+

Inclusion Toolbox
for Diverse
Learners:

Strategies and Ideas for Teachers of

English

Dr. Donna C. Martinez

Santo Tomás University
August 11 & 18, 2010
+
Dr. Donna Martinez
(George Washington University, Washington, D.C.)

 International Education Consultant:

[Link]@[Link] , [Link]

 Director: HEATH Resource Center on Postsecondary Education for Students

with Disabilities (GWU)
([Link] )

 College instructor- Masters Level Teacher Education

 Author: (2010) Integrating Transition Planning into the IEP Process edited
by Lynda West. CEC: Arlington, VA

 Teacher: 5 licensures in Special and General Education

 Parent of young adult with disability

+
Workshop Agenda:
 DAY ONE-Day of Learning  DAY TWO-Day of Action
What is Person First Language? Apply positive behavior
intervention and supports
What is inclusion /access to the
general education curriculum? Demonstrate best practice

Why are we including all strategies for inclusion

students?
Build and refine a model
What is happening globally? universally-designed lesson

What are the processes for

improved teaching to facilitate
improved learning for ALL?
+
Workshop Goals/Outcomes
Participants will-

1. Refer to individuals with disabilities using Person First Language

2. Understand Inclusive and Differentiated education

3. Utilize a wide array of Differentiated Teaching Strategies across diverse

contexts based on Universal Design for Learning and Backward Design
Lesson Planning

4. Be ready to apply Differentiated Learning Theory and Positive Behavioral

Management Skills when instructing a diverse student population

5. Experience various strategies & reflect upon their usefulness in your class

6. Write a universally designed lesson plan that addresses the needs of a

diverse student population
+
Concepts/vocabulary terms

 Person First Language Curriculum Accommodation

 Inclusion/Inclusive Curriculum Modification
education
Backward Instructional Design
 Presumed competence
Universal Design
 Access
to the General
Curriculum Universal Design for Learning
 Augmentative and Assistive Technologies
alternative communication
T
+
CLOCK BUDDY:
Students add the names of 12 classmates on lines around
the clock face.
Teacher calls out the hour- student works with that buddy
listed on his clock

THINK PAIR SHARE:

Ask a thought-provoking question.
Give students some time to think about the question on
their own, as well as the language they will need to
respond.
Students share their thoughts with a partner.
(For example- Clock Buddy)
Students share thoughts with the whole group, which
serves as a form of accountability for the students.
---??????---
Think about a time you taught a student with a disability.
What was your experience like-how did it make you feel?
Keywords: person /student with a disability
+
What is Person First Language?

 People with disabilities are -- first and foremost, people -- they are
ordinary individuals seeking to live ordinary lives.

  People with disabilities are just like you. 

 Their contributions enrich our communities and society

 The best way to refer to someone with a disability is the same way
we all like to be referred to…

by name.
+
Examples of Person First Language

USE PEOPLE FIRST- If you don’t INSTEAD OF DEVALUING LABELS

know the person’s name…

 People/individual/adult/child with  Thehandicapped

disabilities The disabled
 People/individual/adult/child without  Normal people,
disabilities regular people
 People with intellectual /developmental  Mentally retarded, Retard,
disabilities retarded people
 Downs kid, mongoloid, Retard
 A person with Down syndrome
 Insane, lunatic, crazy, mentally ill,
 A person with mental illness
psycho
 Accessible buses, bathrooms, etc.  Handicappedbuses, bathrooms, etc.,
handicapped parking
+

RESPETO-LA OTRA PLABRA

Produced by Will Schermerhorn of Blueberry Shoes Productions.
+

THE OTHER R-WORD

Produced by Will Schermerhorn of Blueberry Shoes Productions.
+

Reading for meaning using choral reading

Choose a book or passage that works well for reading aloud as a group:
patterned or predictable
not too long; and
is at the independent reading level of most students

Provide each student a copy of the text so they may follow along. (Note: You may
wish to use an overhead projector or place students at a computer monitor with the
text on the screen)

Read the passage or story aloud and model fluent reading for the students.

Ask the students to use a marker or finger to follow along with the text as they
read.

Reread the passage and have all students in the group read the story or passage
aloud in unison.
+
LANGUAGE OF US AND THEM
by Meyer Shevin
 We like things

 They fixate on things

 We try to make friends

 They display attention-seeking behaviors

 We take a break

 They display off –task behaviors

 We stand up for ourselves

 They are non-compliant

+
LANGUAGE OF US AND THEM
by Meyer Shevin
 We have hobbies

 They self-stimulate

 We choose our friends wisely

 They display poor peer socialization

 We persevere

 They perseverate

 We love people

 They have a dependency on people

+
LANGUAGE OF US AND THEM
by Meyer Shevin
 We go for a walk

 They run away

 We insist

 They tantrum

 We change our minds

 They are disoriented and have a short attention span

 We have talents

 They have splinter skills

+
LANGUAGE OF US AND THEM
by Meyer Shevin

WE ARE HUMAN . . . .

THEY ARE ? ? ? ?
+
Presumed competence- The guiding Brain
principal Gym

A. Donnellan, 1984: Donnellan, Anne, (1984) "The Criterion of the Least

Dangerous Assumption" Behavioral Disorders, v9 n2 p141-50 Feb 1984

 “The criterion of LDA holds that in the absence of

conclusive data, educational decisions ought to be based
on assumptions which, if incorrect, will have the least
dangerous effect on the likelihood that students will be
able to functional independently as adults.”
 Furthermore, “we should assume that poor performance
is due to instructional inadequacy rather than to student
deficits.”
+
Presumed competence

 All people have different talents and skills.

 Intelligenceis not a one- dimensional construct, nor can it
(or its absence) be measured accurately and reliably
enough to base students’ educational programs and future
goals on test results.
 Childrenlearn best when they feel valued, when people
hold high expectations for them and when they are taught
and supported well.
+
Presumed competence

 Students are seen as capable of learning

 Peoplespeak directly to students rather than speaking to
students through a buffer supplied by paraprofessionals or
other people who are considered to be assisting the
students.
 People use age-appropriate vocabulary, topics, and
inflection when talking to students.
+
Five Reasons for Presumed
Competence
1. Human intelligence is a multi-faceted construct

2. Assessments of students’ I.Q. are seriously flawed when they have

difficulty communicating and movement challenges.

3. Children and adults labeled retarded are capable when they have a
means to communicate and are provided with high quality instruction.

4. To presume incompetence could result in harm to our students if we

are wrong.

5. Even if we are wrong about students’ capacities to learn general

education curriculum content, the consequences to the student of
that incorrect presumption are not as dangerous as the alternative.
+
QUESTIONS & REFELCTIONS

How do our assumptions about people

impact our beliefs and actions?
How can we decide if our assumptions
are right or wrong?
Other Questions/Reflections?

T
+
What is inclusion:
Our ability to reach unity in diversity will be the beauty & test of our
civilization. Gandhi
 All students are members of their neighborhood school

 All students are assigned to age-appropriate grades in heterogeneous

classrooms.

 Student grouping and regrouping are based upon the individual interests and
skills of ALL students and not only on disability types or labels.

 Supports and special education services (‘therapies”) are provided in the

classroom and coordinated with ongoing instruction.

 Related services, (e.g., physical therapy, occupational therapy, speech

therapy) are delivered in general classroom settings and coordinated with
ongoing instruction.
+
What is inclusion
 The provision of supports for students (i.e., instructional,
curricular, behavioral) is viewed as a school-wide need, embraced
by the staff, and part of the whole school culture.
 The instructional materials used for typical students are modified
for assignments, homework and tests, as needed.
 Effective teaching strategies and differentiated instruction are
used to meet the needs of every child and to accommodate the
learning styles of all children in the class.
 The general education instruction and curriculum are used as the
bases for instruction to meet education goals.
+
What is inclusion

 Planned and structured activities are in place to promote social

inclusion and friendship development- before, during and after
school.
 Studentswithout disabilities are supported in welcoming other
students who have disabilities
 Collaborationamong general educators, special educators and
other school personnel occurs on an ongoing basis.
 School
administrators provide vision and leadership and
welcome all students into their schools.
+
In an effective inclusive school…

ALL staff members, students and parents...

 believe that ALL children belong as part of the school community
 emphasize learning for ALL students
 provide equal opportunities for ALL learners
 equally value ALL persons
 view each person as a unique individual
 learn from and about people with diverse characteristics
 work together in a problem-solving organization
 share the responsibility for ALL students
+
What is inclusion- Example of Student
Assessment
Life –line Strategies

 Phone a friend

1. Student may ask a friend to help with the answer

2. Friend whispers the answer to the student
3. Student responds to the class with the correct answer

 Answer in my pocket

1. Student struggling with remembering the correct response to test

question keeps a copy of the question with the correct answer in his
pocket
2. Student is asked throughout the day by teacher and friends what is
the question / answer in his pocket.
3. Student has frequent opportunities during the day to learn content
+
What is inclusion- in summation

All children learning together in the same schools and same

classrooms, with the services and supports necessary so that they
can be successful there.

Inclusion is being a part of what everyone else is, being welcomed

and embraced as a member who belongs.

A community that goes beyond such simple things as school dances

and Christmas concerts, your school must become a place of
bonding.

Everyone is valued and everyone uses “Person First” language.

+
Why inclusion? It’s the right thing to do
and it’s the LAW-USA
 Individuals with Disabilities All students with disabilities have the right to
free appropriate public education in the least
Education Act, 2004 (IDEA), restrictive environment

 Americans with Disabilities, Act, Civil right to equal access –building and
1990 (ADA) learning

 Rehabilitation Act, 1973 (Sect. Expect to demonstrate learning in the general

education curriculum
504)
With supports and services as necessary
 Elementary and Secondary
Education Act (ESEA/NCLB), States must ensure that all groups of students,
2002 including including low-income students,
students from major racial and ethnic
groups, students with disabilities, and
students with limited English proficiency-
reach proficiency
+
Why inclusion? It’s the right thing to do
and it’s the LAW-Chile
 Ley N°20.422 que Establece Normas sobre I  Equal Opportunities and Social Inclusion of
gualdad de Oportunidades e Inclusión Socia Persons with Disabilities.
l de Personas con Discapacidad
 Principles of independence, universal
accessibility, universal design, intersectoral,
 Ley Orgánica Constitucional (LOCE)de participation and social dialogue.
1990; en la Ley 19.284 del 1994 de
Integración Social de las Personas con  Establishes new body to address the challenges
Discapacidad y los decretos supremos de created by the full social inclusion of persons
educación Nº 1/1998 que reglamenta la with disabilities: the Committee of Ministers,
National Disability Services and the Advisory
integración escolar y el DFL Nº 2 /98 de Council.
subvenciones y sus modificaciones.
 Right of parents to choose the method most
 Política Nacional de Educación Especial appropriate special education for their children.
2006 - 2010,
 Right to access general curriculum
 Ley 20.201 que modifica la Ley de
Subvenciones (D.F.L. 2/98)
+
What is happening globally

 Defense for Children International (DCI)

[Link]

 Inclusion International
[Link]

 The United Nations Educational, Scientific and Cultural Organization (UNESCO)

[Link]
(Educación para Todos (EPT) a cumplir en 2015)

 Convention on Human Rights for People with Disabilities

[Link]
+
PAUSE FOR QUESTIONS &
REFLECTIONS
 If inclusion is the law and for some considered best practice, why do
we not see this happening in all schools by all teachers? What are the
barriers?

 What needs to be improved or changed in order to have students

included in school? How do we remove those barriers?

 What would help you to be prepared for a student with a disability in

your class?

 Other questions about the inclusion of students with diverse learning

abilities?
+
Planning for Inclusion
 Backward Lesson Planning
 Desired results,
 Acceptable evidence,
 Learning experiences/instruction

 Differentiated Lesson Planning

 Student centered: ability, interest, skill level
 Ongoing and diagnostic assessments to make instruction
more responsive to learner’s needs
 Multiple formats of assessment
 Varied groupings

 Universal Design for Learning

+
Steps to Backward Design
Understanding by Design by Grant Wiggins and Jay
McTighe (1999)
Start with the end in mind:
1. Identify Desired Results
2. Determine Acceptable Evidence
3. Plan Learning Experiences and
Instruction
[Link]
Overview of Understanding by Design (pdf) [Link]
+
Backwards Planning:
Establish Circular Priorities
What all students will learn?
Content & Standards
What do we want students to
encounter in lesson?

Prerequisite skills/knowledge
to successfully accomplish
Key performances &
Assessments

Instruct the BIG IDEA-worth

remembering after all else is
forgotten-How will I prepare
that lesson?
+
What will you accept as evidence of learning,
understanding, proficiency?

Continuum of Assessment Methods

•Vary in scope-simple to complex
•Vary in time frame- short to
long-term
•Vary in structure- highly to
nonstructured
•Ongoing & formative
+
Performance Tasks & Projects
•Open-ended
•Short-termed/long termed/multistaged
•Complex
•Authentic
•Personalized
•Criteria known & guide student’s work
+
Academic Prompts- Pencil & Paper
•Open-ended questions
•Required to think critically,
•Response, product, performance
•Not a single, best answer or strategy
•Involves analysis, synthesis, evaluation
•Requires explanation/defense
•Requires judgment-based score
+
Quiz and Test Items- Pencil & Paper
•Simple, content-focused questions
•Assess factual information, concepts,
discrete skill,
•Use select-response or short answer
•Has single, best answer
•Scored with answer key/machine
•Questions not known in advance
+

T-UbD
+ Differentiated Instruction
Carol Ann Tomlison: [Link]
Paula Kluth: [Link]

 Applies an approach to teaching and learning that provides students

multiple options for taking in information and making sense of ideas.

 Approach to teaching is flexible: the curriculum & presentation of

information is adjusted.

 Recognizes students’ background knowledge, readiness, language,

preferences in learning, interests vary. Teachers react responsively.

 Classroom teaching is a blend of whole-class, group and individual

instruction.
+
What is Differentiated Instruction?
Identifying components/features:

 Instructional Content:

Several elements and materials are used to support instructional

content
Acts

Generalizations/principals

Attitudes

Skills

Aligns tasks and objectives to learning goals (individual, school,

State/National)

Instructionis concept-focused and principle-driven adjusted by

degree of complexity for the diverse learner
+
What is Differentiated Instruction?
Identifying components/features:

 Process of teaching:

Flexible grouping

Positive behavioral classroom management

Initial and on-going assessments of student readiness and growth

Active and responsible student learning

Varied expectations and requirements for student responses.

+
What is Differentiated Instruction?
Identifying components/features:

 Guidelines:
 Clarify key concepts and generalizations

 Use assessment as a teaching tool to extend versus merely measure

instruction.

 Emphasize critical and creative thinking

 Engage all learners

 Provide a balance between teacher-assigned and student-selected tasks

See: Balancing the Equation to Make Differentiation Work

+
+ What is the difference between an
adaptation, accommodation and a
modification?
 Adaptations: Any type of change in delivery of
instruction, the conceptual difficulty and/or content of
the curriculum. accommodations and modifications.
 Two types:
 Accommodation

 Modification
+
What is the difference between an
adaptation, accommodation and a
modification?
Accommodations are adaptations (changes) in materials, procedures, the
delivery or the method of student performance/assessment that does not
change the curricular content or conceptual difficulty

 Allows student to be able to do the same work as his or her peers-”Levels the
playing field, allows equal access” (ADA)

 Allows SWD to show their knowledge and skills rather than the
effects of their disabilities. (Thurlow, M. (2002).

 Does not change the curricular content or conceptual difficulty in an

effort to help the child be able to do the same work as his or her
peers.
+
What is the difference between an
adaptation, accommodation and a
modification?
 Accommodations are shaped by state/national guidelines. They
are grouped into separate types:
 Presentation – how the test looks, size of type or of response
bubbles, repetition of directions, having materials read aloud.
 Responses – mark answers in the book, use references, point.

 Setting – study carrel, special lighting, separate rooms.

 Timing/schedules – extended time, frequent breaks.

+ What is the difference between an
adaptation, accommodation and a
modification?
 Modifications: more extensive adaptations (changes) made to both difficulty
level and/or content quantity of the curriculum, performance or assessment.
 Changes what the student is expected to learn and show based upon individual
ability.
 Modifications involve combinations of altered content knowledge, conceptual
difficulty, educational goals, instructional method, and assessment of learning

 Examples:
 student learns only one section of a unit, not the entire unit
 use different grade level
 Use of calculator in a math test, reading test read out loud to student
+
The Modification Process
A decision-making approach for class participation for
students with diverse learning needs
 Is the activity appropriate- can the student do the same activity as
peers
 If no then…

 Is the activity appropriate with adapted materials

 If no then…

 Is the activity appropriate with personal assistance

 If no then…
+
The Modification Process
A decision-making approach for class participation for
students with diverse learning needs
 Is their an alternative objective student can achieve while
participating (Multilevel instruction)
 If no then…

 Is there an alternative activity in which the student can participate, in

a different section of the room?
 If no then…

 Is there instruction that can be provided in another environment?

 Universal Design & Universal Design
+
for Learning
CAST: [Link]
National Center on Universal Design for Learning :
[Link]

 UDL derived from architecture: Universal design and product

development
 curb cuts, automatic doors, video captioning, speakerphones

 Build flexible designs first rather than retrofit later for greater cost

 Everyone benefits from universal design features (e.g., watching video

with captions in a busy gym or airport).

 UDL-Based on neurosciences that shows that each brain processes

information differently.

 UDL-Allows students access to classroom environment, learning.

+
Universal Design for Learning
 Universal Design for Learning utilizes flexible instructional materials,
techniques, and strategies that empower educators to meet these varied
needs.

 UDL framework proposes that educators strive for three kinds of flexibility:
1. To represent and access academic content information in multiple formats and
media (the "what" of learning),  
2. To provide multiple pathways for students' action and expression (the "how" of
learning),
3. To provide multiple ways to engage students' interest and motivation (the "why"
of learning).

 UDL principles, implemented with new media and Technology, improves

goal setting, individualizes instruction, and better assess students progress. 
+ How US Federal Statute Defines
UDL
From the Higher Education Opportunity Act of 2008 ...

 The term UNIVERSAL DESIGN FOR LEARNING means a

scientifically valid framework for guiding educational practice that:

 (A) provides flexibility in the ways information is presented, in the

ways students respond or demonstrate knowledge and skills, and in
the ways students are engaged; and

 (B) reduces barriers in instruction, provides appropriate

accommodations, supports, and  challenges, and maintains high
achievement expectations for all students, including students with
disabilities and students who are limited English proficient.
+
Why UDL?

 Provides Student centered education for diverse learners

 Students have a variety of skills, needs, and interests. 

 Confirmed by neuroscience brain imaging technologies

 Often curriculum is "fixed" and inflexible.

 Individual differences become learning barriers as learners try to bend their
individual styles, skills, and abilities to the curriculum's needs at the
expense of genuine learning.

 A universally designed curriculum is designed from the outset to

meet the needs of the greatest number of users, making costly, time-
consuming, and after-the-fact changes to curriculum unnecessary.
+ Assistive Technology
Technology used by individuals with disabilities in order to
perform functions that might otherwise be difficult or
impossible.
 Examples include: mobility devices such as walkers and wheelchairs, as well as hardware,
software, and peripherals that assist people with disabilities in accessing computers or other
information technologies.

 People with limited hand function - keyboard with large keys or a special mouse to operate a
computer,

 People who are blind - software that reads text on the screen in a computer-generated voice,

 People with low vision may use software that enlarges screen content, people who are deaf may
use a TTY (text telephone),

 People with speech impairments may use a device that speaks out loud as they enter text via a
keyboard.

 National Assistive Technology Technical Assistance Partnership (NATTAP)

[Link]

 AbleData: [Link]
 Curriculum Enhancements and
+
Strategies are…
A purposeful activities to engage learners in acquiring new behaviors or
knowledge

Tools for designing thoughtful lessons and units

Tools needed to bring thoughtful programs alive in the classroom

Clearly defined steps or a clear description of what the teacher does

Motivating for students and makes the work of differentiating

instruction manageable for teachers

What makes for consistent and significant gains in student achievement

& state/national assessments

How we help all children build different kinds of knowledge.

+
Strategies and resources

USED IN PRESENTATION  AND MORE…

Think pair share REVIEW OF TOOLKIT

Choral reading DIFFERENTIATED INSTRUCTION

Lifeline BACKWARD DESIGN

Pause for reflection / Brain Gym UNIVERSAL DESIGN FOR LEAR

NING
Graphic organizers

Use of technology & software- simpl

e or advanced
+
3-2-1 Summary:
Reflect on the topics and information we discussed today and list:

New ideas you encountered…

 ____________________________________________________________

 ____________________________________________________________

 ____________________________________________________________

Strategies you plan to try…

 ___________________________________________________________

 ____________________________________________________________

Question you still have…

 ____________________________________________________________
+
I have this child…

 Review packet-toolkit for inclusion,  Bring to class 2:

lesson plans
 Description of the child
 Select a student with a disability
 UDL/Backward design lesson plan
 Design a lesson plan that meets the
needs of that student and assures  5 Strategies, accommodations,
access to the general curriculum
modifications that you have
 Describe adaptations, curriculum
discovered- include
enhancements you might use for that references/website
child
 Be prepared to show the group an
 Teaching strategies
example
 Accommodations
 Modifications
Online Inclusion Strategies:
[Link]
Inclusion for English Language Learners

English Language Learners with LD

[Link]
[Link]

Paula Kluth: [Link]

LDOnline: [Link]

NICHY: (Sp) [Link]

Collaboration Between General and Special Education: Making it Work

[Link]

Inclusion links [Link]

Office of Special Education Programs: IDEAS that work toolkit:

[Link]
+
Inclusion Toolbox
for Diverse
Learners- Day 2
Behavior and
Communication
Strategies and Ideas for Teachers of
English

Dr. Donna C. Martinez

Santo Tomás University
August 11 & 18, 2010
+
What is Positive Behavior Intervention
Strategies?
 PBIS give schools capacity-building information and technical assistance for
identifying, adapting, and sustaining effective school-wide disciplinary practices.

 Changes the perspective:

 The child IS the problem
 The child HAS a problem

 Negative approaches lead to harm Aversives- Seclusion

 Positive approaches lead to learning and changed behavior patterns

 Resources:
 [Link] and
 Positive Behavior Interventions (pdf): [Link]
+
How does PBIS help Students with
disabilities?
 Teachers are able to assess the student for problem behaviors

 A functional assessment explains WHY a student has problem behaviors:

 Teaching methods
 Academic learning level
 Environment
 Disability

 Instructional decisions are based on data: observation, notes,

+
General interventions for students
with disabilities
Based on and supported by schoolwide & classroom positive intervention plans

[Link] changes in the environment (seating, etc.)

[Link] opportunities to make choices.

[Link] the curriculum.

[Link] reinforcement for appropriate behavior.

[Link] appropriate pro-social behaviors.

[Link] adapts instructional style.

[Link] a behavior intervention plan using the data

+
Goal # 1: Good teaching -best behavior
management tool

STUDENT ACHIEVEMENT

Good Teaching Behavior Management

[Link]
+Goal #2: Apply Tertiary Prevention:
Specialized
Individualized
three tiered ~5%
Systems for Students with High-
Risk Behavior
prevention logic to
classroom setting ~15% Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior

Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings

~80% of Students

[Link]
+
Goal #3: Link classroom to
school-wide
School-wide expectations
Classroom v. office managed rule violations
Common vision
Common experience
Common language

[Link]
+ SWPBS
i d e Subsystems
l- w
o o Classroom
h
Sc

Non-classroom Family

Student

[Link]
+
Goal #4: Teach academic like
social skills

 ADJUST for
ADJUST for 
 DEFINE
DEFINE


 Efficiency
Efficiency 
 Simply
Simply


 MONITOR &
MONITOR &


 ACKNOWLEDGE
ACKNOWLEDGE 
 MODEL
MODEL

 Continuously
Continuously


 PRACTICE
PRACTICE


 In Setting
In Setting [Link]
+
Example 1: School-Wide Behaviors

EGALES SOAR TO SUCCESS! Exhibit respect for yourself and others.

Accept responsibility.
Give your best effort.
Look, listen, and learn to
Exceed expectations and
Soar to success!
+
Example 1: An improved approach

[Link]
+
Example 2: SW Behaviors

The 3-Rs
 Respect Yourself
 Respect Others
 Respect Prop

[Link]
+
EXAMPLE 3: SW Behaviors
A ROSE FOR ROSEDALE:

Respect

Others

Self

Environment

[Link]
+
EXAMPLE 4: SW Behaviors

School Rules
NO Food
No Weapons
NO Backpacks
king
NO Drugs/Smo
NO Bullying
+
Goal #5: Build systems to support
sustained use of effective practices

[Link]
+
Positive Behavior Intervention
Strategies for Your Classroom:
+
Did I give at least 4 positive for each
negative student contact?

Contextually, developmentally,
culturally appropriate
Genuine, efficient, effective
Specific, meaningful
Varied in type & form

[Link]
+
Did I move continuously?

Obvious
Positive
Interactive
Predictable v. unpredictable

[Link]
+
Did I scan frequently?

Head up
Head & body orientation
Varied in type & form
Predictable v. unpredictable

[Link]
+
Did I have positive interaction with
most students?

Contextually, developmentally, culturally

appropriate
Genuine, efficient, effective
Specific, meaningful
Varied in type & form

[Link]
+
Did I handle minor rule violations
efficiently?
Privately v. publicly
Contextually,
Businesslike &
efficiently
Developmentally
Follow w/
opportunity for
Culturally appropriate positive
Reinforce rule
following

[Link]
+
Did I follow SW procedures for major
rule violations ?

Calm & business-like

Follow procedure
Disengage if escalation
Precorrect for next occurrence
Look for opportunity to reinforce

[Link]
+
Did I positively acknowledge at least 5
different students in setting?

Contextually, developmentally, culturally appropriate

Genuine, efficient, effective

Specific, meaningful

Varied in type & form

[Link]
+
Classroom Environment

Arrange environment to maximize

opportunities for:
Academic achievement
Social success
Effective & efficient teaching

[Link]
+
Minimize crowding & distractions

 .

Design environments that promote

appropriate behavior
furniture,
traffic flow,
supervision,
student v. teacher areas,
seating arrangements
[Link]
+
Maximize structure & predictability

Teach teacher routines

Volunteers & substitutes, grading &
testing, transitions, announcements
Teach student routines
Homework, group v. independent
study, materials, restrooms, drinks,
backpacks
[Link]
+
Say, show, practice, review, & reinforce
positively stated expectations

Postexpectations & rules

Teach in context
Prompt & precorrect
Monitor continuously
Acknowledge & reinforce regularly

[Link]
+
Give more acknowledgements for
appropriate than inappropriate behavior

At least 4 to 1
At least once every 5 minutes
Follow correction with opportunities for
positive acknowledgement

[Link]
+
Maximize varied opportunities to
respond
Individual v. group
Oral v. written v. gestural
Teacher v. student directed
Independent v. cooperative
Remember to utilize universal design
for learning

[Link]
+
Maximize active engagement

Written,choral, gestural, assistive

technology

Individual v. group

Continuous v. intermittent monitoring

[Link]
+
Continuous active supervision

Move
Scan
Interact
Remind & precorrect
Positively acknowledge

[Link]
+
Respond to inappropriate behavior by
procedure
Minors Majors
Signal Signal
Restate correct Follow SW
Check procedures &
understanding agreements
Reinforce

[Link]
+ Establish multiple strategies for
acknowledging appropriate behavior

Developmentally, culturally, contextually

appropriate, student focused

Social,tangible, activity, etc.

Frequents v. infrequent
Predictable v. unpredictable
Immediate v. delayed

[Link]
+
Augmentative and alternative
communication (AAC)
 What happens if the students has no way to communicate wants, needs, desires,
joys, pains

 Augmentative and alternative communication (AAC) includes all forms of

communication (other than oral speech) that are used to express thoughts,
needs, wants, and ideas. We all use AAC when we make facial expressions or
gestures, use symbols or pictures, or write.

 AAC supplements existing speech or replaces speech that is not functional.

 Special augmentative aids, such as picture and symbol communication boards

and electronic devices, are available to help people express themselves. This
may increase social interaction, school performance, and feelings of self-worth.
+
What are the types of AAC systems?

 Unaided communication systems-

 Rely on the user's body to convey messages.
 Examples include gestures, body language, and/or sign language.

 Aided communication systems –

 require the use of tools or equipment in addition to the user's body.

 Aided communication methods include:

 Paper and pencil to communication books or boards to devices that produce voice
output (speech generating devices) and/or written output.
 Electronic communication aids allow the user to use picture symbols, letters, and/or
words and phrases to create messages.
 Some devices can be programmed to produce different spoken languages.
+
Where may I learn more?

 American Speech and Hearing Association: [Link]

[Link]

 International Society for Augmentative Alternative Communication:

[Link]
+
3-2-1 Summary:
Reflect on the topics and information we discussed today and list:

New ideas you encountered…

 ____________________________________________________________

 ____________________________________________________________

 ____________________________________________________________

Strategies you plan to try…

 ___________________________________________________________

 ____________________________________________________________

Question you still have…

 ____________________________________________________________
+

Credo of
support

Norman Kunc &

Emma Van der Klift
[Link]
+

Credo For Support: [Link]

+