Descriptions and materials from session presentations at the 2010 "Planting the Seeds of Inclusion" conference.
This interactive session will encourage participants to critically analyze the process by which we identify students for special education services. Case studies developed by renowned researchers Beth Harry, Janette Klingner and Elizabeth Cramer will provide a backdrop to discussion of the complex issues regarding the assessment and placement process. Disproportionality and the overrepresentation of minority students in special education will be addressed in depth, as well as the ways instruction and classroom management may influence assessment and placement decisions.
Pat Schwenke and Stacey Skoning
CGI and other problem-solving approaches to mathematics have been supported in general education classrooms, but largely ignored in special education. After receiving CGI training, and seeing the success and ease with which a teacher could modify lessons for individual kids to achieve success, CGI methods were implemented in a classroom for high school children labeled CDMS. CGI made math a challenge. The work wasn't being dummied down for kids who knew when their work was being overly simplified. It also increased the self-esteem of these students. Come learn how you can help your children with special needs think critically about mathematical concepts.
"Cultural awareness of disability in central México: Using voices and observations from the field to create more inclusive settings for culturally and linguistically diverse students in US schools and community settings"
Families in México would move mountains (cielo y tierra) to provide proper educational services for their children with disabilities. While the “special” school concept still exists, community members are slowly beginning to recognize the need for individuals with disabilities to be integrated into the community. These combined efforts help increase the awareness of people with disabilities, and in the end, seek to improve the outcomes for adults with disabilities in central Mexico. Implications for future research and practice are offered.
"Effects of Read-Aloud Training for Parents of a Young Child with a Developmental Delay/Literacy in Early Childhood"
Most research regarding the use of read-alouds focuses on the impact of read-alouds on older children who are without developmental delays or disabilities. An intervention was done by this speaker with two families enrolled within a Birth to Three Program. Both families had a young child with a diagnosed developmental delay or disability. The results indicated that parent training increased the number of positive intervention strategies they used during read-aloud sessions. This break-out session will address the strategies that were given to the participating families in the intervention. Participants in this break-out session will be given hand-outs and become engaged in hands-on activities that practice early literacy strategies and techniques. This session would be beneficial for early childhood teachers, therapists, and parents of young children.
Jenny Matney and Amanda Braunreiter
This presentation will be based on reading in the preschool classroom. You will learn the recipe to help your preschoolers become successful readers. The ingredients we will share are: read-alouds, shared reading components, phonological awareness, and independent reading. The secret to this perfect recipe is choosing successful literacy books, games, songs, and assessments that are both fun and developmentally appropriate. Through this interactive presentation, you will walk away with an appetite to help your preschoolers become readers!
Developing peer relationships has been advocated as a critical inclusion goal for students with developmental disabilities. I will share findings from an observational study exploring factors that influence peer and adult interactions within inclusive classrooms. In addition, I will present results from a systematic review of interventions aimed at promoting social interaction among students who use AAC and their peers without disabilities. Finally, I will provide recommendations for practitioners and researchers on increasing interaction opportunities for students who use AAC.
This session will provide participants with the opportunity to learn about an online self advocacy course available for their school districts. The course is part of a collaborative effort between the Wisconsin Technical Colleges, the University of Wisconsin-Madison, and the Department of Health Services. The intention of the course is for students with disabilities to articulate accommodation needs based on the awareness of their disabilities and its characteristics with the confidence and knowledge of the postsecondary educational requirements and in employment. A teacher currently offering the course and students who have participated in the self-advocacy curriculum will share their insights into the program.
It is important that we recognize the developmental nature of self-determination (S-D), and methods to support the attainment of S-D skills in young students. This presentation will include a brief overview of
self-determination and describe the training and experiences of four elementary students (grades 4, 5, 6) who led their own IEP meetings. The six lessons used to prepare the students to lead their meetings will be
shared, along with descriptions of their IEP meetings, and the stories of each student, their parents, and teachers in relation to the student-led IEP experience. Session participants will discuss their concerns and make plans to implement this process with their own students.
- PDF on Lessons for Preparing Elementary Students to lead the IEP Meeting associated with this presentation
Kim Trendel and Michelle Koenig
Come and learn about the different models of team teaching and the difference between team-teaching and special education support. Learn how one team of a regular and special education teacher team-teach.
Video clips will be shown to demonstrate team teaching models in actual practice. Division of responsibilities, setting up the classroom, a typical lesson will all be shared. We will share how this team teaching has positively affected how instruction is done in the self-contained classroom as well. We will share assessment data and tools to help guide the path of team-teaching partnership.
What’s out there on the Internet that teachers can use to promote literacy skills in classrooms? Come learn about some useful sites, explore how other educators are integrating the Web into classrooms and curriculum, and share your own stories of Internet interaction.