1. How to Integrate Students with Diverse Learning Needs in a General Education Classroom
By: Tammie McElaney

2. Classroom Management Activate Prior Knowledge
Provide Clear Goals & Meaningful Strategies
SQ3R – Survey, Question, Read, Recite (or Reflect), & Review
Provide Pertinent Follow-Up

3. Behavior Challenges
Functional Behavior Assessment (FBA) Procedure for Children with Disruptive Classroom Behavior
Process intended to identify the most appropriate and effective interventions
Results of FBA can be used to develop a behavior support plan
Required by law to support students with behavior problems
3 STEP PROCESS
Hypothesis pertaining to underlying function of the problem behavior
Hypotheses are tested
Interventions are implemented and evaluated for effectiveness

4. Motivation ALL human behavior is Motivated
Students may be motived by the following 8 ways:
Status – the need to feel important and valued
Inquisitiveness – the need to know
Affiliation – the need to feel connected
Power – the need to be in control
Achievement – the need to be recognized
Aggression – the need to assert
Gregariousness – the need to be with others
Autonomy – the need to be independent

5. Maslow’s Hierarchy of Needs
Things to consider before student is capable of learning

6. Learning Styles
Effective teaching strategies help to engage students in learning, develop critical thinking skills, and keep students on task.
Learning Style is an individual's natural or habitual pattern of acquiring and processing information in learning situations.
One model of learning style divides learners into three modalities: visual, auditory, and kinesthetic.
Visual learning is a learning style in which ideas, concepts, data and other information are associated with images and techniques.
Auditory learning is a learning style in which a person learns through listening.
Kinesthetic learning (also known as tactile learning) is a learning style in which learning takes place by the student carrying out a physical activity, rather than listening to a lecture or watching a demonstration.

7. Supports, Modifications, and Accommodations
Adaptations, accommodations, and modifications need to be individualized
for students, based upon their needs and their personal learning styles and interests.
Modification: A change in what is being taught to or expected from the student
Quantity of work load
Changing the curriculum (at a lower level)
A test that is changed given at their lower level
Accommodation: A change that helps a student overcome or work around the disability
Extra time to complete work/tests/quizzes
Preferential seating
The use of technology or a scribe for written assignments
The use of a multiplication chart
Graphic organizers
Modifications or accommodations are most often made in the following areas:
Scheduling, Setting, Materials, Instruction and Student Response

8. Activate Prior Knowledge
Cues – “hints” about what students are about to experience
Present Students with Explicit Cues
Questions – elicit what they already know about the topic
Ask Questions that Require Students to Make Inferences about Content
Present Students with Questions that Require them to Analyze What they are Studying in Complex Ways
Advance Organizers – organizational frameworks that a teacher presents in advance of learning. Emphasize the essential ideas that the teacher plans to cover in a lesson or unit.
Present Students with Expository Advance Organizers
Present Students with Narrative Advance Organizers
Use Graphic Advance Organizers
Use Skimming as an Advance Organizer

9. Writing Instructional Objectives
Benefits:
Provide organized goals
Assess learning outcomes
Tool to achieve consistent results
Evaluate if students achieve objectives
Helps select instructional materials
Using ABCD Method
Audience – Describes who is performing behavior (students)
Behavior – What do you want students to be able to do
Condition – Describe what learner will use, have access to (calculator, graphic organizer)
Degree – How well you want them to perform
(quality, accuracy, time, speed)

10. SMART Goals Specific – exactly what is to accomplish by students
Goals/Standards are general
statements of desired learning
Learning Objectives are specific statements
Student Centered- Specific learning targets for students
Guide lesson planning
Specific – exactly what is to accomplish by students
Measurable – define acceptable levels of learning quantifiable
Attainable - appropriate level to ensure success of content
Realistic - relevant/results oriented – learning outcomes
Timely – specific ending point through formative assessment

11. Bloom’s Taxonomy Bloom’s Ranking of Thinking Skills Knowledge
New Version
Old Version
Bloom’s Ranking of Thinking Skills
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
List,
Name, Identify, Show, Define, Recognize, Recall, State, Visualize
Summarize, Explain, Interpret, Describe, Compare, Paraphrase, DifferentiateDemonstrateClassify
Solve,
Illustrate, Calculate,
Use,
Interpret,
Relate, Manipulate,
Apply, Modify
Analyze, Organize, Deduce, Contrast, Compare, Distinguish, Discuss, Plan, Devise
Design, HypothesizeSupport, Schematize,
Write, Report, Justify
Evaluate, Choose, Estimate, Judge, Defend, Criticize

12. ASSESSMENT
Formative Assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Examples of formative assessments include asking students to:
Discussion
Observations
Questioning
Peer Questioning
Journals
Homework
Summative Assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Examples of summative assessments include:
End of unit tests
A final project
A paper
State mandated assessments

13. Family Engagement
It is important for both school and families to work together when working to set and implement goals and objectives for students with problem behaviors
Communication is critical between family and school
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