specially designed instruction you need. Identify your other educational needs. Identify your other educational needs. Identify the related services you need to be education in this class. Identify the related services you need to be education in this class.

16. Group Activity (Round Robin): How many ways can you present material to your students? How many ways can you present material to your students? How many ways can your students respond? How many ways can your students respond? In what ways can the general curriculum be altered so that Andrew can access it? In what ways can the general curriculum be altered so that Andrew can access it? What other accommodations might Andrew need to be successful in the general education setting? What other accommodations might Andrew need to be successful in the general education setting?

17. Case Study Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh-questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers. Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh-questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers. Andrew also displays disruptive behaviors when: Andrew also displays disruptive behaviors when: There are changes in the routineThere are changes in the routine He doesn’t understand the taskHe doesn’t understand the task He is denied access to something he requestedHe is denied access to something he requested Andrew’s disruptive behaviors include: Hitting, throwing objects, laying on the ground, and yelling outHitting, throwing objects, laying on the ground, and yelling out